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Strong Like Two People. Grad. Module One
- Jonathan Perry
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1 Grad Module One
2 Grad Strong Like Two People Table of Contents An Elder Speaks About Education 3 Module Overview 5 Major Cultural Understandings 6 Proposed Activities Chart 7 Proposed Activities in Detail 9 Resources...1+ Projects 26 Notes to the Teacher 3 I 34 Chipwyan 35 Dogrib 44 Gwich'in 52 North Siavey 61 South Siavey 71 2 Delle Kede, Grade 8.\1odule One: Strong Like 1\m People
3 If we worked according to his (Chief Jimmy Bruneau) word... one person would be like two persons: One, knowing everything of the white culture and one, knowing of our ancestors' culture. That person would become very strong for if we know everything like two persons, though we are only one person, there may be no one greater than us. -Elizabeth Mackenzie' An Elder Speaks About Education These words were spoken by leo Norwegian, a South Siavey Elder, in Fort Simpson on May 12,1997. Well, a long time ago, people knew who they were, didn't they? They stressed this when they worked with you. Respect for people is stressed by relatives from your grandfather's side and relatives from your mother's side, they emphasized this the most. When they talked to you, their message is always guided by; "We are guided by a Supreme Being", this is the way they preceded. Well even your father said that, didn't he? This is how a child, who is not yet intelligently capable is taught by their father, mother and others. Well, whatever Elder you were in the presence of as a child taught you, didn't they? Therefore when you become capable of intelligent thought you got the sense of where you are from. You are of the mind set that my grandfather and all my relatives are headed in this direction, so, I too must do the same. They teach you everything and when they are finished with you, when you are grown, you don't need doctor or priests - you knew where to go in these areas. You also didn't need the police and the game warden you were these things personally, that is how they taught you, didn't they? Education in today's sense is also good, formal education is necessary, but it is questionable whether traditional knowledge is taught enough. TI'a atthee t' h, kaa amij ats'lt'e edegots'edezhq hell. KaQndih t'ah a htitl'ie goghajagenda hell. Gots'~h amit ats'g'e ti'a gotsie gots'~h dene, gomq ts'~hk'eh goot'le dene ts'ed)hcha, ezhjt a see de?qq zhet'ah gots'~ gogendeh. Kaa gots'~ gogedeh erude kaa t'ahsil nahe ts'~ k'ahodhe a athit'e kegodii?ah t'ah kaa ektihzhee. Tl'a kiia netji chu kaa kadldi )Ie hell. KaQndih t'ah dezqa kil k'ahla go)zhqlea t' h gots'~h meta chu memq chu zqh goghazheneht~le. TI'a kit hoozhje gots'~h Qhndah ko ts'~ xqh ts'edetla ede kaa dezqa ghagogeneht~ hell. It t'ah kaa gots'lzhq ats'eja ede ti'a kaa ezhjt kaqndih gots'~h sehahtheh aht'e. Setsie soot'le azhq kaogendih t'ah 5) chu kaa ektihzhee. Tahsil hohllnl gots'edetsl, tl'a hohljil) t'ahsil dzqqt'e ch'a edek'ets'edih kaqndih gha. Tahsil azhq goghagogeneht~ tl'a goghqh enawt'e, kaa nits'eneruzhq ts'~ tl'a; hi ruiidihozhq chu ts'en)dh~ ile, zhaho chu kij ts'erudh~ ile, ti'a kaa ekq eljh ts'enjdh~ hell. ehtth'ahtl chu hi ts'en)dh~ ile, k k'endih kaqndih, ti'a kit, kaa kq a t'ahsil azhq ts'lll, kaqndih t'ah a goghaagogeneht~ hell. Dtih goghagogeneht~ ti'a, ezhll chu kaa nezl! hell, edlhtl'eh ti'a kaa moots'edjhshq gha go?q. Ko<i II tahsil kaqndih ghqh kit gots'~gogendeh sqqndt laqndih hell. [t'ah naxl dtih gocho idll, kaa, kaa sezhaa goghagonet~ gots'~ nadetle a at'l t'ah a kaa ahsil azhq keodlhshq s ndl ts en)dh~. koo kaqndih ile. Godh<j.h ededhqh hj edeogedezhq ile. IStrong UNe' TiL'o Prop!r: The' tln'rlopmmr afll.hinton Srnmllt'tlt Jo,. rbr Dogrib SrLtoo/s, 1991, Dogrib Divisional Board of Education, P:l!:.,"es Dene...cde, (;rade 8 \lodule One: Strong Like Two People J
4 Therefore we, who are parents, think that our children are going to school so they must know all of these things, but that is not so. They do not know what is going on around them. It will be very good if the traditionai teachings and today's education are taught together. For there are situations today where some young men do not know who they are. It is that way because people do not talk to the youth anymore. We do not have the time to teach them these things. Well, you have gone to school yourself and that is how it is. In the morning the children are off to school and that is the only time you see them - when they come back in the evening they have to go and play. It seems we got no time for our kids and our kids have no time for us, something is missing. The question is how do we make these things complement each other. Ezhu atthee fqh daqndu dezqa ghaots'enehtq ezhu chu ed)htl'eh chu eletah af) roe tl'a nezlj gha. KaQndih, YU?QQ cheeku zhanerna k06 ndaah amu aslfe kit edeogedezhq ile hell. KaQndih ghqh agtjhfe, dezqa ts'~ gots'endeh ile agtihja f<ill agljhfe. TI'a kaa ezhll goghcigonete, nahe gha go?qle f<ill zqh agljhfe. Tl'a kaa nt koo a edjhtl'eh ts'~ a)r) kaa kagqndih. Ehtl'QQ mde kaa edlhtl'eh ts'~ gogedehthl, ektih zqh goats'enda gots'eh ehxee niaogihtlu roe chu yu?qq naogezheh gha chu go?q. (It seems we got no time for our kids and our kids have no time for us, something is missing.) Ezhll a daqndih r<ill elets'aadt ats'jja oiil? Dene Kcde. Grade ~ \looule One: Strong Like Two People
5 Grad Strong Like Two People Module Overview Project for Experience and Learning 1. Student goal setting 2. Learning from Elders 3. Study halls Major Cultural Understandings Education in hath cultures creates a per on who is "Strong Like Two People". Being "Strong Like l\vo People" will provide more opportunities for the srodent. Attitudes for becoming "Strong Like l\vo People" Strategies for goal setting Resources 1. Elizabeth Mackenzie, Rae 2. Leo Norwegian, Fort Simpson 3. Roy Fabian, Hay River Proposed Activities for Developing Language Skills and Cultural Understanding 4. Dohphus Shae, Fort Good Hope 5. Lucy Lafferty, Rae-Edzo 6. Sarah Jerome, Fort McPherson 7. George Mackenzie, Rae-Edzo Denc Kede, Gmdc 8 \loouje One: 'itrong Like 1"0 Peoplt:
6 Grad Strong Like Two People Major Cultural Understandings Major Cultural Understandings 1. Education in both cultures creates a person who is "Strong Like Two People". Knowledge Note: Teachers should validate the accuracy and acceptability of the following information in their own communities. Academic and cultural education creates a person who is Strong Like Two People. S/he can operate in and enjoy both cultures. S/he has the trust of both cultures and can help the two to understand each other. S/he will be able to make positive choices from both cultures. 2. Being "Strong Like Two People" will provide more opportunities for the student. The opportunities include: occupational choices and higher standards of living prestige gain knowledge and therefore influence ability to help Dene in complex areas of economic and political development ability to learn and experience the world 3. Attitudes for becoming "Strong Like Two People" setting academic and cultural goals seeking learning experiences and support 4. Strategies for goal selling visualize self in five years as a young adult assess personal strengths and weaknesses that will help or hinder in reaching long-term goals identify year-end goals identify what must be done to reach goals identify people to help them reach their goals identify shorter-term goals 6 Dene Kede, Grade 8 Module One: Strong Like Two People
7 Grad Strong Like Two People Proposed Activities Chart Community Support Read E. Mackenzie's words and identify her description of what it means to be "Strong Like Two People" (Activity #1). Students read words of Leo Norwegian and discuss his words of advice regarding learning in both cultures (Activity #2a-c) and form their own position on the issue. Describe Leo Norwegian's style of speaking and compare with others (Activity # 2d). Identify powerful figurative or symbolic expressions of wisdom in the Dene language (Activity #3). Students find quotations from Fort Resolution Elders which support the idea of "Strong Like Two People" (Activity #4). Students read and discuss stories of John B. Zoe and Lucy Lafferty or Sarah Jerome (Activity #5 and #6). Students read and discuss words of Dolphus Shae and Roy Fabian on the difference between being "Stuck Between Two Cultures" and "Strong Like Two People" (Activity #7). Students identify people in their community or their families who they think come closest to being "Strong Like Two People" (Activity #8). Students explore ways of being "Strong Like Two People" by doing worksheets (Activity #9). Have students work in groups to discuss and come to consensus about the pros and cons of staying in school and becoming Strong Like Two People. Have them produce a Pros and Cons chart (Activity #9). Speaker - Have someone from the community come to class to talk about difficulties and advantages of becoming "Strong Like Two People".(Evaluation Activity) Goal Setting Have students participate in a goal setting workshop (Project 1). With the help of parents and the community set up a cultural resource pool that students can access (Project 2). Organize a study hall for students (Project 3).
