text:
The number of jobs in downtown Baltimore topped pre-recession levels for the first time last year, according to an annual report to be released Thursday.
Downtown employment rose to about 122,000 in 2013, up 8 percent from 2012 and 7 percent since 2007, according to the Downtown Partnership's annual State of Downtown study. It's the first time in a decade of Downtown Partnership reports that the area has posted two consecutive years of job gains.
"The employment growth number is the most impressive part of the report. … It shows that downtown Baltimore is headed in the right direction when it comes to employment," said Kirby Fowler, president of the Downtown Partnership of Baltimore, a nonprofit funded by businesses to oversee cleaning, security and other programs downtown.
In the city as a whole, employment remains down by about 10,000 jobs since 2007, according to data collected by the Bureau of Labor Statistics. The BLS shows a gain of 2,200 jobs for in 2013 compared with 2012.
The strength of Baltimore's downtown, on metrics that range from employment concentration to library membership, has long made it an outlier within the city, said Seema Iyer, associate director of the Jacob France Institute at the University of Baltimore Merrick School of Business. As the engine of the regional economy, its success is critical to broader economic growth, she said.
"It is the economic center of the region, so the fact that it is growing is only going to help, not only the city of Baltimore but the region," Iyer said. "The downtown growing I think is certainly a trend that's going to continue. … The hope for everybody else is … that downtown's strength won't be an island."
The Downtown Partnership defines downtown as the space within a one-mile radius of Pratt and Light Streets, an area that includes the waterfront from Federal Hill to Harbor Point, as well as parts of Mount Vernon, the stadium district and the city's west side.
In that area, healthcare and social assistance jobs represented about 20 percent of employment, followed by professional, scientific and technical services at 14 percent, according to the report based on data collected by the information firm Claritas.
Daraius Irani, executive director of the Regional Economic Studies Institute at Towson University, said he was not familiar with the Downtown Partnership's data, but it suggests gains within the focus area, while other parts of the city lost jobs.
"There's a 'miracle mile' around the Inner Harbor, as the Downtown Partnership report indicates. It's doing great," Irani said. "You start going up Charles Street and some of the other areas and you see areas where job recovery has not hit them yet or has never hit them at all. Those areas need to be addressed."
Even within the downtown, the report suggested, there's still room for recovery. Despite year-over-year improvement, rents for office space remain lower than before the recession, while the overall vacancy rate is 16 percent, down almost 2 percentage points from 2012 but up 5 percentage points from 2007.
Bob Manekin, managing director of Colliers International's Baltimore office, said there are signs that that could be about to change. The downtown's prime Pratt Street real estate is taken, and with many of the older buildings being converted to apartments, he said, he expects to see some of the cheaper, emptier places start to fill.
"That's going to be a salvation for those buildings," he said.
The addition of First National Bank was the only significant new lease of 2013, according to the report. Most of the new employment came from the expansion of existing businesses, but not to the point that employers want additional space, Fowler said.
Vacancy rates in shopping developments such as Harbor East, Harborplace and the Gallery were around 10 percent, similar to last year and about a point higher than the national average.
Michele L. Whelley, who headed the Downtown Partnership a decade ago and now works as an economic development consultant, said adding shops and restaurants, as well as continuing to improve the public spaces, will be critical to reach the goal of a 24-hour downtown that the partnership was founded to achieve.
"Parts of the city are close, but we need to do more to kind of knit it all together," she said. "Public space is very important. People have to feel comfortable in that space. Clean streets, attractive sidewalks, and well-lit storefronts — all of that combines for an atmosphere that entices people outside."
Fowler said the partnership is focused on securing a new supermarket to replace the Fresh & Greens that closed at the end of last year.
The group also will continue to push for improvements to downtown's public spaces, he said. A $1.5 million facelift for Preston Gardens, the sliver of green that splits St. Paul Street in front of Mercy Medical Center, is supposed to start later this year, he said.
On Thursday, the Downtown Partnership also will introduce a map of new names for districts within the downtown, in an effort to help connect residents with the area. The names include Charles Center, Bromo, University of Maryland Center, Preston Gardens, City Hall, Seton Hill and Cathedral Hill.
About 40,970 residents live in the one-mile radius of downtown, up just over 700 people from last year's 40,250, according to the report. Occupancy rates in apartments remain high at about 95 percent.
"It's important to give these areas a sense of identity," Fowler said. "We're delighted at the success, but there's plenty of work still to do."
Downtown jobs
Jobs within a mile of the intersection of Pratt and Light streets
Source: Downtown Partnership of Baltimore State of Downtown report


text:
Zach Feldman is entering his third season as a volunteer assistant coach for the men's soccer program at Cal State Northridge. Feldman was a four-year starter for head coach Terry Davila from 2001-2005, making four NCAA appearances. He was a team captain in 2004 and 2005, leading the Matadors to a Sweet Sixteen berth in the NCAA College Cup during his senior campaign. Prior to playing for CSUN, Feldman laced up for the Conquistadors of El Camino Real High School, winning City Championships in 1999 and 2001, being named the L.A. City Player of the Year by both the Daily News and Los Angeles Times as a senior.
In addition to his time spent as a volunteer assistant at Northridge, Feldman is a coach with Real SoCal Soccer Club for the Boys Under-9 team. He is also a head trainer with the US Academy U-18 squad and is the head coach for L.A. Maccabi Soccer. Prior to that, Feldman was the director of recreation for Rampage Futbol Club for two seasons for the Girls U-15 and -10 teams and the Boys U-10 and -9 squads.
Feldman coached the California Stars Soccer Club from 2005-2007, working primarily with the Girls Under-16 and Boys Under-15 teams. He was also an assistant coach for the girls' varsity squad at El Camino Real High School, helping lead the Conquistadors to back-to-back City Championships in 2005 and 2006.
Feldman graduated from Cal State Northridge with a bachelor's degree in communication studies.

subset: commoncrawl


text:
Luckily, the recipe coincided with the rather brief (and, alas, rather expensive) English cherry season. Nowadays everyone is more concerned about where their food has come from and how it has been grown. My cherries listed the grower on the box so I googled him and – lo and behold – he has a website! Paul Mansfield of Kent is rather an expert in soft fruit and I only hope he approves of how I have used his delicious cherries!
A bowl of pitted cherries – aren't they beautiful?
And here they are after their brief frolic in sugar and kirsch:
This recipe requires a lot of pitted cherries. I used my new gadget, for the first time and it certainly sped things up:
Similar to a clafoutis but different due to the inclusion of almonds, this is a comforting dessert with a nice balance of fruit and light spongy batter, which goes temptingly crisp on top but remains soft underneath. I made it in one big dish but it would also work in smaller bowls (indeed, this is how Zen Chef served his). As I had some meringue cream already made up, I served it with that but cream or ice cream would work just as well. Meringue cream is my new favourite cream - foamy and light. But I'm fickle and no doubt some other cream will turn my head next week:
Making it in individual bowls would probably look prettier come serving time but I don't mind it looking a bit rustic, it adds to the 'comfort food' feel of the dish:
If the quantities look strangely precise it's because I converted the recipe from the US cup system. For those cup-lovers out there, I include the cup quantities in brackets.
For the cherries:
907g (2 pounds) fresh cherries – rinsed, stemmed and pitted
1 tablespoon kirsch
2 tablespoons caster sugar
For the almond cream:
85g (1 cup) ground almonds
114g (8 tablespoons) unsalted butter, at room temperature
2 eggs
2 tablespoons double cream
130g (1 cup) icing sugar
Several drops of almond extract
Optional - Additional icing sugar for dusting the top before serving
For the meringue cream:
2 egg whites
6 tablespoons caster sugar
178ml (3/4 cup) double cream
1 teaspoon vanilla extract
How to make:
- Preheat the oven to 190°C/fan oven 170°C/375°F/Gas mark 5.
- Butter a large baking dish – I used a 25cm square dish.
- Place the cherries, kirsch and sugar in a large saucepan and cook over a low heat for 5 minutes, stirring often.
- Transfer the cherries to the baking dish and put to one side.
- Now make the almond cream. Beat together the ground almonds and butter until the mix is smooth.
- Beat in the eggs, cream and icing sugar and mix until you have a thick, smooth batter.
- Beat in the almond extract.
- Spoon the batter over the cherries.
- Bake for 20-25 minutes until the gratin is firm to the touch and a deep golden colour. As I baked mine in one big dish it took almost double this time until it was cooked in the centre.
- Leave to cool on a wire rack.
- Dust lightly with icing sugar and serve either warm or at room temperature. The dessert doesn't keep well and should be eaten on the same day as it is baked.
- If you wish to serve with meringue cream here's how to make it: Beat the egg whites until soft peaks form.
- Gradually beat in the sugar and continue to beat until stiff peaks form.
- In a separate bowl beat the cream and vanilla until the stiff peak stage.
- Fold the cream into the egg whites and refrigerate until needed.
- Bask in glory at the wonderful thing you have made.
- Eat.


