text:
Belle Glade based hip hop group Kan-Dee-Krew formed in the mid-1980s.
Hip hop culture has undeniably solidified itself as a worldwide phenomenon. The mouthpiece of the culture is its music, the aural representative so appealing to so many people. Hip hop originated in the Bronx, New York, in the early 1970s. Its rise is attributed to DJ Kool Herc, who looped break beats on his turntables to keep dancers out on the floor. As the MCs who rapped over the break beats achieved greater notoriety, the limelight shifted from the DJs to the MCs and evolved into what is commonly understood today as hip hop music. By the mid-1980s, hip hop was storming the airways nationwide and there was no stopping the momentum, despite dissenters who dismissed it as a fad.
Belle Glade based hip hop group Kan-Dee-Krew formed in the mid-1980s. The Krew consisted of Terrance Coffie, Emanuel Harden, Rodney Rumph, Duane Rumph, Charles Plummer, and Elijah Thomas. Heavily influenced by Run-DMC (one of the most popular hip hop groups at the time), the Kan-Dee-Krew delivered energetic lyrics with accompanying vocals that overlap. Unlike some of their counterparts, however, the group focused on the betterment of the community, using hip hop music as a way to connect with children and the underrepresented by advocating for education and warning against the dangers of drug abuse with songs like "Education" and "Crack is Whack." This doesn't mean that the group shied away from a little braggadocio and style, showing off with songs like "Fresh" and "Nikes and Reeboks."
In February 1987, the Kan-Dee-Krew performed for a classroom of students at Pahokee Elementary School as part of the Palm Beach County Folk Arts in Education Project. The goal of this performance was multifaceted: the children learned how a vernacular art form is transferred to new practitioners, while at the same time received positive guidance through the music's content that was delivered in the fresh form of hip hop, making them more receptive to the Krew's message.
Kan-Dee-Krew's "Education" speaks of the necessity of having a good education to pursue one's goals in life. Those familiar with Run-DMC will certainly recognize the heavy influence. And, check out that accompanying beat box.
"Education," by Kan-Dee-Krew
Download: MP3
This next excerpt is entitled "Fresh." Also accompanied by a beat boxer and hand claps from the class, listen to Emanuel Harden, a.k.a. Kid Chilly, rip a bombastic verse.
"Fresh," by Kan-Dee-Krew
Download: MP3
More Info: Catalog Record


text:
High school senior pranks are too often mean-spirited and distasteful. Some times students vandalize school property and find themselves being suspended. Even worse, someone gets hurt.
A clever-minded group of students at a California high school came up with an idea that's funny and entirely harmless. They hired a mariachi band to follow around the principal for an hour.
When Santa Barbara High School Principal John Becchio stepped outside his office on Tuesday at 7:30 a.m. he was greeted by the quartet, according to the New York Daily News. The musicians followed him as he walked down the hallways, conducting his principal duties.
A one-minute clip uploaded to YouTube (above) shows a smirking principal who looks tickled by the students' clever prank. Students watched the spectacle with amusement.
Got any high school prank stories to share?

subset: commoncrawl


text:
Photos of Olympic National Park
Below you'll find some of the more scenic photos of Olympic National Park used on this site, collected on one page.
If you'd like to use any of our images, for any purpose, most of them are available for purchase on the stock photo site DepositPhotos at very competitive prices. Go to the National Parked portfolio to see a gallery of all available photos. From there, you can search specific parks or locations to find the photo you need.


text:
EWING-- Ewing High School hosted its 2014 senior prom tonight at The Manor in Hamilton.
Photographer Kristen Vaughn was there for The Times of Trenton to capture images of the students celebrating the night.
This is the sixth and final weekend in an ongoing series by The Times of Trenton to photograph local proms in the area.
Check tomorrow's edition of The Times of Trenton for photos from tonight's event. For more prom coverage statewide see the prom page on NJ.com.
Do you have great photos from tonight's prom? Our comments now allow for photos to be added. Join the conversation and share your photos below.
Previous prom coverage by The Times:
• Notre Dame High School prom 2014
• Allentown High School prom 2014
• Hopewell Valley Central High School prom 2014
• West Windsor-Plainsboro High School South prom 2014
• Hightstown High School prom 2014
• Trenton Central High School West prom 2014 at The Merion
• Trenton Catholic Academy prom 2014 at Old York Country Club
• Lawrence High School prom 2014 at The Hamilton Manor
• Robbinsville High School prom
• Hamilton High School West prom
• Trenton Central High School prom
Be sure to check out nj.com's complete prom coverage at nj.com/prom.
• Find your school's prom on our Prom Map
Go to
The Times photo sales Zenfolio page
: Are you one of the people pictured at this prom? Want to buy the photo and keep it forever? Look for a link in the photo caption to purchase the picture: Click on it, and you'll have the ability to order prints in a variety of sizes, or products like magnets, keychains, coffee mugs and more.
Follow us on Twitter @timesoftrenton and @njdotcom, and on Instagram @njdotcompix. Then tag your photos #JerseyProm. We'll retweet and repost the best pics! Check out #JerseyProm Instagram photos here.
You can upload photos directly to nj.com by visiting our upload page, signing in with your nj.com or social media account and choosing the Prom 2014 gallery.
On mobile or desktop:
On mobile or desktop:
• Like Times of Trenton on Facebook
• Follow @TimesofTrenton on Twitter


text:
|"Are you a wizard or not?"
The title of this article is conjectural. Although it is based on canonical information, the actual name is a conjecture and may be supplanted at any time by additional information released from canonical sources. If this occurs, please move this page to the appropriate title.
- "'No!' cried Professor McGonagall, running down the stairs and pulling out her wand; a moment later, with a loud snapping noise, Draco Malfoy had reappeared, lying in a heap on the floor with his sleek blond hair all over his now brilliantly pink face."
- —McGongagall untransfigures Malfoy[src]
This spell (incantation unknown) is used to transform a ferret into a human, and serves as the reversal for the human to ferret spell. It was used by Minerva McGonagall on Draco Malfoy in 1994.[1]
- Harry Potter and the Goblet of Fire (First appearance)
- Harry Potter and the Goblet of Fire (film)
- LEGO Harry Potter: Years 1-4
See also
Notes and references
- ↑ 1.0 1.1 1.2 1.3 Harry Potter and the Goblet of Fire, Chapter 13 (Mad-Eye Moody)
Community content is available under CC-BY-SA unless otherwise noted.


text:
The honeymoon is over. Sniff.
Last night the wife told me she's not really sure about playing her Blood Elf.
I'm the mage, and she's the Pally. It could be the Pally just plays underpowered.
Maybe, she says. But then she adds that it's not just that. Maybe that's not it at all. The Blood Elves are just too … good, and good looking, to be a Horde race. She knows why Blizzard did it, and she thinks it's been quite successful, these pretty horde & demonic alliance additions, BUT…
They just don't look right in the Undercity. The bowels of old Lordaeron are Hells Bells and Halloween. Silvermoon City is like Candy Cane Land. And the Blood Elves are giving up Quel'Thalas to move to the Outlands as pilgrims?
I'm hoping she becomes reinspired, because I'd like to see what a mage can do. (Or I'll need to figure out hotboxing and macros.)
Otherwise we played our Draenei. (Is there a plural form or is it like fish and fish?) Hooved and tentacled in the old lands of the rabbit eared Night Elves. We've just entered Bloodmyst Isle and have a lot to do.


text:
North American Native art
North American Native art, diverse traditional arts of Native North Americans. In recent years Native American arts have become commodities collected and marketed by nonindigenous Americans and Europeans. Originally, these objects were produced in different cultural contexts and for altogether different purposes. In many cases native peoples endowed utilitarian objects with aesthetic qualities not strictly related to the objects' primary function. In addition, some groups produced articles symbolizing status positions or items of religious significance.
Sections in this article:
The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved.
See more Encyclopedia articles on: Prehistoric and Primitive Art


text:
Dee Zee Hybrid Bed Caps
- Dee Zee Hybrid Bed Caps provide rugged protection for your bed rails
- ABS plastic with diamond plate aluminum on top
- Aluminum panels are powder-coated with Briteguard for a reflective, durable finish
- Available with or without stake pocket holes
- Custom-designed for a perfect fit on your truck
- Installs easily with pre-applied 3M tape
- 1 Year Warranty
Don't let your bed rails get beaten up on the job. Dee Zee Hybrid Bed Caps guard your truck from the scratches and impacts of everyday use and abuse. They're built from durable ABS plastic with diamond-tread aluminum on top. These bed caps are built tough to handle everything you throw at your truck.
Dee Zee Hybrid Bed Caps are custom designed to fit your specific truck for a perfect fit and seamless style. They're also available with or without stake pocket holes to maintain your bed's versatility. The diamond-tread aluminum is powder coated with Briteguard finish to protect its reflective looks.
Your custom-made Dee Zee Hybrid Bed Caps are simple to install. 3M tape is pre-installed on the caps, so all you have to do is line them up and place them on. There's no drilling, cutting, or modifying required. Your Dee Zee Hybrid Bed Caps are backed with a 1 Year Warranty.