9 Grad Strong Like Two People Proposed Activities in Detail Note: The language development activities for this module are based on South Siavey as the First Language of the classroom. Teachers of other Dene languages are encouraged to use these examples to develop similar activities and texts for their own languages. 1. Talk to students about what is meant by "Strong Like Two People". Students read Elizabeth Mackenzie's words (Resource I) and George MacKenzie (Resource 7) and discuss main ideas using following questions: How does one become Strong Like 1\vo People? \Nhat is the value or need for becoming Strong Like Two People? \Nhat were the two great contributions of Chief]immy Bruneau' 2. For students whose first language is South Slavey, have students work with the words of Leo Norwegian (Introductory Legend) as follows: a) Discuss the text: This is a cooperative learning activiry called "pair reading". In pairs, one partner reads a paragraph from the passage aloud while the other jots down key words/phrases that captures the meaning/message of the paragraph. Together, discuss the meaning of the text read. The other partner takes a turn reading aloud etc. until the entire passage is read and discussed. Tbis is a sample: 1st paragraph 2nd paragraph 3rd paragraph +th paragraph 5th paragraph 6th paragraph 7th paragraph 8th paragraph dene ts'edlhcha T'ahsil nahe ts'l! k'ahodhe a athit'e ghagogenehte: kaa nits'edlilllzhq ts'l! edlhtt'eh tl'a kaa ededh"h hi edeogedezhq He dezqa ts'l! gots'endeh He Ezhll a daqndih t'ah elets'aadl ats'i!a Olll? Dene Kede, Grade 8 \Iodule One: 5rrong LiL:e 1'\0 PL'Ople 9
10 Proposed Activities in Detail b) The Elder is presenting us with a question in the last sentence of the passage: "Ezhll a daqndih t'ah elets'aadl ats'i!a 01117" How can we make the two fomls ofeducation work together? Discuss this question together and discuss some possible ways in which traditional and formal education can complement each other... c) The smdents use this discussion as a basis for forming their own ideas on what it means to be "Strong Like Two People". Have them write down their thoughts in the form ofan essay. Have smdents edit their essays for spelling and puncmation and publish their ideas in the school paper, which goes home to the parents. _ d) The style of the speaker: Leo Norwegian has a distinct style ofspeaking. How would you describe his style? What is the role of the listener in this type of speaking? Compare his style with the speaking style of some other speaker of North Slavey (Have smdents compare Leo Norwegian's text with some other written text). What is required of the listener in this other style ofspeaking' Which one of the styles do you prefer and why? 3. "Strong Like 1\vo People" is a very powerful expression that has been created by the Dogrib people, particularly ChiefJimmy Bruneau and Elizabeth Mackenzie of Rae-Edzo. There are many such expressions in the Dene languages that provide much wisdom for us. These expressions are often filled with symbolism or figurative language. When an expression becomes commonly heard or used it becomes a saying. Exomples: Azhil Dtiwe \ Vhat's impossible' Klj nats'edihtla, alaa mets'~h Ie yudee at'\h ezhll tla met'ah nezq gots'endih gha t'ahsil goghq?ah ot'e. For restoring its life, the first smoke that rises from the fire is the fire's gift to you for good health (George Kodakin). DeZQij heh nats.ende, tl'a met'ah gala yundaa gam Qt'e. By living with a dlijd, your hands will stretch into the furore (The Elders) Dcnc Kedc-, Grade 8 Module One: Strong Like Two Pt."Ople
11 Proposed Activities in Detail Sehlie U'a sets'anl ljt'e., sehehlie Qt'e, met'ah dene ehll Qt'e. She is my friend, one who is one with me, one who makes me whole (A Dene Truth). Dene mali Q\u kade?a k'ee gondeh rude Dene Q\u laqndih Qt'e. "'hen a person speaks two languages the person is worth two people. Tahsil nahe ts'll kaodhe athit'e. We are guided by a Supreme Being (Leo orwegian). Dehcho ghqhdlethitq, met'ah gtidih Qt'e. \Ve love the Mackenzie River. That's our life Ooachim Bonnetrouge). Ask students to find other examples ofexpressions which are rich in meaning and which could become, if they are not already, sayings for the Dene people. 4. Have students search through Nahecho Keh' to find support for the idea of "Strong Like 1\"0 People". Make a wau display of the Elders' quotes. 5. \Nhile some of the young people gain their strengths by continuing education through colleges and universities, others gain strengths by continuing their education through Elders and experience on the land. John B. Zoe is such a person (Resource 5). [lave students read his story and then answer the following questions: V\'hat problems did Jolm B. Zoe have to overcome to become strong in his culture' John B. Zoe feels that education you get from Elders requires a great deal of patience and time. V\'h)' is that? In his 8th paragraph, he says that if you do not have the patience to learn from the Elders you will become a person \\ ho follows the laws set by,mother people. \Vhat do you think he means by "the laws" of another people? He does not necessarily mean the justice system. \\'hat does he mean when he says we should learn to follow the trails of our ancestors' V\'hy is it important for us?,",vhat example does he use to tell us about a "trail" that he happened to follow once' "''hat did he learn from this experience? ::"aht:cho Keh: Our Flders, Sla...cy Research Projecl, Fort Prm'idence,!\J.\\~T, Dene Kcde, Grade 8 \todulc One: Strong Like l\~'o People II
12 Proposed Activities in Detail What "trial" of your Dene forefathers would you like to follow one day when you are able? 6. Have students read either the story oflucy Lafferty _ (Resource 6) or Sarah Jerome (Resource 7) and have a discussion about the challenges to getting a good academic education, and the value of it in the end. Teachers may use the following questions on which to base discussion: VVhat helped this person to become well educated as a Dene and in academics? ~'hat kind ofopportunities opened to the person because of her schooling? What makes this person "Strong Like Two People" and in what ways is she able to help her people? 7. \Vhen schools were first brought to the north, children were taken away to residential school and many lost their Dene cultures. Explain to students that many of the children as a result felt that they ended up in neither culture. I-lave them read Resources 3 - Dolphus Shae and Resource 4 - Roy Fabian. Ask students to discuss what they think is the difference between being: - Stuck Between Two Cultures, and Strong Like Two People 8. Have students identify people in the community or their families who they think come closest to being "Strong Like 1\vo People". Have students try to think about their own lives and whether they are working toward becoming "Strong Like 1\vo People". Have them identify things that they are doing that help, and things that they are doing that would help even more. 9. Have students work in groups to discuss the pros and cons of getting a good education in both cultures. Have them make a chart like on page 13 to fill in with the results of their discussion and put up on the wall' 'This idea expanded upon Ul the ~unh\\cstterrjlories School Health Progr.un. Grndc 9: \lenuland Emotion.. 1\\'ell Being. I)cptartmcnt of Education, Culture and Employment GN\\'T. \2 Delle Kecle, Grade 8 ~lodujc One: Strong Like l\\"o People
13 Proposed Activities in Detail The good things about getting a good education in both cultures The difficult thing about getting a good education in both cultures Evaluation Evaluate srudent understandings and language skills using the following activity: Have a person from the commwlity who is well-educated (in both cultures) come to talk to srudents about: The challenges they faced in getting their education in both cultures. The benefits and opportunities that have opened to them as a result of their education. Give students an opportunity to ask questions and to receive counselling and advice from dlis person. Have srudents write a follow-up report about the talk, using d,e following questions as a guide: How did the person become educated in the two culrures? VVhat opportunities have opened up for mis person because s/he is strong in both cultures' What were some of this person's struggles in getting a Dene and academic education? How did s/he overcome these problems? In this module, many of d,e activities are based upon discussion. Students can also be evaluated on the quality of the input dley make to discussion. De.ne Kcdc, Gr-adc 8 Module One: Strong Like 1\1"0 People I J
