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Thinking about purchasing an Doodleman Pinscher? Then read our breed profile including a brief description, information on height, weight, color, coat, temperament, grooming, activity and history. Purchasing a new puppy is a commitment that may last ten or more years so please educate yourself on the Doodleman Pinscher breed, including all stages of their life from puppy hood to older dog.
Ask yourself will I be a good owner? Do I have the time it takes to train a new puppy? Do I have the resources to give my new dog a rewarding life. Do I have a local veterinarian that I can take my new dog to? Do I have a groomer or can I do the grooming myself on a regular basis. Fundamental requirements for a being a good Doodleman Pinscher owner;
Before making a purchase talk to the breeder, ask them many questions about their dogs and the breed in general. A good breeder will teach you about the Doodleman Pinscher and they will have many questions for you about your home and life style and if this breed is suited for you and your family.
Questions you may want to ask an Doodleman Pinscher Breeder:
It is recommended that you sign a contract with the breeder so that there will be no misunderstandings on the arrangements made. Then bring home your new Doodleman Pinscher and enjoy as "there is no greater love then a dog's devotion."
Doodleman Pinscher Profile
A Doodleman Pinscher is a Poodle hybrid that is a cross-breed of a Poodle and a Doberman Pinscher and may demonstrate any combination of traits from those two breeds. Poodle hybrids have become very popular in the past few years. They play a big role in the current designer dog trend. The cross with the Poodle is usually because of the Poodle's nonshedding coat. The experimentation of these hybrid or designer dogs has not been recognized by the American Kennel Club or Canadian Kennel Club. The key to cross breeding to purebred dogs is what is called hybrid vigor, the breeding resulting in a healthier dog with superior genetic constitution can come from dogs purebred for so long that they have common genetic disorders.
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Monday, August 19, 2013