text:
I tried that too, but can only play music.
In Browser (FF) I always get:
Error loading media:
File could not ne played!
I really don't know why.
I use Madsonic 5.2 in a Synology 1813+
Do you have an idea, what I'm doing wrong?
EDIT: With DSub on my Samsung S4 I can play videos too.
Only with Browser it's not working.


text:
Transform your photos into one-of-a-kind, hand painted masterpieces!
The watermark in the lower right corner of the image will not appear on the final print.
Inside Outside Upside Down by Carolyn Staut - 7.250" x 16.000"
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Inside Outside Upside Down art print by Carolyn Staut. Our prints are produced on acid-free papers using archival inks to guarantee that they last a lifetime without fading or loss of color. All art prints include a 1" white border around the image to allow for future framing and matting, if desired.
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Pixels is one of the largest, most-respected giclee printing companies in the world with over 40 years of experience producing museum-quality prints. All of our prints are produced on state-of-the-art, professional-grade Epson printers.
We use acid-free papers and canvases with archival inks to guarantee that your prints last a lifetime without fading or loss of color. Paper prints include a 1" white border around the image to allow for future framing and matting. Canvas prints include a 2.5" white border to allow for future stretching on stretcher bars.
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January 21st, 2019
Michael Platarote
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January 20th, 2019
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text:
President To Pardon Turkeys
WASHINGTON (AP) - President Barack Obama throws his support behind Liberty...
Category: General News
Debate Over Driver's License For Illegals In Oregon
SALEM, Ore. (AP) — Oregon legislators have begun hearing public testimony on a proposal that would grant short-term driver's licenses to people who live in the country illegally. The Senate Business and Transportation Committee drew a large crowd yesterday to testify on Senate Bill 833. Under the bill, immigrants who have lived in Oregon for at least a year and meet other requirements would be eligible for four-year driver's licenses without proving U.S. citizenship. The license could not be used to vote, board a plane or purchase a firearm. Supporters have said the proposal would help make Oregon roads safer.


text:
CLJ Construction Ltd20 Feedback reviews, 100% positive
CLJ Construction is the result of hard working individuals from different backgrounds and varying ages combined to offer the perfect package. From young and energetic to some wise older heads, you can rest assure you're in safe capable hands. Let us bring your ideas to life.
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Ronan McMahon20 Feedback reviews, 100% positive
Hi, me and my brother have 15 and 20 years experience bricklaying and have worked in Australia, Ireland and U.K. With works ranging from domestic,commercial, extensions etc. We take great pride in the work we do and do it to a high standard. We won't let you down and...
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C A Building & Restoration33 Feedback reviews, 97% positive
Wide range of experience in brickwork and stone restoration Bricklaying, pointing, repairs , stone work, patios, Rendering and much more Look to give the client exactly the look they want by brick sourcing around so client is aware what there getting before starting and...
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Victorian Restoration26 Feedback reviews, 100% positive
I am a time served bricklayer and stone restorer . I have been in the building industry for over 30 years. Most of my work now is restoration , reface to old spooled brickwork. cleaning ,toning, texture/colour and age repairs.Structural cracks with Hali bars, arch...
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Bricklayer,Plaster,Tiling,Fencing20 Feedback reviews, 100% positive
We have more than 18 years experience in building trade,with skills in bricklaying ,plastering and tiling, fencing. Hard worker and honest,with qualification on some trades. I have finished the college on bricklayer course with NVQ level 2. And certificate on plastering...
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D Braker & Sons Roofing Specialists187 Feedback reviews, 99% positive
d Braker & sons Roofing are a family run reliable cost effective business with over 35 years experience. We have full public liability insurance. All work is guaranteed and carried out to a high standard by me and my sons We focus on customer satisfaction and quality...
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Thompson Brickwork & Landscaping9 Feedback reviews, 100% positive
Over 10 years experience in the building trade. Professional and polite service. We undertake all types of brickwork and landscaping. Also repointing and crack repairs. No job too big or small.
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SGN Brickwork & Decorating Specialists17 Feedback reviews, 100% positive
We are a family run business with over 17 years experience, specializing in re-pointing, brickwork repair, painting and external repairs. Our aim is to provide the highest standards of work and excellent customer service. Great attention is given to detail and we can...
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By mr_v_65 on 10th Feb, 2018
PB Building services9 Feedback reviews, 100% positive
Family run business with over 30+ years experience in all aspects of the building trade. Time-served apprentice with City and Guilds Level 1 and 2 in Brickwork. No job too big of small. Clean and reliable with good customer skills.
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DC Brickwork12 Feedback reviews, 100% positive
Dear Customers I am honest trustworthy reliable and hardworking and I have over 25 years experience in the industry.
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o t kudas/tree-stone.com14 Feedback reviews, 100% positive
Tree and Stone provides the complete solution for creating outdoor space tailored to your individual needs and budget. Since 1996 our team manage every detail, from brief and concept to design and installation. At T&S our aim is to create outdoor space for living that...
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JM Building Service31 Feedback reviews, 94% positive
Hi my name is Joe from JM Building Service and I would like the opportunity to come and have a look at any works you require my services for. I look forward to meeting you. Thank you.
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Grzegorz Dremluk4 Feedback reviews, 100% positive
I am self-employed with 12 years of experience. I specialize in all types of brick pointing. Small jobs (little repairs), bigger ones (whole houses) and anything in between.
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VIC ICHIM48 Feedback reviews, 96% positive
For the past 8 years we've designed, build and maintain over 2500 gardens around W,SW and central London. Our rating is 4,8 (out of 5 stars )happy customers. We have build our reputation on professional, quality service, using only high-end equipment and the work we do is...
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Surrey-Stone-Stucco15 Feedback reviews, 93% positive
Surrey-Stone-Stucco has been established since 2012 and specialises in every kind of facade restoration and conservation. We offer an extensive range of stonework and restoration services throughout London and the home counties. Our success and growth has been due to our...
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text:
The fundamental reason Vajrayāna stakes a claim to rapidity is method. Those methods corral a person's embodiment and experience into practice in ways that sutra does not. Sutra is entirely a path of renunciation. Vajrayāna is a path of non-renunciation.Huseng wrote:
I'm starting to seriously examine the literature of tantra after spending several years grounding myself in sūtra, abhidharma and Mahāyāna śāstras. I've had exposure to it before, but found I could not wrap my mind around it or appreciate it. Now I'm re-examining the material and thinking that it might very well be an advanced form of practice as it claims.
Huseng wrote:I'm trying to understand why a non-conceptual samadhi would be better suited to realizing emptiness than conventional dhyāna.
That is simple enough -- a conventional dhyana is conceptual. The realization of emptiness is non-conceptual. The more direct route one has to a repeatable experience of non-conceptuality, the easier it is to realize emptiness non-conceptually. Shamatha practice always possesses concepts. Shamatha is a conceptual meditation. Sutrayāna vipashyana, below the path of seeing is also conceptual. Sutra does not possess any methods to approximate the experience of non-conceptual emptiness. Vajrayāna does.
It is easier train in the experience of non-conceptuality in Vajrayāna. Sutra has no specific methods to train in non-conceptuality, and one should not train in nirvikalpa samādhi below the path of seeing in Mahāyāna.The claim, though, that I'm trying to understand is that the nirvikalpa samādhi achieved in tantra is superior to the one achieved through conventional dhyāna.