14 Grad Strong Like Two People Resources Resource 1: Elizabeth Mackenzie, Rae-Edzo 4 Elizabeth,uacke1lzie spellks here about "The Old Cbief'. She is n!ferring to CbiefJin!"my Bmneflu who was tbe Dogrib chieffol' 30 yet/1"s. He was l'espo1lsible for' tbe estllblisbme11t ofthe school il1 Edzo now ed after him. Wben be became chief, tbe Dog!"ib child,-ell were beillg sent to,-esidential scbools olltside tbe l egion. ChiefBmneau was distu,-bed tbllt they often folgot tbeirlllllguage, customs and WilY oflife awiiy from thei, C /111iry. He fougbt fol' nlfl7ly years for a l'egional school that would be mn by II Dog!"ib board ofdirectors and evel1tually be totllily 1"1171 by n(/five people. Chief Bruneau was like a prophet. He saw into the future of the Dogrib people and saw that schools would be important. A person who knows his culture and has education is Strong Like Two People. Mrs. Mackenzie was sent away to school and she could not remember her mother. Children then were not told why education was important. She was able to help her father write supply lists to take to the trading post. This pleased him. Students must learn their own cultures in school to make them Strong Like Two People. When I think of the Old Chief, sometimes I wonder who made his mind to talk "bout the children w"y past his death [into the future]. Who had made him to think that w"y? I think the Holy Spirit who is the Lord ofour minds, rn"de his mind so he was able to speak that way. Today, there "re great schools. Some children who were educated in the schools must have been taught well, because some are secretaries and some have important jobs, serving their people. That was something good which he spoke about. For the people who live here, he is our great ancestor. If we worked according to his word, we would be like two groups of people. One person would be like two persons. One, knowing everything of the white culture and one, knowing of our ancestors' culture. That person would become very strong for if we know everything like two persons, though we are only one person, there may be no one greater than us. It seems it could be like that, but because we don't believe in ourselves, it is not. I came back from school in It was a long time ago. For five years we never saw the faces of our relatives, none at all. "'e also didn't hear their voices until five years was completed. I'm not talking about one winter, but five summers and five winters. So I didn't remember my parents at all r didn't remember how my mother looked... nothing. 4 Text is taken from Strol1P. URi' Tl~O Pt'oplt': Tbt' Dl'l.'r/opmmt ofa -'limon Stilfl7J1mlfor fbi' Dugrib Schools" IWI, Dog-rib Dj"isioll:ll Board or ducarion, page Dene Kcde. Grade 8 \1odule One: Strong Like 1'\'0 People
15 Resources Sometimes there were hardships and miserable times but we did whatever the nw1s told us. We were taught mostly religion and prayers. \Ve were not taught grade five completely. We were just taught to count to one hundred, ABCs and reading. we didn't know then what would happen today. There was no one who would go ahead into the future for us. We never heard anyone speak about politics to us at that time. That was how we went to school. So how could we Imow anything? ""hen I returned to my parents I read a shorr easy note to my Dad and he said, "My daughter, how do you know something wiggly like this? I told him, "It looks wiggly but when you learn it, you know it." During the winter we went to the bush. We went trapping for furs. When the people didn't have enough supplies, they would carry furs for each otller to town. I would write down all tlleir orders, even though I didn't k'tlow the value of the furs. They themseh'es knew how much they could buy with the furs. "Vhatever they ordered would all be shipped to them. So for my father, it was as if I brought sometlling new to him that really pleased him. So he said, "It is a good thing. In the future you will send your children to school. So if the children were taught in both cultures equally, they would be Strong Like 1\vo People. We are the Dene." Resource 2: Roy Fabian, Dene children were taken away to residential schools. They were completely cut off from their families and their culture thinking that this was the only way to learn Non-Dene ways. Before I went to school, the only English I knew was "hello," and when we got there we were told that if we spoke Indian they would whip us until our hands were blue on both sides. And also we were told that the Indian religion was superstitious and pagan. It made you feel inferior to the whites. The first day we got to school all our clothes were taken away and everybody was given a haircut that was a bald haircut. We all felt lost and wanted to go home, and some cried for weeks and weeks, and I remember one Eskimo boy every night crying inside his blanket because he was afraid that the sister might come and spank him. Today, r think back on the hostel life and I feel ferocious. Roy Fabian used these words to address the \tackclw.ic "alley Pipeline Jlearings held throughout the Z\'\\~ from , It b excerpted here from.\'onh"" Frrmmr.\'onhl'T11I1umt/l1nd: Tht Rrport aflbt\iocknr:.it 1'O"ry Piprlillt I"quiry: '-01. On~, Thom:ls R. Berger. ~linislcr of upply and Scniccs C:lllada. 1977, page 90. Dene Kede. Grade 8.;\todulc One: Strong Like 'I\m People I;
16 Resources Resource 3: Dolphus Shae, He went away to get an education. He is not accepted back into his community because he has lost his Dene culture. Non-Dene people won't accept him either because he is Dene. He feels like he does not belong anywhere, I'm a young native Indian, I've got an education, I went to school until I was about 16, then I quit, Then about three years later I went back to Fort Smith for the Adult Education program and I got my grade 11. Since I was years old I have been traveling around trying to figure out where I'm at, what I can do for my people, T thought if I got this education, then I would be able to do something for them, So I come back and I find that people don't accept me as I am, They really can't accept me as I am because they either can't accept the changes I went through or it's something else, Tcan't understand what it is, So I'm not really accepted back into the culture, mainly because I lost the knowledge ofit and I can't really get into the white society because I'm the wrong colour. Like, there are very, very few white people that will be friends with native people, Any of these white people that are friends with native people, it's like a pearl in a pile of gravel. For myself, I find it very hard to identify with anybody because 1 have nobody to turn to, My people don't accept me any more because I got an education, and the white people won't accept me because I'm not the right colour, So like, a lot of people keep saying, "O,K, we've got to educate these young native people, so that they can become something." But what good is it if the person has no identity? I can't really identify with anybody and I'm lost. I'm just sort of a person hanging in the middle of two cultures and don't know which way to go, Resource 4: John B. Zoe, Rae-Edzo, 1996 JOIUl B. Zoe is 36 years old, He is an example of a much-respected Dogrib person who has taken it upon himself to seriously learn from the Elders, He attempts constantly to bring tl,e values and understandings of the Elders to the younger generation, One of the important contributions he has made to his community of Rae-Edzo has been to recreate the canoe trips of the Dogrib people of long ago, following tlleir trails to the barrens, He is currently the chief negotiator for the Dogrib people ill their land claims, ~ Dolphus Shae used these words to :lddrcss the Mackenzie \~1I1cy Pipeline liea.rings held throughout the i\1"\\'t from lt is e:"cerptt:d here from.vorthml Fromirr Surtbl'nJ Homelnnd: Thl' Rrpo,1 oftbl' Ml1dmJ':.it 'nlley Plprlilll' fmfljiiy: 111/. 0111', Thomas R. Berger, Mini"rcr of Supp1r and Services Ca.nada, 1en7, page Denc Kede, Grnde 8.\loduJe One: Strong Like Two Peopll'