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The Building of the Rooks. NP 666.
Signpost passed:
289 out of 341 pages
As the conversation continues between Megan and Cueball, the thread-dwellers of the past wonder if they are stupid, naïve, or just kids with extraordinary construction capabilities. In the One True Comic, true flooding has begun as Megan's nub is overcome by the sea of semencoffeecancerbabies. I have come across mentions of using trebuchets to hunt (seems awfully inefficent to me) and ducks flying vegetables, which I presume are the avians piloting produce I heard mention of long ago.
Other conversations relevant to my Questing:
StratPlayer wrote:udscbt wrote:I missed a lot of posts (again) and I was wondering: what happened in the last 12 pages?
Much. And as Sir/Dame BlitzGirl has shown us, you must read it all.
silent_death wrote:Angelastic wrote:histrion wrote:StratPlayer wrote:histrion wrote:How do you pronounce "Blitzgirl?"
Uhhh... Why, um, "Bah-Lits-Grryl," of course. Don't you?
Well, for me it's more like Bu-ri-tsu-ge-ru. But only because I'm listening to an old Vapors album.
Well now I feel silly. This whole time I was pronouncing it 'Jeff'.
Oh, so you´re not german and automatically translate it and say it in angry german ? For me its BLITZMÄDCHEN
Ooh, I like that. Blitzmädchen!
Asthanius wrote:fhorn wrote:BlitzGirl wrote:...somewhere in the thread between my present and your present.....
PRESENTS?!!??!!! I didn't know there would be presents!
*happy dance*
Each of us has but one present to give: our presence.
Well, perhaps one day I will grace you all with both my presence AND presents!
Asthanius wrote:udscbt wrote:BlitzGirl wrote:<snip>
Now Wait just a newpix! I didn't sign up for this!
This is all too much. I need to coma. Hopefully Pope Helper shows up somewhere in the thread between my present and your present, and we can forget this whole thing even came up.
After long meditation I declare that
ifwhen Too-Many-Titles BlitzGirl catch up with the thread she will be recognized as Living Blessed because the success of her Holy Quest is clearly a miracle.
If, when that happen, she will still be in
fullat least partial possession of her faculties, that will be considered a second miracle and she will be cannonized as Living Saint.
I feel that shooting a somebody out of a cannon may be detrimental to their health.
How about a trebuchet?
HAL9000 wrote:BlitzGirl wrote:Quest progress: 289 out of 341 pages.
The Scaffolding Continued. NP 521.
This is all too much. I need to coma. Hopefully Pope Helper shows up somewhere in the thread between my present and your present, and we can forget this whole thing even came up.
I don't know if Helper will come back, or will wish to retain their post (perhaps they have forsaken us, and use only the Book of Aubron). We shall elect a new Pope upon your arrival.
Until then, I, along with the others here in the present, Wait for It. And for you. Keep it up!
Thank you! I shall! Glad to hear that I won't be force-Poped, too.
Valarya wrote:StratPlayer wrote:Valarya wrote:<snip>
Cardinal Tempus Viator of the Timewaiters
First of the True Followers of Time's time
Most True Followerer
Sister in Waiting
First (and only) Knight of the Knights Temporal
Red Spiders Eyes
Ghost of PresentPix
Time Architect of Signposts
Omnilector of Time
Mome/Pope Nominee of the TimeWaiters
Living Blessed
Living Saint - to be granted based upon your Sanity when arriving to the Present
Lots of edits for format purposes...
I fear we may be thrusting too much upon our esteemed BlitzGirl, traveler of Time.
She has inspired all of us and demonstrated an amazing ability to Wait for it. She has given us her poetic talent and provided us with retro-clarity as to the Madness that was our own, just a few short NewPages ago.
I must rescind my earlier suggestion as to her Pope/Mome-ship. Of course, she would be welcome to take this duty if she wished, but if she wishes to be but a Troubadour of Time, I fully support it. She doesn't need for us to be rabid Popearatzzi if she chooses instead to hold a more humble position in our present Time of Waiting.
Let her compose great odes and sonnets of her epic quest! Let her regale us with her word-wizardry! Let her enjoy the rest of the present as she sees fit, without pressure from us to give us more. She has endured much, witnessed much, and survived a harrowing travel through Time.
That should be more than enough.
She alone is more than enough. She is only bestowed these titles as due respect of appreciation for her absolute steadfastness and, as you stated, word-wizadry through Time. They can be mostly honorary titles and should not, under any circumstances, create panic or a sense of pressure.
Eh, the titles are all right. Like the vest-of-many-pockets, I've gotten kind of used to wearing them. As long as I can still be a troubadour of time and all that. And somehow I'm missing a couple from that list... *adds*
Angelastic wrote:Does the Troubadour of Time play ocarina?
Of course!
More lovely sigcouragement:
XonqNopp wrote:Go BlitzGirl!! You would will almost joined us in the present of Time!!
Actually, I cannot remember why I am here... Do I wait for the One True Comic Newpix? Or to see if there will be a Time singularity when (if?) BlitzGirl merges with us... But anyway, I wait for It!!!
Caswallon wrote:Keep going Blitzgirl! You'll make it!
RobIrr wrote:Blitzgirl ... we miss you!
I miss you all too, even though I haven't even met you properly yet! Here's another song for you:
(to the tune of the song by the same title, from Michael Bublé)
I'm not surprised I'm stuck in the past
I'm turning newpages so quickly
I stopped keeping track
I talk myself up, say you're nearly out
I get all worked up then I let myself down
I tried so very hard not to lose it
I came up with a million excuses
I thought I crossed the semencoffeebaconsea
Oh I hope someday that it'll all turn out
As Time ticks on by in the past I feel doubt
But I promised you all that the future's a place that I'd get
Though I haven't met you yet
I know I can Wait, I'll never give up
With the right timing I'll soon be unstuck
The pastposts behind me, the future is bright
I'll meet you all shortly some day or some night
And I know that it will be so amazing
To finally get those croissants I'm craving
Along with some coffee minus semenbaconsea
Somehow I know that it'll all turn out
As Time ticks on by in the past I feel doubt
But I promised you all that the future's a place that I'd get
Though I haven't met you yet
They say Time Waits on no one man
But maybe a girl can fight it
Like me who's knighted, I've been invited
*Ocarina Interlude*
And I know that it will be so amazing
To finally get those cookies I'm craving
Along with some coffee minus cancerbabiessea
And someday I hope it'll all turn out
And I'll work to banish my doubt
Promised you once, Now is a place that I'd get
That I'd get, that I'd get, that I'd get!
Oh I know it'll all turn out
As Time ticked by in the past I felt doubt
But I promised you all that the future's a place that I'd get
Though I haven't met you yet
Though I haven't met you yet
Oh I promise you all
Now is a place that I'll get
Though I haven't met you yet
Though I haven't met you yet
See you someday! My Quest continues!

subset: commoncrawl


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Women are crazy
I've admitted before that men are idiots. But now its time to confront the truth. Women are crazy (yes even crazier than someone like me!). I know atleast 7 crazy women so far. I'm sure all the rest of the women I know are crazy too, they just didn't have the chance to demonstrate it yet.