text:
Images are for illustrative purposes only - the actual products may differ.
|Usage level
|Electric - Hot Water
|Water pressure (PSI)
|Water flow (GPM)
|Cleaning efficiency
|Baldor with Electric start
|Drive type
|Belt Drive
|Pump type
|SX1036R high pressure pump with three ceramic pistons
|Spray Gun
|Trigger gun
|Nozzle Type
|Three quick-couple nozzles
|High pressure hose
|Yes, 50 ft
|Dimensions L x W x H (in.)
|64" x 35" x 61"
|Weight (Lbs)
|Limited 1 year
|Model number
|Shark SLP10-30024H
Electric Powered | Liquid Propane Heated
• The most compact and versatile cleaner
Packs enormous cleaning power in a small footprint, great for maintenance shops and wash bays
Ventilated steel cabinet with cool-to-touch walls and bottom forklift guides
Inlet/outlet connections for gas and water can be configured for both sides of the unit and allow flexibility in installation
*Optional: two gun operation capability allows for much faster cleaning
• Top-quality, triplex, oil-bath, belt-drive, high pressure pump SX1036R
Features forged brass manifold, three ceramic pistons, cast-iron pulley with Tru-Tite self-tensioning belt for longer pump life and easy maintenance
Excessive heat build-up inside the pump is prevented by thermal pump protector
• Industrial-duty 20 hp Baldor electric motor
Needs 208 Volt, 60 Amp, 3 ph outlet
Top quality engine means years of reliable service
Thermal overload protection
• Professional insulated trigger gun and wand
4500 PSI rated, fatigue-free and heavy-duty trigger gun
36-inch stainless steel wand
50 feet steel reinforced high pressure hose
Anti-tangle fitting and quick connect couplers
Three hardened steel QC nozzles conveniently mounted
Nozzle size 11
• Fully enclosed control panel
Multi-lingual, illustrated instructions on front panel
Feedback lights for burner, ignition and overload for easier troubleshooting
Overload protected control switches
Variable temperature control and hour meter
• Highly durable, leak-free 1/2-inch Sch. 80 steel heating coil
Top-quality, high efficiency 775,000 BTU burner
Electronic ignition on burner for no-hassle igniting of pilot flame
Safety rupture disk on the heating coil protects against excessive pressure
• Incredibly easy to service and repair
Six removable panels and easy coil access design for hassle-free service
Slide-Out motor platform
Swing-out burner ring
Stay-in-Place pilot assembly NOT attached to burner ring
• 9.802-633.0 LP Regulator Assembly - $ 267.24
• 8.917-507.0 Kit, Auto Start / Stop - $ 215
• 8.917-508.0 Kit, Time Delay - $ 150
• 8.921-776.0 Kit, Steam Combo - $ 163.20
• 8.917-509.0 Kit, Wireless Remote Control - $ 1,651
• 8.921-832.0 Wireless Handheld Transmitter - $407.40
• 8.917-817.0 Kit, Wall Bracket for Wireless Handheld Transmitter - $ 110
• 8.921-774.0 Kit, Wired Remote Station (Pump / Burner) - $ 414
• 8.921-773.0 Kit, Wired Remote Station (Detergent) - $ 199
• 8.922-157.0
• Wired Remote Control Box (can add up to 4)
• (Pump / buner switch included, add 8.921-773.0 for detergent
• switch)
• - $ 360


text:
Send This Job to a Friend
Nursing PMP Residential Care
Full Time-Non Exempt
Day shift
Job Summary: Assists with the overall care of residents in cooperation with other facility staff as assigned by the charge person/Director of Clinical Services. Works in close cooperation with other team members to give personal care to assigned residents as needed. Assists in any way possible to provide a safe, homelike, and comfortable environment for the residents.
Requirements: High School or GED required. Current CNA certification in the state of Maine. Listing on the Maine State CNA Registry without annotation. Student NA must complete certification program and be placed on the State Registry within four months. Residential Aide must have Residential Care Specialist 1(RCS-I), or Personal Support Specialist (PSS) Certificatiction. May be trained within 4 months of employment. Six months to one year's experience preferred. Must be tolerant, patient and treat residents with dignity and respect.
Skills: Basic computer knowledge.
Are you sure you want to continue as an EXTERNAL applicant?
Are you sure you want to continue as an INTERNAL applicant?


text:
Enjoy driving the open road in your Mazda with these stylish top boxes from Thule. Fitting is made simple with a FastClick quick-mount system, while loading and unloading is aided by the DualSide opening - allowing you to avoid delays and focus on what's really important. The joy of the drive.
Mazda3 owners, why not speak to staff at Mitchell Mazda about this waterproof, soft-shell Thule Ranger Box. Available for both Hatchback and Fastback models, it can be easily folded and stowed away when not in use.
For more information on stylish, practical and durable luggage solutions from Thule contact Mitchell Mazda today.
If that's not quite the right fit for your Mazda, why not try this long type thule luggage solution? Avoid delay with the quick FastClick attachment and handy torque indicator that ensures a secure fit with your roof bars - you'll be on your way in no time.
Start your journey with confidence: with central locking system and in built torque indicator for simple and secure installation. To fit the Thule top box you'll need the support of a load carrying system like Mazda Roof bars
Practicality meets aerodynamics. With a sleek, carefully designed mounting position that hugs the roof of your Mazda, this high-quality roof box is a must have travel essential. It has an integrated non-slip base mat for secure fitting, and, with the top box positioned towards the front of the vehicle, you'll also retain full boot access.
Prices include VAT. Available at participating dealers only. T&Cs apply.
Models shown may not be to UK specification. Colours and some exterior and/or interior elements may differ on screen from the actual model.


text:
Merit-based immigration, abortion in America
05/18/2019 | 24m 23s
After the Trump administration reached an agreement with Canada and Mexico to lift tariffs on steel and aluminum being shipped to the United States, the panelists discussed if the move could jolt the negotiations to end the trade war between the U.S. and China. The show's conversation also turned to President Donald Trump's new merit-based immigration proposal and other topics.
Aired: 05/18/19Video has closed captioning.
Problems Playing Video?
Major funding for "Washington Week" is provided by Raymond James, Boeing, Babbel, the Yuen Foundation, the Corporation for Public Broadcasting, and PBS.


text:
Materials & Coatings
Film Prevents Stainless-Steel Discoloration During Laser Cutting
There are 0 comments | Post a comment
Monday, March 1, 2010
French company Novacel, with U.S. operations in Palmer, MA, has developed a recyclable protective film guaranteed to not bubble or peel off during laser cutting—it's deal for use on stainless steel to prevent discoloration. Shops can even print brushing or polishing directions, as well as cutting patterns, right onto the film. Dubbed Novacel 4226, it's of UV-resistant low-density polyethylene.
Novacel Inc.: 413/283-3468; www.novacelinc.com
See also: Novacel
Related Enterprise Zones: Fabrication, Materials/Coatings


text:
Ricketts earns Player of the Week
OKLAHOMA CITY — Oklahoma pitcher Keilani Ricketts (San Jose, Calif.) had a tremendous start to her senior season this week at the Kajikawa Classic in Tempe, Ariz. The 2012 USA Softball Collegiate Player of the Year notched both her second and third career no-hitters defeating then-No. 21 Stanford 6-0 and then-No. 5 Oregon 12-0, in five innings. For her efforts, Ricketts has been named USA Softball Collegiate Player of the Week for week 1 of the NCAA season the Amateur Softball Association (ASA) of America and USA Softball announced today. It is the second Player of the Week selection for Ricketts who won the honor in week two of her freshman year in 2010.
"It's really exciting and such an honor to receive this achievement," said Ricketts. "I know it wouldn't have been possible without the defense making clutch plays behind me, as well as the explosive bats on offense that kept me relaxed and confident in the circle this week."
Entering the season ranked No. 2 in the ESPN.com/USA Softball Collegiate Preseason Top 25 poll, the Sooners picked up five wins over the week including three run-rule victories and outscoring it's opponents 50-7. In the season opener, the lefthander recorded 14 strikeouts and hit a solo homerun in the first inning. She yielded just five base runners and allowed only one ball to reach the outfield.
Ricketts threw her second no-hitter in as many games on Saturday morning as the Sooners cruised to the 12-0, five inning run-rule of No. 5 Oregon. Picking up her 100th career win, the senior allowed just two base runners on a walk and an error. Ten of the 15 outs recorded by the Sooners defense in the contest came by way of a Ricketts strikeout.
"It is a tremendous honor to earn this award because there are so many unbelievable athletes in softball today," said Oklahoma Head Coach Patty Gasso. "To be singled out, whether for a week or the season, it's very special for our program and for Keilani."
Ricketts finished the week with 28 strikeouts, a 2.00 ERA and a .096 opponents batting average in 14 innings in the circle. A double threat, the senior also notched three hits, three runs and three RBI en route to a .300 batting average, .600 slugging percentage and .533 on-base percentage.
Impart to Ricketts contributions, Oklahoma earned the No. 1 ranking in the ESPN.com/USA Softball Collegiate Top 25 Poll released earlier today by ASA. The Sooners were ranked second in the pre-season poll.