text:
|Can 2 people with Hep B kiss?
Apr 14, 2003
My mother passed hep b to me from birth. When I was adopted, I was not educated about my medical history. I passed the virus to my boyfriend. When he was first diagnosed, the doctor told him that we should not be together anymore because being around me could make him more ill. We are still together but have taken numberous precautions. We are not intimate and watch carefully that we do not drink out of the same glass, etc. The doctor told him that he has cleared the virus from his system but is now a carrier of the virus but he can still build antibodies which he will be tested again for in August. It has been very difficult for the both of us because we are still trying to understand and educate ourselves so we can have a healthy life together. But it would be nice for us to be intimate even if it's just a little kiss. Is it okay for us to kiss? Was the doctor right? If we kiss, can he be in danger of his condition worsening?
Response from Dr. Dieterich
Once he has had HBV then he can't get it again. I would disagree with your doctor. Go ahead and be as intimate as you like. However if you have HBV you should be treated. You should see an MD who specializes in liver disease and knows about HBV treatment. I would also have your boyfriend see the liver person. Safe sex should prevent HBV transmission and everyone who is negative should be vaccinated for HBV! Good luck and give him a kiss! DTD
Allergic Reaction to Rebetrol
hep c and kissing
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Pooch - Go Crazy, Drop [Unsigned Hype]
"POOCH, The Kid That Made The "Pooch Yae Dance", Is
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Twitter: @PoochOfficial
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Arnot Ogden Medical Center will host a Neonatal Intensive Care Unit reunion on Sept. 22.
Arnot Ogden Medical Center, 600 Roe Ave., Elmira, will host a Neonatal Intensive Care Unit reunion from 1 to 3 p.m. on Sept. 22 at the center's Green Space.
The event includes Bobby K activities, face painting, cookie decorating and reuniting with NICU nurses, doctors and staff. The reunion will be held rain or shine.
The reunion is free and open to all former NICU patients. For more information, call 607-737-7007.


text:
Secondary parkinsonism is similar to
Parkinsonism refers to any condition that involves the types of movementproblems seen in Parkinson disease. These problems include tremors, slow movement, and stiffness of the arms and legs.
Alternative Names
Parkinsonism - secondary; Atypical Parkinson disease
Secondary parkinsonism may be caused by health problems, including:
- Brain injury
- Diffuse Lewy body disease (a type of
Encephalitis HIV/AIDS Meningitis Multiple system atrophy Progressive supranuclear palsy Stroke Wilson disease
Other causes of secondary parkinsonism include:
- Brain damage caused by anesthesia drugs (such as during surgery)
Carbon monoxide poisoning
- Certain medicines used to treat mental disorders or nausea
Mercury poisoningand other chemical poisonings
- Overdoses of narcotics
- MPTP (a contaminant in some street drugs)
There have been cases of secondary parkinsonism among IV drug users who injected a substance called MPTP, which can be produced when making a form of heroin. These cases are rare and have mostly affected long-term drug users.
Common symptoms include:
- Decrease in facial expressions
- Difficulty starting and controlling movement
- Loss or weakness of movement (paralysis)
- Soft voice
- Stiffness of the trunk, arms, or legs
Confusion and memory loss may be likely in secondary parkinsonism. This is because the diseases that cause secondary parkinsonism often lead to
Exams and Tests
The health care provider will perform a physical exam and ask questions aboutthe personsmedical history and symptoms.Be aware thatthe symptoms may behard to assess, particularly in the elderly.
Examination may show:
- Difficulty starting or stopping voluntary movements
- Tense muscles
- Problems with posture
- Slow, shuffling walk
- Tremors (shaking)
Reflexes are usually normal.
Tests may beordered to confirm or rule out otherproblems that can cause similar symptoms.
If the condition is caused by a medicine, the doctor may recommend changing or stopping the medicine.
Treating underlying conditions such as stroke or infections can reduce symptoms.
If symptoms make it hard to do everyday activities,the doctor may recommend medicine. Medicines used to treat this condition can cause severe side effects. It is important to see the doctor for check-ups. Secondary parkinsonism tends to be less responsive to medical therapy than Parkinsons disease.
Outlook (Prognosis)
Unlike Parkinson disease, secondary parkinsonism may stabilize or even improve if the underlying cause is treated. Brain problems, such as Lewy body disease, are not reversible.
Possible Complications
- Difficultydoing daily activities
- Difficulty swallowing (eating)
- Disability (varying degrees)
- Injuries from falls
- Side effects of medications used to treat the condition
Side effects from loss of strength (debilitation):
- Breathing in food, fluid, or mucus (
- Blood clot in a deep vein (
deep vein thrombosis) Malnutrition
When to Contact a Medical Professional
Call the health care provider if:
- Symptoms of secondary parkinsonism develop, come back, or get worse
- New symptoms appear, including confusion, movements that cannot be controlle
- You are unable to care for the person at home after treatment starts
Treating conditions that cause secondary parkinsonism may decrease the risk.
People taking medicines that can cause secondary parkinsonism should be carefully monitored by the doctor to prevent the condition from developing.
Lang AE. Parkinsonism. In: Goldman L, Schafer AI. Goldman's Cecil Textbook of Medicine.24th ed. Philadelphia, Pa: Elsevier Saunders; 2011:chap 416.
Robottom BJ, Shulman LM, Weiner WJ. Drug-induced movement disorders: Emergencies and management. Neurol Clin. 2012;30:309-320.
Review Date:
Reviewed By:
Joseph V. Campellone, MD, Department of Neurology, Cooper University Hospital, Camden, NJ. Review provided by VeriMed Healthcare Network. Also reviewed by David Zieve, MD, MHA, Bethanne Black, and the A.D.A.M. Editorial team.