17 Resources John B. Zoe's teenage years were marked with drugs and alcohol. He did chores for his grandmother and she fed him and told him stories. He saw how people would come to the Elders for slories and advice. The stories he heard from the Elders were not easy to understand at first. Hearing many stories helped his understanding. Experiencing the land in the way of the Elders helped his understanding even more. My teenage years were the toughest part of my life. In grade 7 I went to school in Fort Smith and did well academically, even winning a scholarship. But I went from that to zero in grade 8 that was taken here at the new school. Then for grade 9 I got shipped to Yellowknife and I didn't last half a year there. I ended up back here in Rae on the streets. For three or fours years it was total chaos for me, doing drugs and drinking. I was always looking for food, being basically a street person. And in those days, in the 70s, the best place to find food was under my grandmother's bed. I would go there and do a bit of work and she would drag this thing out and give me food and tell a story. So that is how I began my interest in the Elders' stories. At the beginning I didn't understand much of the stories but I still had to eat so I was attracted back. I would learn more, and then whatever came out from underneath that bed was what I was to feed on. It always came with a message and a prize. I was spending a lot of time at that old house; it was where I stayed most of the time anyway. I got to see a lot of people coming in, young and old. I saw how they treated each other in terms of exchanging information and doing favours for each other. And there was a constant giving of little gifts to the old people, things they would enjoy such as wild meats. On almost a daily basis, a gift would come in and she would exchange it for a story or some encouragement. I think tl,at is all that the people were looking for. The stories they told were generally meant for people who had lived that life. I would sort of get a picture of the past but because I had never experienced it, I couldn't pick up everytlung. Gradually as you listen to the stories, you begin to remember tlungs you heard before and you could piece together things and understand more. You build up your knowledge with story upon story. Your encyclopedia of knowledge expands on a daily basis. It was like a school curriculum. That is how I began learning about the canoe trips. That's where this canoe business started. First I beard the stories and they didn't necessarily make sense. Then when I finally experienced the trail by canoe, things started to come together. Ifyou run around the bushes experiencing the environment without the stories, you don't have the interpretation of the environment. What the stories do is make you slow down and appreciate what you are experiencing in the environment. Dene Kede, Gr:ade 8 Module One: Strong Like Two People 17
18 Resources He learned about the trails of the Dogrib ancestors and he followed the trail himself. The stories and the experience together helped him to understand. Learning from Elders requires patience j time and experience. Learning from Elders builds the character you need to lead your own life. One should learn and follow the trails of one's ancestors. The generation that was not taught the trails Is stumbling around still trying to find itself. We can learn to survive from the trails of our ancestors. For example, I had heard stories about the making of birchbark canoes. And I had seen old abandoned canoes. But when I walk the trails of the old people, it makes me see things that I didn't understand or know. For example I used to study the abandoned canoes thinking that this was where I should start in my knowledge of canoes. But then I see we are in a stand of birch trees where each trce has a dark patch where our people took bark fifty years earlier. All the trees are still alive. Each tree represents the beginning of a canoe. The stories help me to wlderstand what I see. \-Vhen you are learning from Elders, everything doesn't come at once. It teaches you patience and it builds character to build your knowledge up slowly. Ifyou don't have that patience, yoo will become a follower, living the laws that are set by another people, not the laws of your own people. \Vhen you are learning about your past and your cululre you are not trying to dig up dirt from the past. You are trying to walk the trails of your people. Why plow your own trail? When you plow your own trail all you do is tire yourself out and find out that nobody is behind you. '\'ben you plow your own trail you are most likely going the wrong way, getting lost and not sure where the trail will take 1'00. If you go on a trail that is already established, then you know that people have been on it before and they probably got somewhere. Our generation was not introduced to the trail. So we try to create our own. 'Ve sulmble on these trails because we do not know how to make a trail in the first place and we end up wandering around in the bush. That is generally what people are doing now, just wandering around in the bush, criss-crossing allover the place and once in a while we huddle for companionship or to feed each other. But eventually we go our separate ways because we can't stand each other after awhile, because we are all lost. [f however, you go on a well-marked trail, even if you don't understand it you will at least be able to feed offof it. You may not want to stay on it, but you keep coming back to feed offof it. Eventually you will step onto it and find that there is nothing wrong with being caught on it. It may just save you. 18 Dene Kedc, Grade 8 \1odulc One: Strong Like T"o People
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James Madison (March 4, 1813) and James Monroe (March 4, 1821):
This article is an installment in an eleven-part series on the inaugurations of incumbent presidents who were elected to additional terms in office, culminating in an on-the-ground report of Obama's second inauguration.
The presidential election of 1812 marked several firsts, foremost among them being that it was the first American election to occur in the midst of a major war (the aptly named War of 1812). Like many of the candidates who followed him, Federalist nominee DeWitt Clinton took several stances through the course of the campaign, supporting the war effort in the South (where it was popular) and abhorring it in the North (where it was opposed). Despite this obvious flaw in his character, the controversial nature of the administration of President James Madison was such that his victory was by no means foreordained. Unlike the last two successful reelections (i.e., those of George Washington and Thomas Jefferson), the reelection of James Madison proved to be a squeaker - but, in the end, he did indeed win.
Madison himself was acutely aware of this, as made clear in the opening paragraph of his second inaugural:
About to add the solemnity of an oath to the obligations imposed by a second call to the station in which my country heretofore placed me, I find in the presence of this respectable assembly an opportunity of publicly repeating my profound sense of so distinguished a confidence and of the responsibility united with it. The impressions on me are strengthened by such an evidence that my faithful endeavors to discharge my arduous duties have been favorably estimated, and by a consideration of the momentous period at which the trust has been renewed. From the weight and magnitude now belonging to it I should be compelled to shrink if I had less reliance on the support of an enlightened and generous people, and felt less deeply a conviction that the war with a powerful nation, which forms so prominent a feature in our situation, is stamped with that justice which invites the smiles of Heaven on the means of conducting it to a successful termination.
Notice how his political victory was explicitly cast in terms of being a mandate for his war policies, so that the political and the military became inextricably entwined. Just as the 1812 presidential election was the first in which a major foreign policy crisis played a key role, Madison's victory in that contest was naturally interpreted as a vindication of his controversial wartime policies. Madison knew this as deeply and intuitively as would many of his successors.
James Monroe's reelection in 1820 marked the final time a presidential candidate would run unopposed and, as such, win unanimously in the Electoral College (although technically one elector cast his ballot for John Q. Adams over Monroe). Despite taking place during the midst of a major economic depression, the disintegration of the Federalist Party at the beginning of Monroe's administration had left the milquetoast Virginian without a major oppositional party throughout the duration of his term. As a result, he was free to pursue moderate policies that united the country, strengthened his political brand, and led to his tenure being dubbed the "Era of Good Feelings." Upon being inaugurated, Monroe reflected on this with a characteristic (and politically necessary) humility:
Having no pretensions to the high and commanding claims of my predecessors, whose names are so much more conspicuously identified with our Revolution, and who contributed so preeminently to promote its success, I consider myself rather as the instrument than the cause of the union which has prevailed in the late election In surmounting, in favor of my humble pretensions, the difficulties which so often produce division in like occurrences, it is obvious that other powerful causes, indicating the great strength and stability of our Union, have essentially contributed to draw you together. That these powerful causes exist, and that they are permanent, is my fixed opinion; that they may produce a like accord in all questions touching, however remotely, the liberty, prosperity and happiness of our country will always be the object of my most fervent prayers to the Supreme Author of All Good.
Unlike Jefferson and Madison, whose senses of personal triumph burst through every line of their inaugurals, Monroe made a point of seeming humble to the point of being self-effacing. Along with being a pragmatic approach in a democratic society, it also provided a valuable reassurance that the Washingtonian level of support from which Monroe had benefited would not slide into a dictatorship.