text:
For Affluent Chinese, Africa's Growing Appeal
While Paris, Milan and Hong Kong are well-known to affluent Chinese, some of them are tiring of the usual luxury enclaves.
For them, says Tianyin Shi, group head of China for Deutsche Bank's private wealth management group, Africa awaits.
"I first went to Africa in 2011 and liked it so much that I booked the next trip for 2012 right in the airport lounge," Ms. Shi says. She and her husband count Botswana, Namibia, South Africa and Zambia among their recent trips.
Africa is still off the beaten path for most wealthy Chinese, but the continent appeals to a growing number of them, she says. South Africa is one example. It saw more than 60,000 Chinese visits in the first half of 2012, a 68% jump from the same period a year earlier, according to the South African Tourism Ministry. China has already overtaken France as the country's fourth-largest overseas market.


text:
- Home>
- Browse by region>
- Lydd
Counselling Organisations in Lydd, TN29
13 results within 30 milesWe only list professional counsellors
Cannongate Counselling - Jonathan Freilich, MBACP Accredited/Registered
We are an experienced partnership of 24 years. As well as offering counselling for individuals we offer you a uniquely supportive way of working for couples where you will have the benefit of two practitioners attending to your relationship. What we...
South Kent Counselling and Psychotherapy
It can be difficult to choose a practitioner. SKCP is a group of therapists who offer initial consultations and assessments before helping you to decide. Our members work from private consulting rooms in Folkestone; Sandgate; St Margaret's-At-Cliffe.
The Counselling Centre Folkestone
The Counselling Centre Folkestone is a privately run agency for those seeking personal therapy for a whole range of presenting issues. Counselling can be hugely beneficial for many people in a wide variety of situations including helping people to...
The Dover Counselling Centre
Dover Counselling Centre was formed in 1988 and is a charity and a company limited by guarantee. We are a member of the British Association for Counselling and Psychotherapy and abide to the BACP Ethical Framework of Good Practice. We are offering...
AAAC Counselling
AAAC provides Individual Counselling to Adults (18+), Male and Female, who have experienced Childhood Sexual Abuse and other forms of Childhood Abuse. We provide NHS funded short term solution focused therapy for Adults registered with a GP in...
The Canterbury Hope Foundation
Come to us for thorough analysis and pragmatic solutions to your problems. Considerable life experience, qualifications, experience and intelligence combine as an exceptional counselling/psychotherapeutic service for individuals, couples and families
Turquoise Counselling Collective
Turquoise Counselling Collective offers caring counselling within the heart of Canterbury. Some things we can help with are anxiety, depression and relationship issues. We offer free introductory sessions and flexible appointment times.
DBT Programme and skills classes to people living with borderline personality, emotion regulation difficulties, high sensitivity, chaotic relationships, impulsivity, changing moods or self-harm. Available in London and Canterbury.
Faversham Counselling Service (FCS) NHS AQP Provider
About Us FCS talking therapies is part of Faversham Counselling Service Limited and was launched in 1993. Since then, many people have sought and found help with us at our Gatefield Lane Centre, where we provide a valued service both within the...
A & S Counselling Services
Looking for friendly, experienced, fully qualified counsellors who are easy to talk to in a safe, comfortable environment? An opportunity to explore your concerns & help you to work towards a better understanding of them with possible resolutions....
Search help
For the most accurate results, please enter a full postcode into the search box so we can determine your exact location. If you type in a town name or the first part of a postcode the results will be ordered by distance from the centre of that town.


text:
Course Descriptions
|AFAM 2020 Race, Class and Gender
|Also offered as WGST 2020. This 2000 level course is a core course, not an elective for the AFAM minor. An exploration of social class, gender and racial/ethnic relations as distinct, but linked dimensions of social inequality. Includes an examination of the historic underpinnings of discrimination by race, class, gender and the present status of these issues
|AFAM 3000 Introduction to African American Studies
|Required Course. An introduction to key concepts, thematic concerns, and the theoretical and philosophical bases for African American Studies. To include perspectives and strategies for the analysis and understanding of the impact of African Americans on the socioeconomic, cultural, political, and religious developments of America.
|AFAM 3090 Inequalities Past and Present
|Also offered as ANTH 3090. Prerequisite: ANTH 1101 or permission of the instructor. The study and problems of social stratification in Africa from pre-colonial to modern times. Special attention will be paid to both international institutions (e.g., kinship, class, and ethnicity) and international political economy.
|AFAM 3220 Studies in African American Literature
|Also offered as ENGL 3220. Prerequisite: ENGL 2110, 2120, 2130, or 2140. A study of selected topics in African American literature. May be repeated, but only 3 hours may be counted toward distribution requirements for the AFAM minor.
|AFAM 3225 Introduction to African American Literary Criticism
|Also offered as ENGL 3225. Prerequisites: ENGL 2110 or 2110H, ENGL 2120 or 2120H, ENGL 2130 or 2130H, ENGL 2060, or permission of the instructor. A study of major voices in African American literary theory. This course emphasizes the development of interpretive frameworks for examining the literature from an African American cultural perspective.
AFAM 3230 Special Topics in African AMerican Literature
|Also offered as ENGL 3230. Prerequisites: ENGL 2110 or 2110H, ENGL 2120 or 2120H, ENGL 2130 or 2130H, ENGL 2060, or permission of the instructor. Studies in African American literature, focusing on selected topics.
|AFAM 3320 Studies in African Literature
|Also offered as ENGL 3320. Prerequisite: ENGL 2110, 2120, 2130, or 2140. A study of selected topics in African literature. May be repeated, but only 3 hours may be counted toward distribution requirements for the AFAM minor.
|AFAM 3600 Special Topics in African American Studies
|An in-depth study of selected special topics in African American Studies.
|AFAM 4231 African American History to 1865
|Also offered as HIST 4231. The history of the African Americans from the origin in Africa to the end of slavery in the U.S., with emphasis on their economic life and social thought.
|AFAM 4232 African American History Since 1865
|Also offered as HIST 4232. The history of the African American struggle for equality after emancipation, with special focus on the problems of black leadership from Frederick Douglass to the black Panthers.
|AFAM 4511 Precolonial Africa
|Also offered as HIST 4511. An analysis of the 8000-year-old culture of the Nile Valley, including Egypt, Nubia, and Kush; West Afica and its contacts with the Middle East and Europe; the East African city-states and their contacts with India.
|AFAM 4512 Modern Africa
|Also offered as HIST 4512. Explores the European colonization of Africa and the African response. The course also examines the emergence of African nationalism and the problems of creating new states.
|AFAM 4700 African American Studies Seminar
|Required Course. Prerequisite: AFAM 3000 and at least two AFAM 3000 level course electives. An interdisciplinary seminar on selected topics, providing a capstone experience for the minor. To include a variety of formats designed to help students integrate information acquired in the elective courses and evaluate its impact on their educational experiences.
1 Cross-Listed with Women's and Gender Studies (WGST).
2 Cross-Listed with English (ENGL).
- 229.249.4843
- 229.249.4843
Campus Address
Nevins Hall - Room 1107
Mailing Address
1500 N. Patterson St.
Valdosta, GA 31698


text:
Enlaza este vídeo
Inserta este vídeo en tu web
Duración: 25m 55s
Mozart, Beethoven, Chopin and Verdi form an inseparable gang of contemporary boys who share both their boyish pranks and their passion for music. They are The Mozart Band. They make the classic music accessible and easily understood using a symphony of humour and adventures… in stereo!
Sign-up, or login (if you already have an account).