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I see it both ways...I think parents SHOULD help their kids or they shouldn't have had kids BUT I teach (now, 10 years ago it wasn't that way) where many kids don't have that support...
My reports/projects have always been pretty easy, I have always supplied anything they needed.
I've taught 2nd-now 5th
When I did state reports last year, they were required to check out books from our school library to do the report, they were required to write to the state (that was assigned, we did do this part in class) tourism office to get more information then I saw nothing wrote with requiring them to do it all at home. I went over everything step by step in class of how it was to be done.
I didn't expect a parent to help. They didn't need it to be typed, they needed it to be written neatly if they couldn't type it. If they didn't have paper at home, I did provide binder paper and a piece of plain paper for the map & the cover. Those were the only "supplies" they absolutely had to have.
But I also only gave the supplies to students whom I knew were making an effort, the ones who checked the book out of the library etc.
Even the little kids, at 2nd grade, you know who's going to make an effort and who's not.
There are plenty of great/easy projects that can be independent at home and require no parental support for every grade.
My experience as a parent helping my kids accomplish home projects was not the greatest.
My second grader had to do a time line of himself to age 7. He needed chart paper and photographs of himself plus help gluing it, etc. He worked hard on this project and turned it in on time. I kept asking if he had his chance to present it in class. Answer always the same, "not yet".
Then one day before winter holiday party, I came in to talk to teacher about party and saw the time line projects rolled up on file cabinet. Teacher said I could take my son's home. It had never been opened or looked it by the teacher.
What a waste of time and effort!!
Elementary school? Yes. For some children the last thing on their minds is their project. At my school we are required to give them time in class to complete projects. If they need a project board or whatever, we need to provide it for them. Since our school transitioned to this a couple of years ago, I have made more of my instruction project-based. That way all kids have a chance to succeed.
And I hear the thoughts of those who say, "how are we ever going to hold people accountable?" I think, however, that you have to make a distinction here. Elementary school children are sometimes as young as 4-5. They have no control over what they can/can't do in life. They are dealing with the hand they have been dealt, be it wonderful, loving parents, or deadbeat parents that don't care. We are the ones who have to care and as such, teach the accountability piece.
Middle and high school are different. The children there need to take responsibility on a much larger scale. They can do it if we, as elementary school teachers, provide the scaffold for that learning.
Our fifth grade teachers seem to have a lot of projects going. . .some in class some out . . .I really don't know their process but at my former school that was 99% free lunch (whole school Title 1) my colleague would say it was much more time consuming, difficult, and draining to involve parents than without. For the history project he conferenced with them one on one and then distributed directions, materials (yes the board too) , and all required paperwork for them to complete at home. ( all provided by our site) If they chose not to engage in a project they could opt to write a paper and he would assist them with editing during a specialist time. He would have 2-3 sample boards completed and would review the process a few times with them in small groups . He felt it was his job to teach them the process regardless if they followed through at home. He felt that in middle school and high school they may not front load the process like he did. . .and just assign it.
I am very against teachers providing materials for state or district mandated projects at home or in class. If the teacher chooses to do a class project for enrichment that's different.
I have a rule to not assign anything that I am not willing to provide all supplies if needed. I send a note home with the project for parents to let me know if students need any materials and provide a list of materials that I am willing to supply. There are some parents who will go over the top and spend $30 on a task that can be done with just paper and crayons. I'm not funding excess. However, I will provide any materials needed that are reasonable. I will give the child the option of working during breakfast, recess, when they finish before others, and bus loading, totally optional, but I will not take away my lessons to provide the time. This helps those students build a sense of responsibility that they aren't getting from home, because it provides them with the materials and the time, they just have to figure out how to manage it.
That is hilarious and exactly why you won't see me assigning home projects. I think most teachers get away from that once they've been teaching a few years, or whenever they have/had school-aged children of their own! I also try to avoid homework that will take more than a maximum of 15 minutes for any child to complete. Including the least focused little ones.
I believe I used
kahlua, have you seen this? Your post made me think of it.
I see it both ways...I think parents SHOULD help their kids or they shouldn't have had kids BUT I teach (now, 10 years ago it wasn't that way) where many kids don't have that support...
My reports/projects have always been pretty easy, I have always supplied anything they needed.
I've taught 2nd-now 5th
When I did state reports last year, they were required to check out books from our school library to do the report, they were required to write to the state (that was assigned, we did do this part in class) tourism office to get more information then I saw nothing wrote with requiring them to do it all at home. I went over everything step by step in class of how it was to be done.
I didn't expect a parent to help. They didn't need it to be typed, they needed it to be written neatly if they couldn't type it. If they didn't have paper at home, I did provide binder paper and a piece of plain paper for the map & the cover. Those were the only "supplies" they absolutely had to have.
But I also only gave the supplies to students whom I knew were making an effort, the ones who checked the book out of the library etc.
Even the little kids, at 2nd grade, you know who's going to make an effort and who's not.
There are plenty of great/easy projects that can be independent at home and require no parental support for every grade.
Just because that particular woman has access to the internet (and you don't know her data plan), doesn't mean everyone does. My kids have access to the internet, but I am still bothered that some schools REQUIRE internet access to do classwork. If it is required, it should be provided.
Just my two cents.
I had a conference this week with a parent who interrupted what I was saying to her to check a message on a smartphone that was nicer and newer than mine. Later, I saw a FB post she had shared about how x% of students who are assigned homework requiring computers do not have access, and how all school should watch the related video. I just thought, you are holding a microcomputer in your hand YOUR four kids could use for some of this work. And have enough data in your plan to get on social media. It just makes you go, hmmm....
I'd like to point out that just because the parents might not provide a lot of support for projects at home does not mean they are crappy parents. (Thank you Daffodils, for pointing this out first.)
Yes, there are crappy parents (as Tawaki so eloquently described), but there are also wonderful parents who happen to work nights, or two jobs, or are going to school themselves, or have limited English, or limited access to the internet, or no car to drive the student to Walmart to buy the supplies, or whatever, but they are not crappy parents.
Some of the comments in this thread are feeling a little judgy.
I love how, according to some responses to this thread, the project to which the OP referred has become "big" and "expensive".
I would point out that neither "big" nor "expensive" appears in the original post.
Im sorry, but it is 21. If I am to provide for one child, I need to be willing to provide for all the children.
There have been a lot of good responses. I dont think it is your responsibility to do so but I teach high school. And one thing that we see a lot of is that students will claim they cant pay fees or dues but yet you see them with the newest iPhone or android phone while wearing the beats by dre headphones and an expensive pair shoes.
In the past, Ive assigned a project building a model or an atom and I tell them they dont have to spend anything on it. They can build it out of materials they already have in their home. Many still refuse to do it so I didnt even attempt it this year.
But a lot of times it comes down to priorities. Yes, some students really cant afford it but the majority can.
This has been one of the most interesting and thought-provoking threads I have read on The Vent. Both sides have made excellent points.
I taught a self-contained class for students with significant disabilities. One of my students came from a horrible home background. The parent spent each week-end drinking theirself (I know, grammar and spelling, but I do not want to reveal any genders!) into a stupor. The student regularly slept in his/her clothes, and wore them again the next day after wetting the bed in the clothes.
I took my class on a semi-annual field trip; the field trip was paid for by a civic club, but the students did have to bring a sack lunch. This student regularly showed up without a lunch. I expressed my frustration to my mentor - a teacher with both experience and wisdom - who told me that I was not responsible for teaching the parent, I was responsible for teaching the student. She emphasized the word "teaching". My system was a small rural county where everyone knew just about everyone else, so the student's home situation was commonly known.
I worked with my student for several weeks about bringing his/her lunch, talking about what he/she wanted to eat and drink, how she/he would pack it in a bag with his/her name on the outside, etc. We role-played that if the student forgot his/her lunch, they would have nothing to eat while their classmates ate lunch. The whole class practiced reminding the student to bring his/her lunch. Most importantly, I clarified to the adults what I wanted to teach the student and why it was important for the student to learn that. All of my adults - assistants, chaperones, and bus driver - were on board. The day came and the student came with no lunch. I was so upset but I knew I had to follow through with the natural consequences. I couldn't eat my own lunch, however, and neither could my bus driver (and he didn't miss too many meals . I viewed the whole episode as a failure.
The next time we went on the field trip, the student brought a sack lunch! I couldn't believe it! The student brought a sack lunch for every field trip after that! A year later I saw the parent, who told me that the student "Pestered the stew out of me!" to get supplies for packing a lunch for field trips. About 6-7 years later when the student had moved from my class to the adult program, one of the workers told me that the student always showed up with a lunch when needed.
My mentor taught me one of the most valuable lessons I ever received about teaching: my responsibility was to teach. My role was not to provide, my role was not to ignore, my role was to teach. No matter what age group we teach or what subject matter we teach, we all have the fundamental goal of moving our students from dependence to independence.
I do think its our job to meet kids where they are at. We usually assign alternate projects that can be completed at school when they come in without an at home project. We have really done away with 95% of the at home projects.
I taught 3rd grade for eight years and there was a project around thanksgiving that the kids had to do at home.....every year I had 1-3 kids that could not manage it....
I always anticipated this and had some simple materials available and the kids did the project during their recess...
I never thought anyone should be penalized for having a rough home life....
I also grew up in a home with parents that could never have been available for a school project that is done at home....
I was that child with those parents. I would now have made it through school and become a successful adult without the help and understanding of some very caring teachers who helped and encouraged me like my parents should have. It wasn't my fault,
When I assigned a project, I always made sure that projects were able to be completed with simple supplies. I always asked those students I knew if they needed me to provide something and asked them needed any help along the way.
If I'm understanding the OP's message correctly, it's ONE student who is needing this support. I'm NOT telling her to go out and buy enough supplies for every single student in the room. I'm saying, this ONE needs the materials from somewhere other than home.
But that is BESIDE the point. The materials CAN and SHOULD still be school-provided. As in, NOT out of the teacher's pocket.
Here's the bottom line question. Do you want the project to be completed? If yes, you're gonna have to suck it up and help the student.
My Classroom Truth:
If it cant be done with paper and glue...its not happening.
I can still teach my students without the bells and whistles. I dont consider it lack of commitment or equity. I consider it using the tools available at my disposal to provide them with an education.
I taught fifth grade, and yes they had a state project that as a fifth grader they should be able to do at home independently given the right directions and format (at school). It is not the teacher's responsibility to do it with them at school.
Personally if I knew a student did not have home support, I would give them guidance from the beginning of the project. I would also allow them time at school to work on it when I was available for support.
So let's jump ahead to high school. When the term paper is assigned that includes research and footnotes does that mean a child without home support will expect the teacher to sit and do it with them? I think not.
No, Im sorry. Its not the same thing. I provide for my child and budget accordingly to meet his needs. It is much more financially feasible for me to get the supplies for my ONE child than to expect his teacher to get the supplies for her TWENTY-ONE children. Also at least in my case, it would be and not the school supplying. It would come out of my wallet. Not okay. That project that would have cost the parent $10-20, less if they keep supplies around the house (separate vent, but crayons, markers, scissors, glue should be in every childs home not just electronic devices), will cost me $200-$400 if I am to supply every student. Lets say $150 if I can scrounge up some of the supplies from what we have around the classroom and from other teachers. So yes, I scoff at buying supplies for students, and no it is not the same thing.
I know it sucks, but you cannot punish a child for not having home support. It isn't fair.
I understand both points of view. You are a teacher that cares. You pick out projects that are suppose to enrich and be fun too. It really sucks when parental units don't hold up their end of the bargain. It doubly sucks when administration doesn't seem to support you.
For a decent spin on the Karma Wheel, I might baby step this kid through the project. Paper from the recycle bin, scrappy crayons and pencil is pretty much all you need? Side of a large card board box for poster board. (get this from the custodian, they can almost always scrounge a box) A black Sharpie if you feel generous. Have the kid hustle on the down times at school. Supplies that cost you nothing. If it's during free time, you aren't missing your free time (lunch/recess). Maybe this will time the process finally clicks in the kid's head.