subset: commoncrawl


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A 24-year-old Stroudsburg man yesterday was charged with physically and mentally abusing four elderly men at Pleasant Valley Manor, the Monroe County nursing home in Hamilton Township.
John R. Perry, an orderly on the 3-11 p.m. shift at the manor since January 1984, was suspended from his job Jan. 14 pending a state police investigation, which resulted in the charges against him. He turned himself in to Sgt. Robert Werts and Cpl. John Hudson of the Swiftwater barracks early yesterday.


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|Africa in 2003. We wouldn't put Nellie through that again.
She has the heart of an ox. Despite losing her Ardennes Green gloss a long time ago, and random bits dropping off, she has not broken down once. As such, and as more discerning people understand, she has stately charm akin to a favourite, solid aunt.
So with a trembling lower lip we consigned her last week to a big hangar two hours out of Athens, surrounded by speedboats that are picked up by their German owners every August. Maybe between gritted grilles they swap stories about their absent owners.
|Jo keeping it all in
This wasn't the plan. We were going to drive to Iran and then ship her to India. However an examination of rainfall, sunshine and temperatures (embarrassingly our main spurs to action) convinced us that we had to move pronto to India for a relaxed winter. Maybe we'll visit Iran on the way back.
|Athena eat your heart out
6 December: we are in Egypt, enjoying a cheap and warm side-trip, with our plane booked to Sri Lanka for Saturday.
Inevitable photos of Indiana Jones tombs and dodgy hot air balloons to follow. In the meantime here are some new snaps from great places in Greece like Olympia and scary Athens back streets.
* Full name Lady Nelson II. Happy to bore with full explanation over a pint one day.
> CLICK FOR OUR PHOTOS - updated much more frequently than this blog


text: Rare is the day when either an editor or several readers do not call or e-mail to note the heavy population of facts residing in this space. Most of the comments arrive with a quick, left jab first, followed by a soft pat on the back second: "I often disagree with you, but I can't argue your facts." My reaction to this mixed message is as straight as a frozen rope: great. Great because my work is done once the facts are placed in your hands and planted in your cerebrum, for unlike most farm groups and political leaders who insist on "educating" you, my only ambition is to inform you. After all, once you have the facts you're smart enough to educate yourself, right? For example, if forced to choose either Bach, Beethoven or Bono as the greatest composer in history, you and I could debate the merits of each until the cows come home. At some point in the conversation, however, little facts will emerge that might color your choice. Facts like Bach raised 20 children, wrote all six of his Brandenburg Concertos in one year, authored 300 cantatas and his collected works fill more than 60 volumes. And, oh, he was Lutheran. If that information doesn't move you to choose my music man, Bach, fine, because the choice isn't as important as the conversation. It's the conversation where information is shared, experiences are offered and knowledge is gained. So let's talk. Let's talk about the impact of, say, America's unchecked trade deficit. The Commerce Department recently announced the U.S. trade deficit for September was a one-month record, $66 billion. The previous single month record, $60 billion, was hit in August. Another fact: $20 billion of the $66 billion was shipped to China. Moreover, if that one month deficit to China is annualized, America's trade tab to our low-wage friend across the Pacific will eclipse $240 billion this year. How much is $240 billion? That princely sum is nearly equal to the entire gross value ($242 billion) of all U.S. farm production in 2003. How long can America accumulate debt equal to entire sectors of its economy and remain an economic power? Not long, of course, but today's trade conversation is more about free trade and less about less trade debt. This one-sidedness almost always closes the conversation -- and the door -- before any search for alternatives can be mounted. All that free trade chatter eerily echoes the babble by Congress and the White House to move farm programs from a production-based payment scheme to more of a "green," or conservation-based, farm program. Great, but the facts to date are inarguable. The 2002 Farm Bill, like its 1996 predecessor, increased production-based payments and underfunded most conservation efforts, like the very innovative, very green Conservation Security Program. Even worse, the current five-year budget Reconciliation Bill now in Congress makes a giant mockery of any green-based Farm Bill for 2007. As proposed, the reconciliation package cuts conservation spending through 2010 by $760 million ($500 million of the total comes from CSP), eliminates all funding for the USDA's Renewable Energy program (effectively removing it entirely from inclusion in the 2007 Farm Bill), cuts organic farming cost share programs and eliminates every penny of the $460 million ag research and ag extension competitive grant programs to aid small or moderately-sized farms. And all this comes on top of the 2006 USDA budget that slices $507 million from this year's conservation programs. Geez, don't we need to at least talk about the dramatic -- and in some instances, terminal -- consequences of such an anti-green policy switch (based on the worst of all possible reasons, money) before blithely enacting it? And where are the facts -- the cost-benefit analysis of its impact on rural jobs, rural development, national energy independence, water and air quality; the impact such a change will have on global trade talks and today's flagging trade; and how will this move alter the search for tomorrow's knowledge at our land-grant universities and private foundations? I don't know. But I do know we need to talk. Alan Guebert's Farm & Food column appears on Saturdays. Contact him by e-mail at firstname.lastname@example.com. Alan Guebert Farm and Food Alan Guebert is a syndicated columnist.


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Hi! Today I thought that would be nice to wish you all a HAPPY NEW YEAR and all the best in life, with some nice ideas that I want to share with you. So you already know that I get in touch with many brands, so this is one of those. Today I want to show you something that you for sure already saw, it is Inflatable-Zone!
They started in 2008 and and up as leading company and the share-issuing enterprise within manufacture and marketing. It has great support of experienced stuff, advanced technology and heat-welding machines. This company have provide various professional services along with responsible after-sale service and so many other things that you can find on they page.
Inflatable-Zone has to offer so many cool stuff, some of those are Babble Soccer, Bumper Ball or Loopy Balls. The most amazing fact about them is that they export-oriented and approved by their costumers for all around the world.
Just like you probably know I am not sport tip of person, so I do not like to run of do whatever that can make me sweat, but this looks kind fun. I was on they site almost whole night, manly because I really like what they have to offer, but only problem in my case is that I do not have space for this stuff. I think that you should have one of those if you have a really big garden and you can fill it this dope items and whit all in fun time. I can imagine how this looks to kids, when as a 22 years old see this as something amazing, which I think that really is. But I always have that question who it stays that strong whole time. It is my main think, but maybe when I give it the try, maybe I will get my questions answered.
Now on my couple of favorite once, here we have Bubble-Soccer which is pricey and some kind wired. But here is what I know about it: this bubble-soccer is for soccer really but it keeps players stack in it, which makes it harder to play, and leaves players to fall safely.
Next one is Cheap Zorb Ball and this is my favorite one! So I love it because it is cheap as I mentioned before. But what you do inside this ball is super cool!!! You go inside and roll down the hill..tell me how dope is it?!! LOVE IT!