text:
|Quirk Album/Scrapbook recreated digitally for sharing
Lorine McGinnis Schulze from "Olive Tree Genealogy" inspired this post with her "Shutterfly: I'm Loving It!" post. I'm also a fan of Shutterfly. I love that you can create calendars, mugs, and photo albums through their website. It's truly a wonderful way to create a family treasure!
In May 2002 as my family and I were preparing to depart Hawaii which had been our home for the past three years and head to our new duty station in Monterey, California, we were blessed to be able to stay with my aunt and uncle in Kailua. My aunt shared with me some wonderful family photos and a very old family scrapbook from the Quirk side of the family. We knew little about the album apart from the fact that it was a Quirk family album. It had belonged to my grandmother, Mary Ann Brown nee Quirk, and had most likely been put together by one of her aunts and given to her.
None of the pictures were labeled so no one was identified. Bummer. We were able to make out one of the people in the album for sure...Mary Ann, and she was in at least half of the pictures. Score! The album was beginning to fall apart. Mary Ann was born in 1913 and this obviously was from that era. I made sure that when I scanned the images (600 dpi) that I scanned and saved them in order. I fact, after I cropped the photos from each page, I saved them by page number (pg 1a, pg 1b, etc). I wanted to keep the photos in context. They were obviously put in the scrapbook in that order for a reason...even if that reason was the chronology of events. It would undoubtedly give clues.
So after this week of being in family history heaven we moved on to our next duty station. I became a Drill Sergeant and life got busy. The pictures sat for almost 8 years and then I finally discovered Shutterfly albums and decided to do something meaningful with them.
I couldn't think of what to get for my mom for her birthday/Mother's Day (the both are always close) so it dawned on me to put together a copy of the album for her. It's not exact but at least the photos are in the right order. I even made the album pages black like the original album and added pictures of photo corners (something I wish the original had!). I had shown the scanned images to my mom on previous trips home, trying to figure out who the people were. Even though we hadn't solved many of the mysteries knowing our family history I was able to add at least some text with each page even if it asked a question, "Who were they?" "Could it be this person/event?"
I created a pedigree chart for my mom and placed a picture of a coal breaker in the background (coal mining family here!). I printed it on a mailing label (a 8-1/2x11 sized giant sticker), and placed it on the inside back cover. I just gave it to my mom during this trip home. It took awhile for me to get everything the way I wanted it. She loves it and seeing how much she loves it meant so much more than I could possibly say.
There have been some benefits already. My mom's memory was jogged a bit more. I mislabeled a photo of people standing in front of a "Jeanesville, PA" sign as possibly being at a train station. My mom reminded me as to how small that city was and that it was unlikely to have had it's own train station. That Elizabeth Quirk was the postmistress for Jeanesville and this was most likely on the house since the post would have gone through there. The album is saved on my Shutterfly logon and can easily be changed for the next person that gets a copy!
|Shutterfly puts little orange triangles by pictures that may not print well or text that may have spelling mistakes


text: Saturday, July 28, 2012 CMS Releases IRF and SNF Payment Updates for FY 2013 Late yesterday, the Centers for Medicare and Medicaid Services (CMS) released the 2013 payment updates for inpatient rehabilitation facilities (IRF) and skilled nursing facility (SNF) settings. Both of these notices set forth payment rates for these settings in Fiscal Year (FY) 2013 and do not make any substantive changes to policies regarding the provision of physical therapy. The IRF prospective payment system (PPS) update provides a 1.9% increase to the market basket rate for 2013 that results in an overall estimated economic impact of $140 million in increased payments to IRFs during FY 2013. The notice also includes the continued implementation of quality measures for IRF settings. Overall, no IRFs are estimated to experience a net decrease in payments as a result of the updates in this notice. The SNF PPS update provides a 1.8% increase to the market basket rate for 2013, which results in an overall estimated economic impact of $670 million in increased payments to SNFs during FY 2013. In addition, the rule discusses recent data regarding the implementation of group therapy allocations and the change of therapy OMRA. The updated payment rates for IRFs and SNFs are effective October 1. Both notices will be published in the Federal Register on August 2. In the coming week, APTA will conduct a full analysis of the notices and provide a summary to members. Comments Does this increase only apply to stand-alone SNFs or can this increase be realized for say a CAH that has sought to incorporate SNF beds into its service line? Posted by Gordon Hill on 11/8/2012 11:23 AM


text:
Judge Finds Steubenville High School Football Players Guilty Of Rape
Two players sentenced to at least one year in juvenile jail.
STEUBENVILLE, Ohio (AP) — Two Ohio high school football players who were found guilty of raping a drunken 16-year-old girl have been sentenced to at least one year in juvenile jail.
Steubenville High School students Trent Mays and Ma'Lik Richmond were found guilty Sunday of attacking the girl after an alcohol-fueled party last August. The case roiled the small city and stirred reaction from activists online.
The judge sentenced them both to at least one year in juvenile jail and said both can be held until they're 21. Mays, who's 17, was sentenced to an additional year in jail on a charge of illegal use of a minor in nudity-oriented material, to be served after his rape sentence is completed.
Both Mays and the 16-year-old Richmond have been ordered to avoid contact with the victim until they're 21.
Contact Hunter Schwarz at firstname.lastname@example.com.
Got a confidential tip? Submit it here.


text:
Since the early 1980's, Absolut have been supporting the LGBTQ community. It is our firm belief that a colorful, diverse and respectful world is something to strive and work for. Everybody should be able to be, exactly who they are.
Through the years, Absolut have done all kinds of proud activities, including the first spirits bottle ever to wear the rainbow flag, which was made in collaboration with Gilbert Baker, the designer behind the original flag. To us, the rainbow flag represents the diverse voices of the LGBTQ community coming together, celebrating difference in unity. Now, when the rainbow flag is about to turn 40, the time has come to give the rainbow a permanent place in our portfolio. This time with brush strokes, screen-printed on the glass, creating a strong connection to the creative artists that have been inspired by the Absolut bottle in the past. Absolut Rainbow Edition is limited in volume, but not in time. Consume what's on the inside moderately, but please be anything but moderate when spreading the message on the outside! Taking pride in diversity, is what the world needs, now more than ever.
Absolut Vodka is a Swedish vodka made exclusively from natural ingredients, and unlike some other vodkas, it doesn't contain any added sugar. In fact Absolut is as clean as vodka can be. Still, it has a certain taste: Rich, full-bodied and complex, yet smooth and mellow with a distinct character of grain, followed by a hint of dried fruit.
In 1879, Lars Olsson Smith introduced the continuous distillation with which he made Absolut Rent Brännvin. Instead of the usual three or four times, the vodka was distilled an infinite number of times. 100 years later, it was reintroduced as Absolut. Just as then, Absolut is produced in Åhus, not far from L.O. Smith's birth town. Also the place where the wheat used for making the vodka is grown. And since the way Absolut is made won't change, neither will the true taste of vodka.
The main ingredients in Absolut Vodka are water and winter wheat. The water comes from a deep well in Åhus where it's protected from impurities. Winter wheat differs from other crops: it's sown in fall, and harvested the next one. Days in between it grows under the Swedish snow developing its hard grain. Also, the use of fertilizers is minimized.
|Typical values
|Per 10g alcohol
|Per serving*
|Calories (kcal)
|Total fat (g)
|– Saturates (g)
|Carbohydrates (g)
|Sugar (g)
|Proteins (g)
|Sugars (g)
|*Serving = 44 ml
Being so refined, why drink Absolut Vodka any other way than it is? In fact, there's a good reason why: the more refined the vodka is, the better it blends with other aromas meaning Absolut Vodka enhances the taste of your favorite cocktail.
Sign up for the Absolut Newsletter and receive easy-to-make recipes, inspiration, offers and more.
Keep an eye on your inbox for updates from Absolut.
Sign up for the Absolut Newsletter and receive easy-to-make recipes, inspiration, offers and more.
Keep an eye on your inbox for updates from Absolut.