Hope today is better, and you have a restful weekend.
I would even venture to say that it is MORE your job than it is the parents' job! Never give a large project to a student without having some sort of back-up or emergency plan for those kids that are in this type of situation. Would you give a math assignment, but not provide a math book? The materials can be school-provided. I'm not saying it needs to come from your wallet, but the fact that some of you are scoffing at the idea of the teacher buying the materials just proves that some of the parents would be as well. If YOU don't want to buy them because YOU can't afford it, then the same is probably true for the parents. REGARDLESS, you've got a fifth grade student standing there....no support at home, knowing she has this project to do, but can't seem to get herself started. Maybe even embarrassed at how late it's gotten. Her teacher SHOULD be the savior here. This IS our job.
I appreciate all of your thoughtful replies. I have to be honest, and report I am feeling like Seenthelight. It is not my responsibility to pay for the supplies, and it does perpetuate the current trend of absolving parents and students of responsibility.
It is really easy for our principal to issue this mandate. He is not the one who has to spend his own money or spend his morning or lunch break working with this child.
When is it ever going to stop? We feed the kids breakfast, lunch, provide after school snacks, homework support and free babysitting. We provide counseling, dentistry services, free backpacks and supplies, etc... We basically do everything a parent should be providing at home, and it still isn't enough?
We are operating not only like a socialist country, we are crippling a future generation from being independent and self-sufficient.I had a student who gave a presentation (a persuasive speech ) that argued the need to provide free housing to every American. What is our world coming to?
Of course, I totally get that kids need support when there is little of it at home. Trust me, I do everything and then some to provide that support for them.
I guess I am just tired of being a teacher, parent, emergency room doctor, psychologist, clothing and shoes provider, lice and scabies checker, ear, nose, and throat specialist, conflict resolution manager, and a whole host of other titles that are becoming increasingly more difficult to perform when trying to address the challenging mandates of common core.
It is really just too much most days. Vent over.
P.S. Please do not admonish me, and say welcome to the world of teaching, etc...I know that. I just needed to vent.
Nope. Sorry. Not my responsibility. I dont have the funds to be supplying 25 kids with materials for projects, and the idea perpetuates the current trend of absolving parents and students of responsibility.
Yeah. Never mind.
Tawaki, thank you for your eloquence. I"m going to repeat they "did not ask to be born to those maniacs" every time I get irritated at a child for things that are out of their control.
To the OP, you ask why are we doing at school things that can be done at home? Um, it an ALL be done at home. At least in theory. Homeschooling, right? So why am I teaching a kid to read or recognize letters when, in theory, that can be done at home.
On a more practical note, what kind of project are you assigning and what is the purpose of the assignment? Is it fluff? Like a good project you won't have time for that would be awesome for kids to do but you just don't have time to do? Then give it as an optional assignment. Fun and educational for families but extra.
Is is essential to your instruction? Then why in the world are you sending it home? Have you seen how often the parents "help" (or do) the assignments for the kids? I want to make sure the kids are doing the work themselves. So if they hve to do it, they do it at school. Otherwsie I'm assuming parents helped out.
As to what will happen to our country if we're not sending boatloads of homework home? Honestly, not all forms of education are traditional in the academic sense. Many kids, mine included, benefit from educational opportunities outside of school that schools don't currently provide. She participates in a variety of athletic programs that the school does (or does not) offer but take place after school is out. She does artistic programs (theater, musical instruments, things like that). She does community service. She attends theater productions.
All of these educate her in a way her school doesn't. Instead of community service, she should be making a poster board?
And what kind of project do you assign that requires expensive materials? I agree about that separating the haves and have nots. Assignments that I give can be compelted with materials that I have on hand.
I gave the kids the option to take their project home to work on it, but I gave them time and materials to complete it in class. I gave them access to markers, construction paper, and yarn. Beyond that, they could take it home and work on it there if they wanted.
If your principal made the decision, then he (or she) should be the one buying the supplies.
I would help the child during recess, though. It's not her fault she got crappy parents, and I'd want to give her a shot at breaking that cycle.
In an ideal world, I would love to have projects that students complete at home. However, if my students have parents that cannot even initial a reading log once a week, then I doubt they would be the type of parents to help out on projects and/or buy supplies.
Honestly, reading and physical activity are the only homework I ever give. If they fall behind on something I'll let them complete it during recess or lunch.
In my opinion, yes the parents SHOULD be doing this at home, but the fact is they will not. The student cannot help having parents who don't care. I'm not going to lower their grade for having bad or out of touch parents.
Kids from homes where parents can't get it together are in a very tough situation. We have a number of kids in our school who live in cramped quarters, noisy homes with lots of siblings or a couple of families living together. Students do a fair number of projects, but they are allowed to do them in school. A 5th grader, 10-11 years old, might have some trouble negotiating all the negatives encountered in a dysfunctional home, but you know your students best and what they can or can't manage.
I try to give reading assignments that help prepare the student for the project. I also take note of which parents don't show up at conference time.
I would say yes, but a 5th grader should be able to do the project on her own at home. If she needed supplies that her parents couldn't or wouldn't provide, she could've asked you for some. It's not her parents' project - it's her project. If it's grade level appropriate, which I'm assuming it is, then parent support is not required and should not be expected to be provided at school. This one is on the kid.
I don't think children should be expected to do projects at home. Not everyone can afford the materials or has support from their parents.
I never sent home things like that. However, if it was a requirement that I do so, I would have helped children who didn't have the resources to complete them.
I stopped assigning at home projects after my first two years in the classroom. The parents either did it FOR the kids or as Tawaki said, they didn't care. Either way, it wasn't accomplishing my goal. Now, anything that I want done, we do in class.
Yes, it would be great if the parents could help with these projects -- but as you have experienced, some don't.
Look at it from that child's perspective -- everybody else's patents are helping and they are on their own. What a special bond and kindness you can provide by helping this child complete the project. The child would appreciate it more than you can imagine.
I have seen a lot of projects that either require families to buy sometimes pricey materials (edible cell projects) or encourage it (dress like your biography/character). I was just listening to a woman who ordered some Viking outfit from someplace overseas so that her son could dress right for his presentation.
Somewhere these things got a little crazy. And expensive. And then there is a bigger space between the haves and have nots.
I don't think any home project should be expensive or require lots of materials. Time is okay, but more and more, people don't have time. I try not to send much other than day to day classwork. That means I don't do home projects as a rule. I think if we assign them, then we either get a lot of parent work, or a lot of no work. No work frustrates me, because if it is a worthwhile project, then the kid is missing something if they don't do it, so they have to do it. Then I have to find a way to get them the time at school. Easier to just make the time in class for all or not to do the project.
It has taken me a long time to get to this point.
Tawaki states the issue really well:
I don't think it's your job to buy supplies with personal money. The principal, school, PTO or district should supply. However, I do know that there are definitely times that the kid does not have the home life situation that will buy supplies or help with a project.
The parents may be the most supportive, loving parents and really want their children to have a good education, but are working two jobs and all the money they make goes to food and rent and other true necessities.
The parents may be the crappiest parents ever and don't give a D***. Should the kid be penalized for that?
I suggest creating projects that can be done with supplies from school (like get started at school and then take home if you need more time). I'd tell kids a few days in advance that we were working on posters or whatever and they could bring extra supplies if they wanted to but I'd provide paper, markers, crayons, glue. Kids would bring other things, but they could accomplish it without bringing anything and often kids would share extra supplies. Or our project would be in the computer lab. I'd tell kids if they didn't finish in the time given, they'd have to finish at home (my school pretty much every kid had a computer at home they could use). That allowed the one or two who didn't to do it at school (and I could provide extra time if needed in the morning or recess or something)
It's not fair that you're being expected to buy the supplies and give extra time, etc. But that's the situation you're in.
I think you have probably two good options:
1. Ask for supplies from the principal and work with the student during extra periods like lunch to be in your room, working on the project. I wouldn't spend a bunch of your own money on it, but if the school can provide the supplies, then this is a good option. The student won't feel left out, and it will give you some time with them one-on-one to make sure everything is okay at home.
2. Give an alternative assignment that doesn't require many materials, if any. Powerpoint project, or writing a paper, or making a poster with information printed at the library.
I know that the second option isn't ideal, but it's likely that your student is embarrassed already. At least they would have something to turn into you, and could feel like they at least tried. I know that growing up, we didn't have extra money, and the only reason I ever got any out-of-school projects completed were because I spent my own money, or was in a group with my friends whose parents understood my situation and would eat the cost completely.
I was that kid. It's by the grace of God, and the mercy of other adults I didn't drop out at 16.
My parents had no f*cks to give about ANY class projects. Both considered them time sinks, money wasters and were only done to make the teacher look good to the higher ups. Also, since when should the parent taking over the teacher's job? (their opinion)
My dad worked 12 hours in a foundry near a blast furnace. Worrying about a state project on Florida wasn't on the radar.
This attitude was circa 1969-1982. It's been around for a long time.
So...I had no quiet spot to do home work. No one really bought me any supplies. No one even asked if I needed help. When I told my parents I had a project to do...I was SCREAMED at. Like watching the local weather news and recording the data. You'd think I was BBQing infants on the front lawn. Another scream fest was recording how many electrical outlets out home had and what was plugged into them. (learning about conservation?)
Any simple project like that turned into a nightmare. Forget things like a big project. My parents bought nothing.
My life for school projects from K-9 was parents screaming and teacher looking at me in disgust.
What did I do? Became a very creative liar and learn not to tell my parents ANYTHING . I'd fudge data like the outlet project. I'd snag enough scrappy paper for book report covers.
I didn't ask to be born to those maniacs. As a kid I had no real power. My goal in life was not to have anyone p*ssed off at me. The main two being my teachers or parents. No 5 year old should have that goal.
The district I live in does not give take home projects because either a) the parents do it all or b) there is no support at home. The projects tell you more about what is going on at home than if the kid learned anything.
I think it is, at least in elementary school. A kid shouldn't be penalized because he has no parental support. If I assign an at home project, I give them a chance to get it done at home, but I extend the date and help kids complete it if they haven't turned it in by the given date. I dhope not count off for late proj cts if they have to work n it at school. They do have to do it during recess or any free time they have though. That's just for projects, though. Regular homework assignments must be done at home, as I don't assign anything that students can't complete on their own.
OK, let me state something here...what will our country's future be like if we do not hold students and parents accountable? Why are we doing in the classroom what use to be done at home? Other countries are way ahead of us for a reason...the teachers are the only people who care about education in our country...the students and the parents don't. I often feel like many parents can't be botheted by educating, let alone raising, their child. Seriously, where will we be in a generation?
I think it is, whether it should be or not. It is hard when you consider that we are held to higher standards than a kid's own parents.
We don't ask or expect anything to come from home or be done at home. We assign minimal hw and give time in class to get it done.
I"m not sure what supplies are required for the project but we aren't allowed to grade assignments that are assigned to do at home. Not to say they can't do parts at home (like if they opt for a science project and some of it involves work done at home, then that's cool). For a variety of reasons (including a variety of levels of parental involvement), home-based projects are graded at my school.
So, yes, that's expected. Are there things that I ask parents to do? Yes. Read with them. Here are some options for science fair projects. Numbers 1, 3, and 5 must be done at home but 2, 4, 6, and 7 can be completed at school. Review multiplication facts.
But....I assume they aren't doing these things.
I am a fifth grade teacher in a southern state, and have been teaching for 3 years. I am a very dedicated teacher, and am very supportive of my students.
I have a student who has little support at home, and has not done her state project. It was due last week, and she has not even started it yet..
Our principal believes that if a student does not have support at home, that we, as teachers, should provide all of the support at school. This includes providing the child with all of the supplies needed, and working with that child at school to see that the project gets completed. Basically, that we step in as a parent should be doing at home.
Any thoughts on this?