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SACRAMENTO — California lawmakers are set to receive a 5.3% pay raise Monday, but a dozen say they won't accept it in the wake of a tax hike approved last November and while many residents are still struggling to recover from the recent recession.
The raises were approved by the citizen panel that determines state officials' compensation. The base salary for most legislators will go from $90,526 to $95,291 — still below the $116,208 that lawmakers received in 2007, before their pay was cut during California's budget crises.
"I didn't think taking a raise … when we had just raised taxes on all Californians with Prop. 30, really made sense," said Assemblyman Travis Allen (R-Huntington Beach), one of a dozen legislators who said they were turning down the increase.
Many rank-and-file state workers will receive pay hikes of 4.5% phased in through July 2015, but some lawmakers note that many in the private sector are hurting.


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Late last week, Colorado Springs police made their second arrest in connection with the death of a local rap musician, 30-year-old Iliff Omar Burleson.
Two weeks to the day after Burleson was fatally shot, police arrested 30-year-old Toumani Thomas on suspicion of first-degree murder. Thomas originally had been arrested on an unrelated first-degree assault charge stemming from a separate incident; the charges expanded after authorities began to suspect Thomas may have been the shooter in Burleson's death.
Burleson better known in the local hip-hop community by his stage name, Dat Boy O was killed Dec. 15 at the Chief Motel on South Nevada Avenue. His death came three weeks after an article in the Independent proclaimed him a growing local rap sensation (csindy.com/csindy/2006-11-23/audiofile3.html).
On Dec. 20, police arrested 29-year-old Mark Anthony Rivera for accessory to first-degree murder in connection with the same case.
On Tuesday, Sgt. Sal Fiorillo of the police department's homicide unit called additional arrests in the case "a possibility," but downplayed the likelihood.
"We've made our arrests," he said, "but there's always little things we've got to pick up."
The investigation, Fiorillo said, will continue until the case goes to trial.
"These things are always kind of ongoing," Fiorillo said.
At the time of his death, Burleson, who moved to Colorado Springs from Houston in 2005, was starting to climb the ladder of the local music scene. The last single released before his death, "Don't Blow Me Up," had earned airplay on KIBT-FM 96.1 The Beat and was placed on the hip-hop station's November mixtape CD, Hip-Hop Holiday.


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News, commentary, and insights on adventures, and adventurers, from around the globe.
Thursday, May 25, 2017
Video: Take a Tour of the Rockies (by Drone)
If you're in need of an escape today, than allow this clip to be of assistance. It is less than two minutes in length, but takes us on a whirlwind tour of some amazing national parks, including Jasper and Banff and Canada, and Glacier and Grand Teton here in the States. The landscapes are epic and beautiful, and probably more interesting than what's outside your window today.
The Rockies - (Jasper, Banff, Glacier, Grand Téton) by Drone from Ludoc on Vimeo.
1 comment:
- Sowpath das said...
Nice Post
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How Should a Seller Prepare for a Home Inspection?
This is an excellent question to ask, as I've actually seen too many houses that were not ready for a home inspection, and unfortunately, this did have a negative effect on the sale of those properties. Most Realtors will advise you that preparing for a home inspection is very similar to when you prepared your home for its first viewing or for an open house. It is best to have the property neat and tidy, and if necessary, with keys labelled and available for any locked access. It is also advisable to provide a safe place for your pets. This may mean a sturdy, appropriately sized kennel in the home, or it can mean taking the pet to a friend or relative they are comfortable with until things are more settled. Please remember, a home inspector will need to view both the interior and exterior of the home, so simply putting pets in an open yard is not enough.
As a seller, you should be aware that most professional home inspectors tend to arrive about 15 to 30 minutes earlier than the scheduled home inspection appointment. This gives the home inspector the opportunity to inspect the exterior of the home, while waiting for the client and the Realtor to arrive. To that end, I'd suggest leaving the home at least 30 minutes prior to the booked time.


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Before only a handful of spectators Tuesday night, the City Commission agreed on a slight decrease in the city's property tax rate for the 1985-1986 budget.
Despite the reduction in the property tax rate from its present $4.20 per $1,000 of assessed property value to $4.18 in next year's budget, most homeowners will have larger tax bills because of an average increase of 19 percent in property value assessments.
As a result, a homeowner who paid $315 in property taxes on a home valued at $100,000 might expect to pay $397 in taxes if the property's value is increased to $120,000. The tax figures are based on a $25,000 homestead exemption.
Tuesday's vote took place at the first of two public hearings on a proposed city budget of just more than $1 million. The second public hearing is scheduled for Sept. 30.


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I am sure that all close friends and couples out there have their own in jokes and lines that they quote to each other. Rob and I are no different, we each do silly impressions and have our own catchphrases and private jokes to make each other smile.
As we are not very well cultured, the sad truth is that most of our lines are gleaned from TV shows, adverts and films, with a few (good natured) mickey takes of various family members thrown in for good measure!
Seriously, we quote lines from Elf to each other daily.
Recently when one of us is boring the other one, for example me droning on in a poorly informed way about the growing gap between the rich and poor or Rob going on about his daily calorie intake after joining MyFitnessPal™, we have taken to holding up an imaginary paddle of rebuke to shut each other up and make me snigger!
Yes, I know that this advert has been around for quite a while now. What can I say, as well as being uncultured we are also a bit slow!
Today Rob was flapping his mouth for far too long for my liking so I put a status on my Facebook account saying how I need a paddle of rebuke.
And look what I came home from work to!Our very own paddles of rebuke! No more holding up an imaginary one!
Its amazing what you can cobble together with some double sided sticky tape, some cheap ping pong bat and balls from Sports Direct (that we had already and didn't use), a marker pen and two elastic bands! Boy, we are going to have hours of fun with these!
Yup, I know, we are both really, really sad!