text:
Reprinted by permission from RASBERRY.
"Getting started" means a few people come together to start a school.
For those not already in communities of fighters or farmers, the catalyst may be someone with a sudden conviction about a particularly bad local public school scene; or a graduate student reading Maslow or Holt and becoming inspired; a high school kid in trouble with the police, or fighting with a principal who has demanded that his hair be cut; some public school teachers meeting to share anguish; someone coming out of a particularly revealing acid trip.
Coming together is like a dance, like dogs coming together to sniff each other's vital private premises. Impressions are quickly formed—people's dress., what they bring to eat ("They're still into white sugar!"), whether they take an offered joint, how open and straight they are with their children.
Goals are raised: some want to protect or convey or expand an ideology or social cause; some simply want to add to an existing community; some have a heavy personal need, perhaps loneliness; some have an idea—a vision about what a learning environment could be; some simply can go no further than hating public schools. Some have all these goals.
It's terribly complicated—if you want to look at it that way. But mostly it's exciting and beautiful: sometimes a group with goals exploding outwards like their own growth rates. Every group has its unique mix, its balance, its "magic mood of harmony" waiting to be discovered. Some make it, some don't.
Here are some beginnings:
Start a School — Scene 1
A school forms in a university-urban area having a high concentration of radicals and Blacks. No one can say exactly how it started—probably someone at the local free university office. But 40 parents with 70 children from 4-14 show up for a meeting called to "explore starting a school where children can follow their own interests rather than a decadent establishment's interests."
No Black parents show (there is one Chinese family—an engineer who feels his children are not learning fast enough in the local school). The rest are about evenly divided between hip-yippies and hip-looking professionals and academics.
They decide to hold a series of picnic-like discussions to find out what they want. Thus begins a long series of forum-like debates with a huge range of views (one of which is that all such discussions are bull crap). But grass flows freely, people begin to know and trust each other, and small groupings, social and work, begin to emerge. The main division is between those who want "structure" and those who don't. Those who do are, by and large, those with straight jobs—and money—and they pull out after about a year of meetings and start their own school with two teachers, 20 kids (a strict maximum), teachers paid $400 per month plus a fixed budget for expenses for the school, total control of day-to-day teaching turned over to the teachers, all parents agreeing to meet with teachers twice a month for heavy discussions of everything, including intimate details of feelings about the children and each other.
Those remaining form a Board which forms a very relaxed "plan-it-each-day" school, hires six teachers for 50 children, can't pay them, the teachers "strike", parents struggle to keep it going, and finally they are evicted from a rented hall for non-payment.
Start a School — Scene 2
Several suburban families meet at a PTA meeting and decide (over drinks, afterwards) to form their own school. Their first decision is to have an encounter group among themselves every Friday evening. This uncovers the usual rocky marriages, sexual attractions, adult needs.
The women decide to form a nonprofit corporation and to raise money through foundations "for the school." For a proposal they write a description of what they want the school to be, based on John Holt, A.S. Neill, and Sylvia Ashton-Warner. It becomes their founding charter, built into a "corporation" which a lawyer friend helps them draw up.
They announce public meetings after forming a Board consisting of themselves, and several professional friends. Their first meeting attracts 20 families with 55 children. Later at a series of town-meeting-like events (voting, motions, etc.) they decide on "policy" which the board is supposed to oversee, on hiring six paid teachers, six volunteers, and on holding monthly pot-luck meetings to raise issues and decide new policies. The meeting is friendly but superficial—the original families retain power, the "newcomers" defer to them with considerable awe.
The board begins looking for teachers, finds only one with experience for $250 a month, hires two mothers for $150 a month (plus free tuition for their children) and three college seniors "with some teaching experience" from the nearby college. Money needs seem critical, so students spearhead a rock-concert benefit to raise money, which loses $400 but a good time is had by all amidst much publicity.
The "teachers" have their first meeting the day before "opening" and find themselves locked in bitter debate over time schedules, room space in their rented building, whether to have classes at all.
The children are pretty much free at first and they seem happy playing. They soon get bored, however, and begin complaining at home. Parents get very uptight, feel only bad vibes from visits to the school, call a series of crisis meetings. The school falls apart by January. The parents blame the one experienced teacher who wanted to coordinate things and arrange compromises between diverse approaches.
Start a School — Scene 3
Six Native American families in an urban ghetto decide they must have their own school. Their children are becoming Americanized in a particularly revolting way and are falling behind in all academic subjects as well. They are desperate and they pull their children out of public school without fanfare or much discussion.
Three of the women start teaching "basics" in one of the homes. Neighbors complain at the noise (there are 18 kids), the complaint electrifies the group into combat—kids and parents work around the clock printing leaflets, calling on politicians, winning support from radical political groups. They worry occasionally about "not having time for the school" but the children seem far happier and some of the fathers feel they're learning Indian ways just fine.
After three months of this their local public school district informs the police department of the truancy of the 18 children and the parents are ordered to show cause why their children should not be enrolled in the public school. Some decide to fight it, get an ACLU lawyer, who puts them in touch with the New Schools Exchange—they are stunned to find hundreds of schools started by people not too different from themselves. They decide to get a charter, incorporate, become a legal school in order to satisfy compulsory attendance laws. But some parents regard this as selling out, and threaten to fight any probation officer's attempts to take their children to the public school.
The once-unified group drifts apart—into these two camps—fighters and accommodators . . .
Start a School — Scene 4
About eight families of country people living near a resort area decide their children ought to have some schooling.
Mostly poets and musicians, they gather one Sunday afternoon in the summer. About half are on welfare. They decide start gathering together every morning when September rolls around, and do what whoever shows up wants to do. Someone suggests that they drop acid together and have a heavy learning experience but there's strong disagreement about this and the idea drifts away. Grass is passed freely, then gallons of wine.
The children wander in and out, seem mildly amused.
About the middle of September they begin gathering each morning anywhere from 9:00 to 11:00 A.M. The children have a good time playing; the grown-ups sit in the morning sun drinking tea. Every now and then a parent will read a story to whichever of the children want to hear. There are suggestions about art classes every now and then. Everyone—children and grownups both—seem nervous at any mention of learning "skills like writing and spelling."
After a time, several of the families wish they had more craft teaching and decide to search for a teacher. They find a rather large woman who is a noted craftswoman and invite her to be "a teacher in the school." She asks for $200 and five of the eight families say they'll pay $40 per month each to pay it.
After a few weeks they discover with considerable horror that the woman is a stern disciplinarian, requiring that children who commit themselves to working with her must keep a rigorous schedule. About half the children drift off, including two children from the families who wanted the teacher in the first place.
Several of the parents are angered at having a paid teacher around, and stop coming. The school goes on almost totally centered around the craft lady—about half the kids working with her, and the other kids wandering around and playing.
Start a School — Scene 5
Three teachers pull out of public school. They know each other well, seem to share common values and educational philosophy.
Through frequent meetings they work out a detailed and explicit set of goals which includes such things as "fostering free expression," "recovering feelings" and "achieving the human potential." Perhaps they talk too much.
They write up their plans, advertise a bit, offering "a school that's an alternative to public schools . . . for parents willing to pay a specific fee." Within two days they have 30 children enrolled for the following Fall.
They devise an intricate program for the school: Interest centers for subjects, craft work areas, field trips to forests and polluted lakes, lots of nature stuff, a garden, and a heavy experiment with children's encounter groups. The children get into it fast in the fall, do a lot of playing with words about bodily processes, sex discussions. There is much good feeling about nature in the school.
When the children begin getting heavily into dreams through the encounter groups, some parents revolt, insisting on control over the teachers. They reconstruct the "Board" with teachers a minority. Then the parents threaten to fire the teachers if they don't slow down the experiments a bit and get on with "more academics." The rest of the parents are passive.
The teachers all quit at the end of the first year, amidst much bitterness. The parents by this time are beginning to enjoy each other at potlucks and decide to "fight to keep the school alive for the sake of the children." They form a committee to search for new teachers but find themselves wrangling interminably over "what should we look for in a teacher."
Notes From The Summer Of 1970 — July
Meanwhile, back in Freestone . . .
. . . a hot July day, Erik outside the window singing "on the 4th day of Christmas," Stephan designing his tipi, Sasha reading "2001"—and we're deep into the book now, wondering if the pain and trouble that seems to surround free schools and "alternative education" is a function of our perception . . .
Our work is meant to be part of the transition, of "living well"—shared among those of us living in Freestone. Yet it isolates us from each other, especially from the children; Salli gives up wool dyeing and spinning; Robert gives up the garden.
Alone, the idea of a Long March has an ugly militancy about it. As a transition, as motion, and as a shared trip, we begin to sense the joy of traveling with others. Casting off the colonists of our minds we feel like free travelers, and it's good. We read old pirate stories and talk of wilderness ventures in the olden days. With friends we feel the cool wind from the ocean after the heat of the sauna. . .
Different trips slowly emerge . . . less planning . . . going slower, waiting for others to come together . . . impatience is such a bummer — the transition has its own pace!
Another family joins us. Together we are six children, six adults. We will meet at one house for several days, then at the farm for several days, sharing what we know . . .
We start to propose things — lists of skills that people ought to know — from languages to modes of expression to mastery of technical skills. But a Now takes us over, a warm silence, and we begin to hear the whisper's of each other's intuitions. We remember that "primitive" peoples gave their skills to their children by being what they were, with children around — working, making love, failures and joys bared, shared rituals as routes into heartland areas — the need for skills, for hard learning, simply a necessary preliminary to the real goal of living well. Our talk of goals goes no further than this.
Our children will learn by using ways of learning they already know: play, fantasy, doing it , experimenting, testing, questioning, failing, connecting what they want to learn with what they want to be . . .
So our "method" is simple: open up, be with each other; find the best people we can, get in contact with them, learn from them. Needs fulfilled enough to allow a climate of love that reduces the killer, fear. We'll invite gypsies walking the same road . . . and we'll always have our music . . . and it will be Now, each moment (longer and longer moments) . . . instead of future expectations.
When we wanted to learn about layout we asked the help of friends who were heavy into graphics. When our kids asked about making inflatable pillows and tents for their "school" place we asked the Ant Farm for help. A friend who runs a little tourist candy store in Bodega Bay needs a breather now and then and teaches the children to run the business. There are contacts and people everywhere. We can simply trade skills. Profoundly efficient, it turns out: the human scale.
Our friend Michael is going to Canada by himself for a few weeks. He talks of taking Stephan with him, Stephan our tender boy of 10 . "But he's too young, " I protest. "And I don't know Michael that well. " "Great. So get to know him, " says Rasberry. So I do, and soon I must ask: why should Stephan be tied to my growth pace? Am I afraid he'll get ahead of us? Let him go, without guilt. Children should be free to make whatever reality, whatever new constructions they can make. What if it does rain all the time? He'll learn not to go to the Northwest in the fall. Or to dig the rain.
We cannot teach each other everything that it's possible to learn. Yet in many ways we have more resources — just the 12 of us — than we could ever possibly explore or use. Why are we so closed to it all?
Moving together . . . a few halting spacey steps. . . parting from the dominant culture's basic premises . . . we begin to realize that if we had communities we wouldn't need schools. Our need for an alternative school is a reflection of our alienation from the dominant culture. But our need for a school at all is a reflection of our alienation from ourselves and our brothers and sisters.
So why don't we just improve our lives?
Idea for a Sequence
Center yourself, locate your culture, your context. Center your efforts there. Ignoring common premises and values cuts you off from your most basic source of strength, energy and pleasure.
(Such efforts can be abstract bummers—but they needn't be. There are authentic expressions, and phony expressions.)
Get into it all the way. Is your coming together rooted only in rejection of public schools? And the dominant culture as well? Great, but to what extent are you still dependent on it? And so on. (Schools for those who feel their deepest values have been outraged by public schools tend to be the most energetic in exploring—but not necessarily living—alternatives).
Share goals. Merely breaking out is not creating. The goals are so often new, so beyond what we can express—sometimes because of the joy of it, sometimes because of the fear. Sometimes words just don't work.
But what do you really want? For yourself. For your children. Is your coming together for the purpose of finding a secret agenda for the future? Have your goals gone beyond the restraints of how you were taught—how you learned about learning? (It's ok to have wild goals. They'll change anyway if you let them.)
Then, the "how." How are you going to do it? By yourself? With a group? How?
That's when it begins to get hard. It's easy to spread bull about goals. But people's basic assumptions and beliefs come rolling out pretty fast when they get down to the "how." The "how" has to do with the kind of teaching, space, and mood; how many children; where; and who will do the dirty work. If you had no goals but you did have a humane and coherent "how," you could still create a good school.
It's something that has to be worked through—there's no "how to" that you can read about. Whether or not your school is ever going to be real starts at this point: when you decide to sit down and work things out. Either with straight out-on-the-table honesty, or devious crap.
Are you going to have experienced teachers or not? Parents involved? How much? How many children? Normal children? Where? In homes? Rented buildings? In buses (a school without walls)? Tuition, or not? How much? How many teachers for how many children? Why "teachers" at all? Why a "school" at all? What's going on, anyway!
Then, when it's flowing and you're into it warmly and deeply, perhaps the "who"—"who's going to do this," and "who's going to do that"—will take care of itself. In some schools, things just seem to happen. But usually not, so you'll need to decide about decision-making: who decides, who chooses among options. Who is going to build the envelope within which the school can thrive; who decides when and how to fend off attackers?
Having a clear decision-making structure is another way of avoiding buck-passing: doing time schedules; making hard choices between too many applicants for a teaching position; dealing with parents who won't (or can't) pay tuition, or who leave their kids at school later and later into the afternoons; talking with the health officials who want to close you down. And then there's the income tax forms to be made out for teachers; the occasional accidents, meetings to be called, equipment to be ordered, kids (and more frequently, parents) who fall apart on your hands.
If you are going to have a School , you'll need some structure. If you're not to be an isolated community—if in fact you face the human misery, the roaring needs of those on heavy cultural transition roads—you'll need some guides through the hard work and difficult decisions you'll have to make.
Our bias, congruent with the Moses bent we're obviously on, is on a "structure" focusing around a coordinator. Moses. Someone good with long marches.
Someone granted power by the community, someone to make day-to-day decisions (within, of course, "policy" set down by the Board). Someone to free the teachers to float with the children fulltime. Isn't that what it's all about, learning, and loving? To be with someone you love full time, even when you know it's a short time? It never happens when teachers are hassled with everything.
But it has to be organic. Someone rising into the job, feeling right; maybe a parent, teacher, older student; a neighbor wandering in at the right time.
Parents Seeking Teachers
If you're a group of parents, with kids in various states of torture at the hands of public schools and all, perhaps after months of meetings and hashing it over, it's good when you get to the part about bringing in teachers. There are few aspects of starting schools more pleasant, few fraught with more awkwardness.
You think you know what you want: someone warm, loving, open, cool , good with kids. What then when another family wants all that plus someone who can get some heavy academics going as well? Sometimes the first real below-the-surface differences are revealed at this point, and the best skill—and love—is necessary to work it out. Some potential schools split at this point; others don't but should—various power games get going, for example, one group who wants structure capturing a teacher over those who don't. Often the game is incredibly subtle, and you don't find out who "won" until later.
When these issues come up it may be the first plunge off the cliff of defining things, trying to get clear about Educational Philosophy, and all that. (Possibly what you really want is someone to make happen to your kids all the things that didn't happen to you when you were a child—and how can you be rational about that?)
At any rate, often a very difficult context for a search gets built up pretty fast.
And there will be candidates. There are hundreds of good people advertising through New Schools Exchange and the Teacher Drop-Out Center out of the University of Massachusetts at Amherst.
Good people, looking for a more together life: "We're into graphics, organic gardening, wool dying, and biology. We'll work for what ever you can pay. Prefer a country place in California . . . " Human, hoping for their needs to be fulfilled, seeking community, a vehicle for making a break with their lives.
Here's some ideas towards making it less awkward.
Don't worry about your children's relationship to the teacher so much. You may be the problem. Your kids are probably masters at dealing with bad teachers. Unless you choose so badly that you get a bully or real mind-freaking artist, relax about the kids and try and get in touch with what you're feeling.
Get clear, yourself, and as a group, about what you really want. Don't expect teachers, especially the soft flowing people working out a new culture for themselves, to resolve differences about life and human nature, learning and discipline, that may exist within your group.
Take time. Self selection is, profoundly, better than any rational or short-term testing method. It takes time: for a person's true pace to come out; for a person to sense others' paces; for fear to drop to its normal level; to get to know people, to know if you feel right to each other, for sharing.