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Hood River County residents are invited to pay their respects to America's veterans by attending a ceremony in their honor on Monday.
"Veteran's Day is the day that citizens of all ages should set aside to thank and honor all those who have served honorably in the military — in wartime or peacetime," said Linda Adams, veteran service officer for Hood River, Wasco, Sherman, Gilliam and Wheeler counties.
Hood River will pay tribute to area veterans at 11 a.m. in Overlook Memorial Park, located at the intersection of Second and State Streets. At 10:30 a.m., John Phillips, a Vietnan-era Navy veteran, takes the wheel for Columbia Area Transit's free shuttle service to the downtown site from American Legion Post. No. 22, where a breakfast will be served that morning.
Special recognition will be given at the ceremony to members of the Legion and Hood River's Veterans of Foreign Wars Post No. 1479 and Post No. 6987 of Parkdale. Several area Boy Scout Troops will also attend.
"For families, this is a great opportunity to allow your children to focus attention on the importance and significance of our veterans," said Adams. "Hopefully, the observance of this ceremony will contribute to their increased pride and patriotism of our county."
Keith Doroski, a Gulf War veteran with the U.S. Air Force and former Legion commander, takes on the role of master of ceremonies and opens the program with the Pledge of Allegiance.
The 142nd Fighter Interceptor group from the Oregon Air National Guard will execute a low-level flyover and Eagle Scout Matthew Kirby from Boy Scout Troop 378 sings the National Anthem. The 13-year-old previously performed The Star Spangled Banner in front of a 15,000 member audience at a "Scout-Rageous" event.
The invocation for the ceremony will be given by Pastor Michael Harrington of Mt. View Baptist Church. Harrington has led the Hood River church for the past seven years and joins missionaries in the Philippines every two years to distribute medicine and clothes to the needy. For the past four years he has also held the position of chef for the Hood River Valley Adult Center.
News government reporter RaeLynn Gill next takes the podium as keynote speaker to share her experiences as a "Marine Mom." Her remarks will address the patriotic spirit which created America and the personal sacrifices incurred by military men and women to protect and preserve that rich heritage.
Following Gill's remarks, a rifle salute will be given by members of the Oregon National Guard based in Hood River. These individuals include Staff Sergeant Robert Shartel, Sergeant Michael Frizzeli, Corporal Jack Smith and Specialist Joshua Bielemeier.
The ceremony will close with Taps played by William Thompson, an Army veteran from the Korea war era who performed for troops during his military tour of duty.
On June 1, 1954, Nov. 11 was established to honor American veterans of all wars for their patriotism, love of country and willingness to serve and sacrifice for the common good.
"It is my earnest hope that all veterans, their organizations and the entire citizenry will join hands to insure proper and widespread observance of this day," wrote President Dwight E. Eisenhower in a letter to the Administrator of Veterans' Affairs after signing the first official Veteran's Day proclamation on Oct. 8 of that same year.
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Avengers #20 (SPOILERS)
Hey you! Reader! Want to be a part of the GREATEST COMIC BOOK AND GEEK COMMUNITY on the web?! Well, they're not accepting new members, but we'll take anyone here, so why not sign up for a free acount? It's fast and it's easy, like your mom! Sign up today! Membership spots are limited!*
*Membership spots not really limited!
Hey you! Reader! Want to be a part of the GREATEST COMIC BOOK AND GEEK COMMUNITY on the web?! Well, they're not accepting new members, but we'll take anyone here, so why not sign up for a free acount? It's fast and it's easy, like your mom! Sign up today! Membership spots are limited!*
*Membership spots not really limited!
by Flynn the Pirate » Wed Sep 25, 2013 4:15 pmSo yeah... this issue...
[Reveal] Spoiler: Click to Expand
Up to the this point, I have really enjoyed Infinity and Hickman's work on the Avengers as a whole. And for the most part, I liked this issue. I thought the presentation of the lone Builder arrogantly placing his faith in the computations of Supremor while remaining matter-of-fact about the whole thing really made a statement about the threat of the Builders in a way that all of the world-killing and Hickman-ese hadn't really done. I also really like that there now seems to be a new sub-plot revolving around the Gardeners and Ex Nihilo rebelling against their makers and the sudden importance of Abyss' very existence.
But then you get to the last panel. Captain America reveals that his plan is to surrender. Now I know - I know - that Cap is not really going to surrender. I know that there is another plan, another hail mary like what we saw in Infinity #3. But just that panel... ugh. It just set my teeth on edge, in large part because it seems so alien to Cap's personality and credo.
After thinking about it some, I think what really got me is that it is artificial. It is meant to build drama. "Oh no! Captain America is surrendering! It truly is the end of the world!" Now, as I said, I know that Cap is really surrendering. And I would venture to say that most readers know that. And I would venture a little farther to say that Hickman knows that most readers know that. So that leaves, it seems to me, an unnatural sense of drama. And an unnecessary one at that. Hickman could have gotten the same experience if he had literally ended the book one panel earlier.
On the whole, it was a descent outing, but man, that last panel really threw a wrench into my enjoyment of this issue.
by Punchy » Wed Sep 25, 2013 5:31 pmInfinity continues to rock and roll, and even though I've come out and said I prefer the Thanos side of the story more, the Builders storyline is picking up for me, and this was an excellent issue.
We begin with a rehash of the events of Infinity #3, where the captured Avengers were rescued from the Worldbreaker ship, but Hickman does drop a little new info on us. When that female Ex Nihilo randomly appeared then ran away, she wasn't just silent, she actually psychically spoke to Abyss, telling her and our Ex Nihilo to follow her. Abyss and Ex Nihilo travel to an Ice-Planet, where they come across a whole bunch of other Exes. Rather than fight as I expected, they actually talk, and we start to get some information about just what's going on with The Builders. For some reason (It has something to do with the New Universal superstructure) many years ago, The Builders stopped making Abyssi and Ex Nihilos at the same time, and stopped making them able to seed life in worlds. We don't know why things changed, but it looks like answers are imminent (or as imminent as they can get in a Jonathan Hickman book) and more importantly, our Ex Nihilo seems to have turned the rest of his kind to his side, and against The Builders. The tide of this war really is turning! Of course, it's turning just as the Avengers are about to surrender.
After discussing their next plan of action amongst themselves, Captain America suggests that rather than continue to attack (and I loved the scene between that one Builder and Ronan The Accuser, about how statistically, victory for the Avengers and their allies was impossible), they surrender. Now, does Cap actually mean it? Or is it another, more complex plan? I have no idea, but I am pumped to find out.
It's getting kind of boring to be repeating this same praise over again, but damn, this whole crossover is just fucking excellent, the art from Yu is excellent, the scale of the story is huge, and that's just half of it! Man, Hickman is showing us how it's done, and I really do feel that his style suits Event comics more than most writers, even when he's just doing normal issues, it's not normal, and the ideas are so big. Here, he's on another level.
by fieldy snuts » Wed Sep 25, 2013 5:36 pmThe cover and preview to #4 alone tells me what his idea of surrender means
by Keb » Thu Sep 26, 2013 6:01 amI love how it's not really an avengers story but a fucking huge cosmic saga.
by Juan Cena » Thu Sep 26, 2013 8:20 am
It means a symbolic cover revealing little or nothing of the plot inside.
by fieldy snuts » Thu Sep 26, 2013 7:32 pm
And the unlettered preview?
by Juan Cena » Thu Sep 26, 2013 10:34 pm
Haven't seen the preview. Got a link?
by Stephen Day » Sat Sep 28, 2013 1:43 pmThe most interesting point of this issue was the beginning of the Gardeners' rebellion against the Builders.
by fieldy snuts » Sat Sep 28, 2013 8:21 pm
by Juan Cena » Sat Sep 28, 2013 10:59 pm
Thor's in the book? I'm shocked.
Still looks like a symbolic cover. Could be used for any Thor story anywhere.
Will be interesting to see why exactly he's tossing his hammer, though. Doesn't quite look like he's in a position of strength (at least on the surface) in the preview.
by fieldy snuts » Sun Sep 29, 2013 2:44 am
i'll just say this: what goes up must come down. you feel?
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Katie Pertiet
Blitzen Solids Paper Pack
Knitted Accents: Winter Brushes and Stamps No. 01
Notebook Edge Photo Masks No. 04
Letter Box Clusters No. 03 Brushes and Rub Ons
Shimmer Clusters No. 02
Carded Stacks No. 01
Pinned Sentiments
Noted Strips No. 01
Watery Washes No. 03 Brushes and Stamps
Chronicles Brushes and Stamps: Flakes No. 01
Blendable Blocks No. 02
Capped: Winter
Linen Buttons: Winter Woods
Tagged Words No. 01
Page Protectors No. 01
Krafty Tags: Holiday
i Look Up Elements
Gator Crossing Solids Paper Pack
Lynn Grieveson
Worn Page Edges No. 02
Pattie Knox
Fasten Its!
Ali Edwards
Winter Hand Drawn Brushes