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The LG X power is now up for grabs in the UK, in SIM-free and unlocked form. Currently only one online retailer seems to have it in stock, and that is Unlocked Mobiles. This is where you can purchase the X power for £199.98 with next day delivery in the UK.
Undoubtedly, the phone will soon be available from other companies too. The X power was announced at the end of May in Ukraine, where it was going to be priced at around $200 or €180. So you are paying more for it if you're in the UK (its price in pounds translates into approximately €239), but that's not out of the ordinary in the mobile world.
The X power's main claim to fame is its big 4,100 mAh battery. This is paired with mid-range specs otherwise - a 5.3-inch 720p touchscreen, a 13 MP main camera, a 5 MP selfie cam, the MediaTek MT6735 SoC with a 1.3 GHz quad-core Cortex-A53 CPU, 2GB of RAM, and 16GB of expandable storage. It runs Android 6.0.1 Marshmallow.
Source: gsmarena
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Great report, looking forward
Great report, looking forward to enjoying if this weather lifts!
Every weekday, get a quick update on historical events of the day, upcoming holidays, notable birthdays, and more. Listen to hear more.
From the editors of The Old Farmer's Almanac, every weekday you'll hear helpful weather information, country folklore, gardening secrets, great tasting recipes, do-it-yourself projects tips, amazing facts and a whole lot more.


text: Yahoo! launches coupons service Published on May 17, 1999. Yahoo! dips into the local merchant space through Yahoo! Coupons, (coupons.yahoo.com), a program through Val-Pak, a subsidiary of Cox Target Media, which specializes in selling coupons to local merchants. Some of the national brands involved include Goodyear, Subway, Fantastic Sam's and Jiffy Lube. Users will be able to search for coupons by category and location, and print them out to redeem offline. Yahoo! also boosted its calendar offering, which it originally launched in August 1998. Through Yahoo! Calendar, users can now keep group calendars, send invitations and publish personal calendars online. Copyright March 1999, Crain Communications Inc. Most Popular In this article: News


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Trade in your hot tub
At Pleasure Pools and Spas, we offer a great trade-in program for all hot tubs and spas. With new innovations in technology, and an unsurpased reliability track record,its hard not to trade in your old or used hot tub or spa for a new Hot Spring Spa. Whether you want Audio, Lights, Jets or more, we offer the most complete spas available, we have it all! Just give us a call and we will set you up!


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January 27, 2010
This just in: growlers are cool now
Dear New York Times,
January 21, 2010
Around the BJCP Style Guidelines in 365 days
Fellow telescope owners, come out of the closet and come clean: have you ever done a Messier marathon? Me neither. That's a lot of lost sleep.
But what about a homebrew equivalent?
January 20, 2010
Why we brew
January 19, 2010
WLP037: Parting is such sweet wort
Know what sucks about Limited Edition/Platinum/Private Collection series yeast strains? They're here long enough for you to learn to love them, then they're gone. Out of your life. Pffft.
January 15, 2010
Finnish your beer
Ahh ... sahti. It's like drinking a Christmas tree. For those of you who may be rye-curious, here's how to craft a pint of piney cheer:
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A cross-flow turbine, Banki-Michell turbine, or Ossberger turbine is a water turbine developed by the Australian Anthony Michell, the Hungarian Donát Bánki and the German Fritz Ossberger. Michell obtained patents for his turbine design in 1903, and the manufacturing company Weymouth made it for many years. Ossberger's first patent was granted in 1933 ("Free Jet Turbine" 1922, Imperial Patent No. 361593 and the "Cross Flow Turbine" 1933, Imperial Patent No. 615445), and he manufactured this turbine as a standard product. Today, the company founded by Ossberger is the leading manufacturer of this type of turbine.
Unlike most water turbines, which have axial or radial flows, in a cross-flow turbine the water passes through the turbine transversely, or across the turbine blades. As with a water wheel, the water is admitted at the turbine's edge. After passing the runner, it leaves on the opposite side. Going through the runner twice provides additional efficiency. When the water leaves the runner, it also helps clean the runner of small debris and pollution. The cross-flow turbine is a low-speed machine that is well suited for locations with a low head but high flow.
Although the illustration shows one nozzle for simplicity, most practical cross-flow turbines have two, arranged so that the water flows do not interfere.
Cross-flow turbines are often constructed as two turbines of different capacity that share the same shaft. The turbine wheels are the same diameter, but different lengths to handle different volumes at the same pressure. The subdivided wheels are usually built with volumes in ratios of 1:2. The subdivided regulating unit, the guide vane system in the turbine's upstream section, provides flexible operation, with 33, 66 or 100% output, depending on the flow. Low operating costs are obtained with the turbine's relatively simple construction.
The turbine consists of a cylindrical water wheel or runner with a horizontal shaft, composed of numerous blades (up to 37), arranged radially and tangentially. The blade's edges are sharpened to reduce resistance to the flow of water. A blade is made in a part-circular cross-section (pipe cut over its whole length). The ends of the blades are welded to disks to form a cage like a hamster cage and are sometimes called "squirrel cage turbines"; instead of the bars, the turbine has trough-shaped steel blades.
The water flows first from the outside of the turbine to its inside. The regulating unit, shaped like a vane or tongue, varies the cross-section of the flow. The water jet is directed towards the cylindrical runner by nozzle. The water enters the runner at an angle of about 45/120 degrees,transmitting some of the water's kinetic energy to the active cylindrical blades.
The regulating device controls the flow based on the power needed, and the available water. The ratio is that (0–100%) of the water is admitted to 0-100%×30/4 blades. Water admission to the two nozzles is throttled by two shaped guide vanes. These divide and direct the flow so that the water enters the runner smoothly for any width of opening. The guide vanes should seal to the edges of the turbine casing so that when the water is low, they can shut off the water supply. The guide vanes therefore act as the valves between the penstock and turbine. Both guide vanes can be set by control levers, to which an automatic or manual control may be connected.
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Pompano Tech Wreck Diving November 2016
Tj led the gang for some fun diving on Pompano Wrecks in South Florida this week, on the Captain Dan.
Lots of critters out & about, water temperature was 80 degrees and the viz was beautiful, 50+ feet!
Click here to see the rest of the photos from this trip
Check out our Dive Calendar for details of our next dive trip to South Florida or Contact us for more information, pricing & schedules.


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Everyone agreed Wednesday that a 14-year-old Hagerstown boy who performed a sex act on his 6-year-old half sister in June needs sex offender treatment, including the teenager.
After admitting in Washington County Juvenile Court that he committed a second-degree sex offense, the teen was returned to the child and adolescent unit at the Finan Center to await disposition.
Assistant Washington County State's Attorney Susan Lochbaum told Judge John H. McDowell the incident came to light on June 19 when a representative of the Department of Social Services called Deputy Ken Barnhart of the Washington County Sheriff's Department.
The 6-year-old girl first told her mother that while her half brother was baby-sitting her, he took her to a bedroom and touched her genital area.


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Threats made on Facebook ends with the death of three teens. Keeping our children and teens safe online – Chief Technology Mommy
When I was in 6th grade, I had my first physical altercation with a classmate. We were both sent to the principal's office, our parent's were called, I was put on punishment, we both apologized and went on our way. When the fight was over, it was over. Unfortunately those days are over.
An argument that began at school, made it's way to Facebook with threats, and ultimately lead to the death of three teens. As the teens sat in their car, a man approached them and fired 10 to 12 shots into the car at point-blank range. Joshua Soto, 14 and Javier Orlandi, 16 were pronounced dead within a half-hour. Dante Lugo, 14 died the next night. The alleged shooter is the 30-year old stepfather of the other teens involved in the argument.
I have no idea who started the argument or what it was about, but I am almost 100% sure someone saw the threatening posts on Facebook. As the rational adults (evidently the 30-year old stepfather was not,) it's up to us to monitor our children's social media activities and report inappropriate conversations. In this day and age we cannot take threats lightly or shrug them off as "kids being kids."
Here are a few things we can do to keep our children safe on the Internet:
1. Don't just browse, but thoroughly read through your child's posts. Make a note of who they are speaking with and pay special attention to the tone of the conversation.
2. If you see a threatening or inappropriate posts that involves any child, ask your child about it and report it if necessary.
3. Encourage your child to tell you if they feel threatened at school or on the Internet, and bring it to the attention of the school, the other parents, or the authorities.
4. Work to make sure young men feel comfortable telling someone about threats made against them. I've heard grown men tell little boys to "man up," but when it comes to threats they should understand that their stance has nothing to do with their manhood, but everything to do with saving their lives.
Let's work together to keep our children safe on the Internet.
Click below to read the full story:


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Surovi Group has been established
Supreme Seed Company has been established
Surovi Enterprise Ltd has been established
Riead Properties Ltd has been established
GP Shipping Ltd has been established
Supreme Seed Company (Pvt) Ltd has been established
Surovi Agro Industries Ltd has been established
MNH Cold Storage Ltd has been established
Supreme Seed Company (Public) Ltd has been established
Supreme Motors Ltd has been established
RDZ Solutions has been established
Surovi Enterprise Ltd (Device and Mobile Devision) has been established
Surovi Group strives to be the major players in the industry of its operation with brands built on passion for success. We are committed to continuously strengthening our products & services to improve our competitive position.
Passion for Excellence, Business Integrity, Green Innovation, Food Security, Social Commitment, Sustainable Development
Touching your life everyday We provide products & services that touch your life everyday, enabling everyone to improve their lives, build societies and secure a better future for all. Empowering Customers to transform their lives We are proud to be a part of bringing real change to hundreds of millions of people. We exist to bring smiles to our customers. We put their needs first in all of our decision-making.
It is the logistic arm of Surovi Group. It is involved in shipping agency and freight forwarding. It represents many renowned shipping organizations in Bangladesh such Heaung A of South Korea.
It is responsible for all the construction of Surovi Group and Building Management. It has two commercial buildings and many residential complex under its management.
To provide end to end solution Surovi Agro Industries Ltd. Surovi Agro provides conditioned warehouse facility to the farming community for potato storage. Its core business is in crop nutrient & protection business. It has successfully launched 37 products with in a very short span of time. It has earned its reputation and trust both in the farming community and its industry.
Surovi Enterprise provides end-to-end supply chain solutions for all categories of Information Technology products (PCs, PC building blocks, networking, software and enterprise solution products) and Consumer and Lifestyle products. Surovi Enterprise aspires to break the digital divide in Bangladesh market by introducing innovative products at affordable price.
Surovi Group entered the fast growing motors business in year 2012. It is involved in import & marketing of Light Commercial vehicles of 750kg, 1000kg & 3000kg. It is working with Shandong Kama of China. It is currently exploring opportunities to introduce chinese origin passenger vehicles to Bangladesh market.
Supreme seed company was established in 1978 and turned into pvt ltd in 2001 and public limited company in 2013. It is currently in process of getting enlisted in the stock exchange. It is the leading seed company in Bangladesh with its own strong R&D investment. Its brand heera is the most popular brand in the farming community.
RDZ Solutions is focused to provide IT support and solutions for SMEs. Modular Cloud-based business applications such as CRM, ERP, Inventory Management are some of the major areas of expertise.


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We collect in this page information about internship and theses proposals (in particular from the industrial side), but also references to websites, newsletters and other tools to be in contact with the optimization community and be informed about all the opportunities. We remind that students are encouraged to actively search for research projects, internships, PhD offers...
News from the optimization community
- Groupe MODE de la SMAI, the optimization group in the French Society for Industrial and Applied Mathematics : it produces an information newsletter Lettre MODE, which also deals with some PhD, internship and job offers.
- ROADEF, the French Society for Operational Research, with a forum dealing also with PhD, internship and job offers.
- Opt-Net, an electronic forum for the optimization community (international ; it includes PhD proposals).
- GDR RO, mailing list of the CNRS research group on Operational Research.
Internships (and some theses)
Internship proposals will be posted later.
2017/2018 internship offers
2017/2018 internship offers
Here below the first internship offers that we received for 2017/18.
Sometimes, if the offer is in French it means that knowledge of French is a requirement (not always).
- Internship at EDF Chatou in Stochastic Optimization
- PhD position at IFP Energies nouvelles (IFPEN)
- Internship (with possible PhD thesis after it) on stability of time-delay systems at L2S - CentraleSupélec
- PhD thesis at AgroParisTech including parameter estimation for metabolism (contact the supervisor before April 23)
- Internship at RTE on task assignment for real-time simulation
- Another internship at Schneider, real-time image processing
- Internship at IFPEN on Sparse-domain data (signal/image) processing for classification and learning
- Internship at IFSTTAR on evolutionary algorithm for multimodal network equilibria
- Internship in the OSIRIS Dept of EDF on dualization and minimization for short-term electric production
- Internship in game theory modeling of anti-sub-marine operations, at Thales Brest (applications here, numéro du stage : 1710693, and/or contact the supervisor)
- Two internships in machine learning at S.T.I.E. Schneider Toshiba Inverter Europe
- Internship at Telecom ParisTech with O. Fercoq on smoothing parameters in saddle-points optimization
- Internship on Structured optimisation algorithms for training deep networks in Toulouse,
- Internship on trip planning at NAVER LABS see here
- Many internships (and PhD) in the group of P. Carpentier and M. De Lara at Cermics (Ecole des Ponts) see here
- Internship at LIP6 (UPMC) on Randomness in Scheduling Problems
- Internship on Design of Markov Decision Problem at ENPC, with possibility to go on for a PhD
- Two of the PhD offering at BCAM, Bilbao (Spain) involve optimization and machine learning see here
- Internship at Télécom SudParis on cloud services optimization .
- Internship at EDF SESAME department on electrical price scenarios
- Internship at Thales (Limours-Palaiseau) about captor placement see here
- Internship at EDF about optimal recycling of nuclear fuel
- Internships at EDF with O. Beaude on electric autoconsumption modeling via games
- Internship at INRIA Sophia about the control of micro-swimmers
- Internships at EDF with O. Beaude and D. Quadri (optimal electric vehicle recharge)
- Two internships in Machine Learning for robotics at SBRE : see here and here ; ignore the fact that they say the applications are closed, and send an email to Jean-Marc MONTANIER if interested.
- Two internships at the OSIRIS department of EDF R&D
- Several internships at ONERA in conception optimization or artificial intelligence/machine learning
- Internship in the start-up PADAM (transport optimization and data sciences)
- Internship at ENSEA Cergy on Information Theory and Game Theory (M. Le Treust)
- Internship on Quantile Regression al LIX (L. Liberti)
- Internship at INRA Rennes (F. Garcia-Launay) on fish and pork feeding optimization


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SOPHIA — Frances Crocetti Nutter, age 74, of Baltimore, Md., died Thursday, Feb. 1, 2018, at High Point Regional Hospital, High Point.
Mrs. Nutter was born July 21, 1943, the daughter of Vincent and Lena Crocetti. Frances was a native of Baltimore, Md., and a homemaker. She was a loving wife, mother and mom mom to her grandchildren.
She is survived by her husband, Johnson Nutter; one daughter, Lena Stewart and husband Terry of Sophia, N.C.; grandchildren, Marcella Voigt, Joshua Voigt, Deanna Voigt, Levi Hipp; stepgrandchildren, Terry and Michael Stewart. Frances is one of eight siblings, the late Mary Frances Crocetti, Louise James (and her late husband Kenneth); Jean Schmidt (and her late husband James), Joe Crocetti (Frani), Vincent Crocetti (and his late wife Rita), Barbara Hess (Jerry), the late Gary Crocetti (wife: Nancy).
The family will receive friends Wednesday, Feb. 7, 2018, from 6-8 p.m. at Pugh Funeral Home, 600 S. Main St., Randleman, N.C. The funeral will be Thursday, Feb. 8, 2018, at 11 a.m. at Pugh Funeral Home Chapel, 600 S. Main St., Randleman. Entombment will follow in Randolph Memorial Park, Asheboro.
The family requests contributions in Frances' memory be made to the Covenant House NYC at www.covenanthouse.org/Covenant-House/NY.
Online condolences may be made at www.pughfuneralhome.com.