If you are going to examine prospective teachers, here are some things to consider asking about. Does he or she: view it as a job, or commitment? Want parents close, or away? (Consider the degree to which control trips are usually masked and rationalized: the teacher who must block out all parents or helpers "until things are set" usually has extremely impressive reasons for doing so. But it's still a control trip, and that will stand as the most likely "curriculum" for your kids.) What does the candidate expect from parents? (Cleaning up? commitment? real partnership?) Does the prospective teacher need freedom, space, time? Want content—or a child-centered curriculum? What about fights, discipline, keeping schedules?
Consider: teaching experience, or learning; education, or living. Teachers with verbal skills. And what children really need.
People who can make it with adults. But not with kids.
Going by feel, not by words.
The best description I ever heard of a teacher was by Jill:
"The person who accepts you completely as you are while still being a model of a more skilled, more conscious, more aware, and more loving person. . . "
And this is what the kids said they wanted in a teacher:
—He learns from us
—He shows me stuff
—They don't get in our way
—She's there when we need her
—He helps us get the stuff we need
Teachers Seeking Parents
At this point in time there appears to be many teachers—public school drop-outs or those simply pulling the role around them in a soft new way—looking for children to teach, more than there are parents seeking teachers.
Thus, many teachers are starting their own schools.
There are plenty of free-school candidates around, but parents sort of . . . prefer kids where they'll seem safe. (How many times have we said, even recently, hedging our bets, "The children should learn to make it in both culture Whatever that means.)
But advertise, in underground papers, in university communities, and hopeful parents will appear, both parent and teacher wanting the school to be a vehicle: the teacher, a way to make life more authentically new-culture based; the parents perhaps a transition to a less ambiguous posture. Somewhere in there are the kids.
Over-advertise, and you are in the unpleasant situation of"selecting"—you can't select among people you don't know without forcing yourself into a kind of ghastly rationality aid superficiality, as well as ending up with a lot of disappointed parents.
But either way, teachers who start schools are usually "ahead" of the parents, in that they've worked through in a very personal and direct way—at least theoretically—the different teaching modes rooted in the different cultures through which we're passing. And this is a heavy load; one which frequently forces teachers to be prematurely "wise" about what's going on. Jerry Friedberg, discussing Lorillard Children's school, describes the sense of distance between "staff" and parents very vividly:
" . . . The parents came from very different background (that had, in fact, been one of our initial goals), and shared very little of their daily lives, perceptions, and orientation with one another or the staff. With several notable exception (for example, we wound up having three parents on the staff). parents did not, could not, partake of an organic, self-selecting, daily sharing, working-things-through process such as the staff was experiencing. Here was no group of close friends shaping day-to-day common experience as part of an over-all life-way, but rather, by virtue of being a school in the city, a well-enough-intentioned group of heterogeneous people pulling and tugging at one another and the staff.
" . . . Families moved away, new families came in, and everything had to be freshly explained, built from scratch. Operating by consensus on the basis of honesty, caring, and sensitivity is a fragile and difficult business at best; it requires a basic cohesion, common commitment, and a fairly stable group whose growth is organic and gradual . . . "
Kids Seeking ... Everything
And what to say about the growing number of kids (all over the country, all by themselves) becoming aware of how they're being screwed by the dominant culture's institutions?
Perhaps this poignant phenomenon has always existed.
Nevertheless, the time is now, the need is vivid. Kids who on their own are seeking free schools can use plenty of non-exploitative help. Take them in. Help them find other escapees with whom to work . . . and be. Help them build envelopes. Help them with space until they learn how to win it themselves. Then stand aside.
Offer apprenticeships. Take them into your families and communes. There are hundreds of children and young folk for every together commune in the country. Refugees from insanity.
Early School Pitfalls!
Well again, I suppose if you want to look at it that way, you're already surrounded by early pitfalls by now. Actually, that's the chief curriculum for a lot of free schools: anticipating every potential pitfall—and then walking right into them. If you're of such a bent, then you've got the seeds of further trouble sown in your first comings—together.
But there are some weird things that go on right from the start. One of the great paradoxes of free schools is the almost total absence of relevance to the children. It starts in the planning sessions. When the children are brought into free school meetings it is often to say the expected crowd-pleasing diatribes against the public schools, or whatever else the parents happen to be talking about (kids catch onto games-for-filling esteem-needs pretty fast). New schools almost always underestimate (1) the immense skills a child already has by, say, five years of age, and (2) Salli's Children's Liberation Movement notwithstanding, their deep need for adults . . .
And some schools unnecessarily fritter away one of their most precious aspects: the chance to uniquely reflect the interests of a small group and thus experiment with truly new approaches to learning. Think of it! If your school is to be a learning place, and if each person is to be free —free to learn what he wants at his own pace—then realize how different and unique your school must be to truly represent the fullest flowering of the participants.
Another incredible thing is believing you've defined anything in your early meetings—at least defined anything remotely resembling what your school will be in a few months after you open. In a brochure on starting schools, Frank Lindenfeld, Director of Summerhill West in Canoga Park, California, states: " . . . in the course of the meetings the nature of the proposed school will become defined."
We don't think you can know the "nature of the school" until it starts (and then only if you're not looking!) The "what-do-we-want" talk drifts easily into structure and such talk has an insidious habit of sounding more real than the soft, wordless flowing life the talk was supposed to house. The main thing is to get to know each other.
For when you ignore vast differences in premises (like about human beings, about how people learn, about how groups change and so on), then those differences begin to seem pretty real, and they divide after all. It's not the open differences, it's the secret ones. Maybe the ones you don't know about yourself most of all. It's because of fear. You get afraid of what you can't see.
There are roads and paths and we're all moving, our children faster than we are. The issue is still fluid: which road, how fast, and with whom. Every move towards a solid, flowing, joyful school will be easier if you have some sense of community. Fragile new schools can rarely carry the incredible burden of being the catalyst for a new community. Rather, it has to be the other way around . . .
But there are no good models, no one really knows what's happening now, let alone in the future, no one knows how to reach or make a school, the whole thing is an incredible experiment. Trust yourselves. No longer are there experts "Getting started" is getting your self together. Then yourselves.
On Affiliating With Colleges, Universities
Most colleges and universities have departments of education or psychology with at least one professor (or graduate student) vitally interested in, if not an alternative culture, progressive education.
Seek out such persons and see if they will sponsor (or be on the board, or at least help you) with the development of your school.
Here are a few potential advantages gleaned from schools who have connections:
— Prestige—facilitating the dealings with local bureaucracies
— Possible locations for housing the school (you'll have to be very convincing, but worth a try)
— Free source of film rentals, projectors (the most common use of colleges—order through the professor's department)
— Use of college facilities for school benefits
— Sub-rosa enrollment of older kids in college classes
— Use of athletic areas
— Source of teaching assistance
— Channel for seeking funds, grant applications, etc.
— Printing, maybe use of mailing, telephones, office supplies (if very discreet).
The danger is obvious—you've got to dance a fine line to keep from being assimilated into a heavy Educational Experiment, or teacher training laboratory. (See also New Schools Exchange Occasional Paper, "Education, the University, and the Community" by Allen Graubard, available through NSE)
The Transfer: A Free School Fable
By Walter Toman
Eric was setting in the middle of the streetcar, and opposite him there was an elegant, elderly gentleman. At the next stop several people got on and hurried to the center in order to get a seat. But none were vacant. The first person who came from one side was a well-dressed, elderly lady; the first person from the other side was a little old woman who was carrying a bundle of kindling wood on her shoulder. The elegant gentleman sitting opposite Eric jumped up in order to make room for the well-dressed lady. But at the last moment he noticed that the old lady with the sticks was about to slip into the vacant seat behind his back, and he blocked her path. The well-dressed lady, who had reached the seat, gave him a smile, whereupon he tipped his hat and she sat down.
After a few seconds, during which the three people concerned began to settle down in their new positions—the old woman put her bundle on the floor, the gentleman put on his gloves and reached for one of the straps, the well-dressed lady pulled her coat down over her knee—after a few seconds, then, Eric got up and offered his seat to the old lady with the wood.
She was a bit surprised, but sat down immediately, and after she had put her bundle to her knees, she moved her hand up to Eric's face and stroked his cheek.
Eric blushed and looked to the left and to the right to see if anyone had noticed it, for he had not wanted the caress. Now the well-dressed lady stood up and offered her seat to the old woman. But since this would only have meant a change of seat for the old woman, she stayed put, but also stroked the well-dressed lady's cheek. Dazed, the elegant lady offered her seat to the elegant gentleman who had given it up for her, but he refused to sit down again. She offered her seat to Eric, and perhaps because he also declined her offer, she stroked his cheek. She also stroked the cheek of the elegant gentleman and Eric's again. Thereupon the plain gentleman who had the window seat next to the well-dressed lady jumped up and offered his seat to her. Then the young lady who was sitting next to the woman with the bundle offered her window seat to her and Eric could not resist the temptation to stroke this young lady's cheek. Smiling, the young lady stroked the cheek of the old woman who had refused her offer, and then turning, she bent far over the back of her seat toward the people on the back seats and stroked the cheeks of two of them.
Suddenly it was impossible to keep the activity confined to the center group of seats, and people on the entire streetcar began to stroke one another and offer one another their seats. Nobody wanted to sit down any more; but still, some people kept getting pushed down into seats. They arose again the moment they thought themselves unobserved, and mingled with the tender jostling of the standees . . .All had their cheeks stroked, everybody stroked somebody else's cheek, and finally all were standing and all the seats were unoccupied. Even the old woman with the wood stood up, held her bundle in one arm, and used her other hand to participate in the caresses which everybody was bestowing with great feeling. She joined gladly, for after all, she had started it.
At length someone had the idea of letting the ticket conductor sit down; he had already been stroked several times, albeit with some reserve, because he was an official. No sooner had this idea been expressed when combined forces pushed him down into a seat, and he was stroked with such rapidity that he threatened the many people crowding him if they did not at least let him pull the signal cord for the streetcar to proceed.
They reached the next stop, which was the busiest transfer point in town, and this was where everybody got off. They assembled together outside and waved to the conductor; the elegant gentleman even tossed him a rather large bill. They exchanged addresses, so that finally everybody had everybody else's address.
During all this they continued to stroke one another undisturbed, and the first people who had to leave stroked the strangers they met in the street. But these people did not understand, got angry, said something about liquor and lunatics, and the next passers-by who were stroked by the ex-passengers even blazed into fight with them. This so intimidated the ex-streetcar group that they no longer dared to stroke one another's faces, but only stroked hands, and when Eric did stroke the cheek of the young lady who had sat first next to him and then next to the woman with the bundle, she even slapped his face.
That ended it all. The only things left were a few slips with addresses which people had dropped, as well as a few visiting cards, and even these scattered when a light breeze blew over them.
Declaration on the Birth of the Child Lorca
By Michael and Karen Rossman
We will not send our child to a public school, or even to a private one in the usual sense. Together we have managed to learn much the schools couldn't teach us, and unlearn some of what they did. The heart of our knowledge is ours now, and it tells us we must be responsible ourselves for the conditions of our child's growth. This is no romantic hippy daydream. It is a full political act: grounded in theory, chosen as strategy, implemented with all the skills of our consciousness.
We choose to move on the future by freeing our child from the control of the present State. We declare independence from its essential instrument, the System of Education. We will not give our young over to be conditioned in obedience with its programs by any of its representatives, however unofficial, informal and liberal. We will grow our own . And we will grow them as free as we can manage, in situations where we have only to contend with what is in ourselves of the lives we are trying to leave behind.
Several years ago we left the Educational System, where we were cut off from our many selves. We sidestepped the institutions that continue it in society, and began to come together. Now we know that other lives of learning are possible. We can name them. Crippled as we are, we can create their initial conditions: we understand what is involved, and have the skills and the power. For we have been learning to be what we imagine: to live in our bodies, make art with our lives, realize cooperation, and fight Fascism by any means necessary, including the creation of alternate realities, guerilla enclaves of Life in the State of Death.
Good life learning means understanding is integrated in action. We display our knowledge of the culture of specialized roles, with its destructive systems of education, competition and authority, by how we manage to be each other's teachers, siblings and lovers, parents and children, by how we tend and heal and share each other's growth. We must focus at home through this if we are to focus anywhere else and into the future. We will grow our own . And we ourselves must be directly involved in what and how our children learn, for no one else can represent our interest in the future.
For this we must make our lives over: rearrange the ways we work, the styles of our play, the priorities of our time and our love; and move beyond the roles that still bind us from within. To replace what we reject, we must learn anew what we have to share, and grow to make it adequate. The price of making of our lives a school for our children is our own transformation. We believe it is possible, because it is already begun.
Our parents were forced to abandon their children to the part-time uses of the State because they were integrated into its economy and culture, because they saw no alternative, because they were isolated in marriage and privacy and could not organize their lives to be also a school. We know now that no couple can cope alone with even their own relation. We learn in a larger community. To free our young many must come together, to share their powers in critical mass and intimacy. We believe it involves all entering equal as children into the School of a larger Family.
It also means learning economic cooperation, to free space and resources. And it means committing ourselves to political identity and struggle. At present here, one elementary credential can front for up to fifty kids, leaving us with only our own limitations. But when many choose to use this freedom it will be curtailed; and that will be only the beginning. For Fascism is rising softly in this land, you have seen its sign in the black headline of the sky.
The State registered our son with a number at his birth, and designs to own him. Our growing up prepared us for integration into its army, its civil and industrial bureaucracies, its systems of consumption and exploitation, decision and power. It cannot afford us to let our son grow unprepared, let alone prepared for something else. It will not give him over to the gropings of our freedom without a deadly struggle. This will take many forms. To meet them, we must realize together who we are and the politics of our necessities and choices. And prepare to resist, to fight for the cradle of our future, and to flourish in and beyond our resistance.
Learning power to the people!
On School Goals: The Ultimate
Most groups wanting a school meet a few times, hope it feels ok, get into some business details, and get started. A few laboriously go into goals and processes and debates on the nature of learning. Sometimes it's just incredible bullshit, but it's our impression that such schools, bullshit or not, tend to be the ones that thrive. (Maybe if you talk enough about it at meetings you're too tired to bother the kids much.)
At any rate we got to wondering what it would look like if we collected all the free-school goals we could find and coalesced them into one grand set of Cosmic Super Goals. Here it is:
"We Want Our School to . . . "
Build or Increase Skills—in order to be able to . . .
— Survive (in wildernesses, "dying environments,"or "in a revolutionary future")
— Master the culture ("basics," "the three r's")
— Protect oneself from the culture
— Attack and change the culture
— Put things together ("problem solving," "reasoning," "creating," "learning how to learn")
— Share, live in groups, be responsible for yourself, talk straight
Be Therapeutic . . .
— Promote health, personal growth
— Allow "integration of mental fragments into gestalts
— Clear the decks of bad cultural debris
— Help fulfill children's needs (i.e., holding them etc.).
— Entertaining, fun
Be Anarchistic
— An adventure
— Free to do whatever comes up
— Discover stuff, explore
Increase Perception
— Of the senses
— Of the child's sense of the world, of nature
— Of other cultures
Foster Spiritual Growth
— Be a ground for rituals
— A place for engendering myths "unique to us"
— Allow a sense of the holy to flow
On Directors/Coordinators
By Harvey Haber, New Schools Exchange
Trying to write a short statement on "qualities and skills necessary for a free-school coordinator" is like . . . I can think of no short, concise way to write this. A fantasy comes to mind: somewhere in a bad novel there is this nobel Frenchwoman shouting, "You are more dreadful than a Turkish soldier and an English official. No one on earth could embrace you . . ." And that's about it: a combination of English official and Turkish soldier, the ideal coordinator-director for a free school.
Let me explain: I think that in its beginning, formative stages, a despotism (benevolent, of course) is the most desirable system for a new school, primarily because there is nothing so deadly to its vital psyche than to have to appoint committees and have meetings before acting on every terrible little requirement that the school might have. Free school people are so resentful and fearful of ego-trippers and potential-powermongers that they cast themselves into a state of frozen inactivity rather than chance a unilateral decision by some would-be leader. No, let the would-be leader perform the necessary bureaucratic duties first. Then evolve a more democratic system if you wish. Despotism, after all, is a flawed approach and will die an organic death anyway. But if you're especially apprehensive about having a despot around, choose one so overbearingly arrogant—that one quality least acceptable to people with pretensions of freedom—that he will meet his demise sooner than later. He will have served his purpose and then must be cast out with only an infinite martyrdom to sustain himself. Then, with the beginning administrative necessities accomplished, the new school can comfortably strive for that coveted balance, the communal no-one-at-the-helm mood. (Or, retain the arrogant director and learn to love despotism — like Summerhill or Christianity . . .)