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The Modal is a travel bike concept that folds and toggles between single, fixed, and geared modes. This wheel was built with Nexus 8 Speed Premium "Red Band" attached to a Hed Ardennes. It's for internal-gear mode and we're building this up now with a drop bar.
Bike Hugger Modal tags.


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Show Summary Details
CiteScore 2017: 0.67
Journal of Quantitative Analysis in Sports
An official journal of the American Statistical Association
Editor-in-Chief: Steve Rigdon, PhD
CiteScore 2017: 0.67
SCImago Journal Rank (SJR) 2017: 0.290
Source Normalized Impact per Paper (SNIP) 2017: 0.853
- Online
- 1559-0410
Volume 4, Issue 2 (Apr 2008)
Conference Paper
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Dawn Muncy of Muncy Photography was recognized for superior image making and photographic service with Professional Photographers of America's degrees.
Dawn Muncy of Muncy Photography was recognized for superior image making and photographic service with Professional Photographers of America's degrees.
Enid Oklahoma, February 14, 2013 Dawn Muncy of Muncy Photography in Enid Oklahoma has earned the Master of Photography and Photographic Craftsman degrees from Professional Photographers of America (PPA). The degrees were presented to Muncy by PPA president Tim Walden, M. Photog., Cr. Hon. M. Photog., F-ASP, at the association's annual convention, Imaging USA, held January 20-22, 2013, in Atlanta, Ga.
These degrees are not merely pieces of paper. They mean that Muncy has met the standards of excellence set by PPA. She has been awarded the Master of Photography degree in recognition of her superior photographic competence demonstrated through photographic competition, advanced education and service to the profession. And since Muncy continued to advance the industry as an orator, author and mentor, she was awarded the Photographic Craftsman degree as well.
Muncy's degrees - and all the expertise they require - illustrate her accomplishments and talent as one of a select few. Muncy is the only Photographer in Northwest Oklahoma to receive the Master of Photography degree since the 1970s. She is also been a Certified Professional Photographer since 2005. Those who have earned the Professional Photographic Certification have passed a comprehensive written exam measuring their technical expertise, and have successfully submitted their work to a juried panel of judges for review and approval.
Samples of her work can be seen in the Muncy Photography gallery at 220 W. Randolph Enid, OK. or at muncyphotography.com. Inquiries at 580.233.0570 or firstname.lastname@example.com


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OTTAWA — Prime Minister Stephen Harper's government is in the dark about the economic costs of its climate change policies and needs to carefully weigh the risks of scaling back federal oversight of industrial development, warned Parliament's environment watchdog Tuesday.
Scott Vaughan, the federal commissioner of the environment and sustainable development, made the comments after tabling an audit in Parliament that concluded Canada was "unlikely" to meet Harper's own climate change goals while it faced a $7.7-billion liability over sites that were mostly contaminated decades earlier during an age of weak environmental oversight.
"We cannot go back and repeat the errors of the past," said Vaughan at a news conference. "I don't think that Canadians can afford it and I don't think they would actually accept it."
In the House of Commons, Harper said his government had made "record investments" to clean up sites neglected in the past, while "ensuring that we have thorough environmental assessments going forward." The government's recent budget legislation proposes to rewrite or weaken several Canadian environmental laws, downloading some of the responsibilities to the provinces.
Environment Minister Peter Kent agreed with the importance of sharing information about costing of measures but said it would be "premature and speculative" to do so prior to consultations with industries such as the oil and gas sector, which do not yet face federal regulations cracking down on greenhouse gas (GHG) emissions.
NDP deputy leader Megan Leslie noted that Vaughan's report suggested the government's lack of research contradicts its own arguments it is withdrawing from the international Kyoto Protocol on climate change to protect the Canadian jobs and industry.
"One would think if (remaining in the Kyoto agreement) was too costly, there would be numbers for their current plan," Leslie said. "But they (numbers) don't exist. They're working in some sort of fiction world."
Vaughan said his office expected that the government would analyze these costs to implement an effective plan to reduce the emissions that trap heat in the atmosphere and contribute to global warming. But its current approach of introducing regulations, one sector at a time, is incomplete and has not even analyzed whether the government's goal of aligning policies with the United States would be cost-effective, the audit said.
So far, he noted, the government has only brought in two regulations to control emissions in the transportation sector. Rules to govern emissions in the electricity sector have not been finalized and would not take effect until 2015. Furthermore, there are absolutely no regulations in place to slash pollution from oil-and-gas companies.
"We found that this approach lacks an overall implementation plan designed to achieve the 2020 target, as well as economic analysis to estimate what the approach will cost the Canadian economy," said the audit.
"Without an implementation plan, industry, consumers and other levels of government lack a solid basis for knowing how to adjust technology and make normal investment decisions."
His report said it was "unlikely" the government can implement a plan in time to meet Harper's target of reducing annual emissions by 17 per cent below 2005 levels by 2020.
In fact, said Vaughan, the government's own documents predict Canada's emissions will be 7.4 per cent above 2005 levels with the existing policies.
"Regulations are complex, and those developed to date have taken as long as five years to be developed and to realize greenhouse gas emission reductions," said the audit.
Vaughan wrote that the issue is critical.
"Climate change has far-reaching impacts on Canada's economy, infrastructure and natural environment and on human health," said the audit.
"Recent reports by the federal government indicate that every region of Canada has already been affected by the changing climate; in particular, Canadian communities and critical infrastructure are vulnerable to extreme weather events, such as drought, heat waves, flooding and coastal storms."
Some existing policies adopted by the government, such as regulations to reduce tailpipe emissions from new cars, were anticipated to reduce annual emissions by about 11 to 13 million tonnes of carbon dioxide equivalent gases per year.
But Vaughan said in order to meet the commitment, an additional 178 million tonnes in reductions are needed to meet the 2020 target.
He added "it is unlikely that enough time is left to develop and establish GHG regulations that together will contribute sufficient GHG reductions."
The audit also suggested that the government should be more transparent about revealing costs and investments related to its climate change policies, based on its obligations under the Kyoto Protocol Implementation Act.
The government, which plans to kill the legislation, told Vaughan's office it disagreed with this interpretation of the law. But said it was "committed to transparency," and planned to continue reporting on its performance and policies through other publicly released documents.
Meantime, Vaughan noted the importance of maintaining strong environmental assessments of proposed industrial projects.
"Environmental assessments were introduced for a reason," Vaughan said. "And that reason was to prevent damages. To prevent potential damages to human health. To prevent potential degradation to our environment as well as to save taxpayers money."