text:
Apple Valley boys' basketball coach Zach Goring said he will be "cautious" about the return of injured standout guard Tyus Jones to the court.
"I don't know when he will be back," Goring said Wednesday. "I'm not going to bring him back now until he's 100 percent healthy."
The junior phenom left during the first half of Tuesday night's game with Hopkins because of back spasms and didn't return to action. He played less than 6 minutes in Class 4A, No. 2 Apple Valley's come-from-behind 73-64 victory over No. 5 Hopkins.
Jones, one of the nation's most sought-after recruits, wore his street clothes when he returned to the bench in the second half.
"It's [gradually] been getting worse," Goring said. "We need to get him back to normal, and decided let's just rest him now."
Jones started having back pain during a 72-70 setback at the hands of No. 1 Park Center in the Breakdown Classic on Dec. 8. Three days later, he also played in pain in an 82-68 triumph over No. 8 Minnetonka.
The 6-2 Jones hasn't practiced with the team since the victory over Minnetonka. He averaged 29.7 points in the Eagles' first three games.
"He has been doing everything he can to take care of it," Goring said. "He has been putting heat on his back, icing it, stretching and going to the chiropractor."
At the beginning of November, Jones narrowed his college destinations down to Baylor, Duke, Kansas, Kentucky, Michigan State, Minnesota, North Carolina and Ohio State.


text:
Brand Network
Media Market
Where Brands Connect
How DojoMojo Works
Find Brand Partners
Search thousands of brands in our network and collaborate with marketers whose audience you'd like to reach.
Create Partnerships
Build a sweepstakes with our simple editor (no developer required), or kick off a content, advertising or box insert exchange.
Grow Your Audience
Market to each other's audience and share your message with thousands of new potential customers. Everyone wins.
total emails delivered
What Marketers Are Saying
DojoMojo is an effective tool that has brought transparency to our sweepstakes acquisition campaigns, helping us scale this channel tremendously and hit our quarterly targets. We couldn't imagine our acquisition efforts without it."
Marketing Partnerships Account Manager at General Assembly
"DojoMojo is one of the easiest, most convenient tools I use in my day-to-day. I connect with new brands, easily organize upcoming opportunities, and stay up to date with current campaigns in real-time. I don't know how we would run our partnerships program without it. I'm bummed when a sweepstakes is not hosted on DojoMojo!"
Associate Manager, Email & Partnerships at Hearst
"DojoMojo makes it easy for us to host sweepstakes on our own site! It's been a key component in helping us reach our reach our email acquisition goals and has given us the additional benefit of boosting on-site traffic. We've also gotten greater insight into entrants which will continue to help inform our future sweepstakes strategies."
Growth Marketing Coordinator at Food52
"DojoMojo is the rare service that delivers exactly what they promise...and then goes well beyond it. We're simply astonished by the effectiveness and simplicity of the platform to create sweepstakes and generate email leads. And if that's not enough, their support is absolutely top notch."
CEO & Founder at Custom Consortium
1 of 4
Find Thousands of Marketers
Browse thousands of potential partners and opportunities to connect. Our powerful search features and custom recommendation engine help you identify the best partners for your brand.
Media Market
Reach a new audience or monetize your own by buying and selling sponsored content.
Build Sweepstakes, Quickly
Our simple to use templates and editing tools let you create a fully branded landing page in minutes. Generate Official Rules, customize forms and create a URL with one click.
Opportunity Board
Looking for the perfect brand partner? Post your partnership needs on our message board and let brands come to you. That's low-overhead, high-ROI marketing.
Measure Performance
Detailed analytics with actionable insights help you understand which campaigns resonate with your audience and which partners drive the most growth, and when.
Trust and Transparency
Transparency and trust are the foundation of solid partnerships. From minimum sweepstakes entry requirements, through CPC deals tracking for partners to security verification and ESP integration, we're constantly looking for ways to keep partnership and email list quality high.
Integrate with your favorite marketing and sales tools and send new emails directly to your list.