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I'm really excited to team up with Victory Gardens Vancouver for this giveaway. Lisa, Sam and Sandra are challenging the way our city uses space through urban farming!
They've hooked me up with two really cool giveaways:
1) Two Tickets to Old Faithful & Victory Gardens Workshop
This is a container gardening workshop and the focus of this event will be on tomatoes and how to grow your own pizza! The workshop takes place on June 9th, from 9:30 – 11:00AM and each participant will walk away with a handmade cedar box planted with tomato and basil.
More info here and here.
2) Victory Gardens and Collage Collage Handmade garden Kit
This kit features a handmade cedar box, drainage rock, earth, seeds, row markers, decorating supplies and instructions on how to grow your own food.
If you'd like to snag either of these prizes we want to see your best "Vegetable Still Life". Snap a photo and leave a comment below with a link to it. You can use a service like imgur to do it. If you want some inspiration: here, here, here, or here.
We'll pick two winners on Thursday, June 7th!


text: LS-ultimate.com :: View topic - Winter League 16 Schedule advanced search Username: Password:   Winter League 16 Schedule LS-ultimate.com Forum Index -> Forum View previous topic :: View next topic Author Message SharpWill28Joined: 28 Feb 2009Posts: 245Location: Fayetteville Posted: Thu, 01.28.16 6:40 pm Post subject: Winter League 16 Schedule https://docs.google.com/spreadsheets/d/1VkXdlUsVxPthRXjGXUVAuAAxjoSW8NZzwxp1oG7d8wg/edit#gid=1941812113 Just correcting the wrongs done to the boards by our lackluster League team of Maddy and K4rl. Back to top ChuckJoined: 26 Mar 2009Posts: 519Location: Bentonville Posted: Thu, 01.28.16 9:53 pm Post subject: Wait - the women point rules are back? I need to start hormone therapy so I can dominate WL 2017. Or maybe I'll just go straight to worlds. Who knows - if I start identifying as a teenager, they might even let me play on Abe Coughlan's team! #olympics Back to top Display posts from previous: All Posts1 Day7 Days2 Weeks1 Month3 Months6 Months1 Year Oldest FirstNewest First LS-ultimate.com Forum Index -> Forum GMT - 6 Hours Page 1 of 1 Jump to: Select a forum General----------------ForumLS Alums You cannot post new topics in this forumYou cannot reply to topics in this forumYou cannot edit your posts in this forumYou cannot delete your posts in this forumYou cannot vote in polls in this forum Designed by: Powered by: © 2001, 2002 phpBB Group


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Do any of you still culturally identify with a religion or denomination? I've heard so many people describe themselves as "culturally Catholic" or "culturally Jewish", etc. But what all does that entail?
Views: 250
Yeah, I come from an Irish Catholic family as well.
Actually, many of the "Irish Protestants" see themselves as English/British, despite being born in Ireland and having family there for 300+ years. However, there are and have always been Protestants on the side of Irish Nationalism, so it's not a purely religious conflict. As much as I loathe the Catholic church, I still identify with the "Catholic side" of the struggle simply on a civil rights level.
Thanks Aiden, Dara O is a hoot!
I think there may still be a tendency to identify with the past. I was raised mainly Southern Baptist, and can still tell you all about it. We always knew where we were going to be Sunday morning and evening, and Wednesday evenings.
Hubby was raised Catholic, but never went after they stopped forcing him to. He goes for weddings or funerals, and that is all the more often he is ever inside a church. He isn't an atheist, but seems pretty darn close to it.
Seems like an oxymoron to me. It seems to come down to our failure to move away from tribal tendencies. After all, what can religious affiliations contribute that non-religious affiliations can't?
My mom is a theist (never cared for organized religion) and my dad is an atheist. My extended family is predominantly, though nominally, Christian. They are however a bunch of religious mutts; Catholics, Baptists, Southern Baptists, Episcopalians, various Evangelical/Charismatic denominations. Some practicing, some lapsed.
I'm an ex-catholic and at times have defined myself as culturally catholic. Someday maybe that will be all that is left of catholicism. My family is Louisiana Creole and they have always been ferociously catholic often to their own detriment.
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Dear friends,
As she lay in bed, her morphine drip keeping her painfree and clear-minded, Desley was a little anxious about her garden. During the last months of her three-year illness it had been neglected and she wanted it tidied up before she died. Her four beautiful and strong-willed daughters had cared for her devotedly at every stage of her physical decline and had tried to keep up with her spiritual ascent. They still jumped, but lovingly, at her commands as if they were twenty years younger. They came in to tell her the gardener had finished and needed to be paid. How much and where was the money. Desley answered the questions decisively as she was used to doing. The man in the room observed admiringly as a woman ran the complex affairs of a home.
One of my less brilliant ideas was to take the mirror off the wall and hold it angled over her bed so she could see through the window. She kindly played along though I don't think she ever really saw it. But then we turned round and saw the gardener in the room. An ordinary looking man who worked outdoors and wanted to see Desley, he spoke about what he had done the garden not about the fact that she wouldn't be there to see the end of the summer's growth. There was also more work to be done and he spoke about that. With the ease and self-confidence of the manual worker he took his leave.
Alone, Desley and I spoke about her latest project for the community that she had served for years, as national coordinator in the UK and as the founder of the meditation retreat centre in London. I was surprised she was still coming up with plans but she said it would be her last. Every couple of minutes she would take a swill of water to refresh her mouth but she had not swallowed anything for three weeks. She showed me the design for an interfaith medallion she wanted to have made. A week later this rushed back into my mind while I was talking with a learned and holy theologian about his Order's conviction that wherever truth is found it is the duty of all who love the truth not only to revere it but actively to promote it. I liked the design for this reason and because it was Desley's passion of the moment and she was relieved that the project, she said it really was her last, was done. She was content, at peace and in a state of joy, but could not understand why she was still there. What good was she serving anymore? Why hadn't he come and taken her home? 'He pokes his head round the door every so often,' she said. 'But when I turn he's gone again. But I'm watching for him and next time I'll catch him and won't let him go.'
Was she curious about what would happen next? St Bernard said curiosity about things that did not directly concern our salvation should be rejected but that there is such a thing as holy curiosity. No, she answered with surprising certainty, she was not curious about the next world. Then she added, 'I think I know what it's like.' I waited. It was like what she was living now. Profound peace, unbelievable energy, joy, love. Only words, it's true, flat on the page as we skim the print eager for the next article. But it was one of those moments when the words meant exactly and everything they were meant to mean.
Is this why Jesus does not feed our curiosity about what happens next? Because our questions miss the answer they contain – that it is the time and place we are asking them in? I began to understand the Resurrection when it seemed to me less about the 'next life' and more about living this one in a new way. Desley at that instant was one of those who teach and serve just by being who they are. To sit with her was to know what the present moment means.
Her years of meditation, unstinting care for her family that she could let go of but never give up, her self-giving that combined with her strong will and forthright Aussie personality, her womanly practicality – all that was there, being rapidly tidied up like her garden. Always something more to do. We die as we live.
But there was something more in her. She was becoming an open window, a person without clinging, and when the angle was right you could see a long way into the garden; and even the gardener differently.
Much love,
Laurence Freeman OSB


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