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David Howell Petraeus (pronunciation: /pɨˈtreɪ.əs/; born November 7, 1952) is the current Director of the Central Intelligence Agency, sworn in on September 6, 2011. Prior to his assuming the directorship of the CIA, Petraeus was a 37-year veteran of the United States Army, achieving the rank of General in 2007. His last assignments in the Army were as commander of the International Security Assistance Force (ISAF) and Commander, U.S. Forces Afghanistan (USFOR-A) from July 4, 2010 to July 18, 2011. His other four-star assignments include serving as the 10th Commander, U.S. Central Command (USCENTCOM) from October 13, 2008, to June 30, 2010, and as Commanding General, Multi-National Force - Iraq (MNF-I) from February 10, 2007, to September 16, 2008. As commander of MNF-I, Petraeus oversaw all coalition forces in Iraq. He was confirmed by the Senate on June 30, 2010, and took over command from temporary commander Lieutenant-General Sir Nick Parker on July 4, 2010 until being relieved by Marine General John R. Allen.
Petraeus has a Bachelor of Science degree from the United States Military Academy from which he graduated in 1974 as a distinguished cadet (top 5% of his class). He was the General George C. Marshall Award winner as the top graduate of the U.S. Army Command and General Staff College class of 1983. He subsequently earned an M.P.A. in 1985 and a Ph.D. in International Relations in 1987 from the Woodrow Wilson School of Public and International Affairs at Princeton University. He later served as Assistant Professor of International Relations at the United States Military Academy and also completed a fellowship at Georgetown University.
Some news reports have speculated that Petraeus may have interest in running for the presidency, especially after he visited a school known for hosting the presidential debates, New Hampshire's Saint Anselm College. Petraeus lives in New Hampshire. Despite these accounts, Petraeus has categorically asserted that he has no political ambitions. On June 23, 2010, President Barack Obama nominated Petraeus to succeed General Stanley McChrystal as commanding general of the International Security Assistance Force in Afghanistan, technically a step down from his position as Commander of United States Central Command, which oversees the military efforts in Afghanistan, Pakistan, Central Asia, the Arabian Peninsula, and Egypt.


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Antitrust Compliance Policy
Because trade associations present a unique opportunity for competitors to assemble, enforcement authorities and private parties pay particular attention to associations, their members and their meetings. While trade associations like Selected Independent Funeral Homes serve legitimate business objectives, antitrust enforcers often claim that such organizations provide the opportunity for competitors to reach agreement on subjects prohibited by antitrust laws.
Selected Independent Funeral Homes members must therefore avoid all conduct that could even appear to constitute a violation of the law. No matter how innocent a particular act may be, legal difficulties can result if it leads others to believe that a violation has occurred. For these reasons, it is imperative that Selected Independent Funeral Homes members never discuss:
- Prices or factors which help determine prices, such as costs, margins, revenues or profit levels
- Terms of sale, including service fees, discounts, allowances, commissions or credits
- Sales territories or markets
- Shares of the markets
- Exclusion of other competitors from a market
- Selection, classification or rejection of customers
- Refusals to deal with customers or suppliers
- Limitations on sales or service
- Employee wages or benefits
Selected Independent Funeral Homes members can, of course, discuss industry topics such as how to provide quality funeral service, family counseling, public relations, Funeral Rule compliance, legislative initiatives, crime prevention or insurance coverage. If in the course of a Selected Independent Funeral Homes meeting there is uncertainty of whether a particular topic is appropriate for discussion, please stop the session and consult the President or Executive Director for guidance. You also may contact Selected's General Counsel, Sarah Pojanowski, by email at email@example.com or call 800-323-4219.


text:
Mike Fidanza, professor of plant and soil sciences at Penn State Berks, lent his agronomic expertise this past week at the U.S. Open at the Merion Golf Club in Ardmore, Pa., from June 13 to 16, along with two other Penn State faculty members from Penn State's University Park campus -- John Kaminski, associate professor of turfgrass Science, and Andy McNitt, professor of soil science.
There were more than 150 volunteers on the grounds crew, and many are Penn State alumni from both campuses, including Matt Shaffer, director of grounds at Merion Golf Club, and Darin Bevard, the United States Golf Association agronomist on hand for this tournament.
For the grounds crew, work began on Monday, June 10, with each day starting promptly at 3 a.m., and concluding around 9 or 10 p.m. According to Fidanza, despite the rain and wet conditions, the golf course should provide a formidable challenge to the world's top golfers.


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Costs of a Bunny
Healthy Diet
House Rabbit Habitats
Bunny Proofing
Litterbox Training
Monthly Maintenance
DIY Toy Tests
Cooling Tips
Bunny Sitter Guide
Bunny Gone Nutty?
FAQ for Bunnies
An easy guide to nail trimming, anal gland cleaning and more. Keep your bunny in tip top bunny shape with nail trims and regular observations of teeth, eyes, ears, and body so you recognize when/if abnormalities show up.
Categories: Monthly Maintenance
Tags: Maintenance, Costs
Rabbits can make great companions, but be sure to do your homework first before you get suckered in by cuteness. Check out how much bunny care actually costs.
Categories: Costs of a Bunny, Announcements
Tags: Care, Costs


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RT @NFLfootballinfo: Week 17 Cin at NYJ will be played at 8:20 PM ET on NBC. Phil at Dal will move to 4:15 PM ET on FOX
RT @NFLfootballinfo: Week 17 Cin at NYJ will be played at 8:20 PM ET on NBC. Phil at Dal will move to 4:15 PM ET on FOX
- Zachintosh66 (SCM 1135)
2013 Record: 7-1. (TW 27-6 Rams) (TW 28-0 Raptors) (TW 33-12 Thunder) (TW 7-21 Seminoles) (TW 39-32 Cougars) (TW 23-15 Stealth) (TW 58-8 Force) (TW 31-28 Fury)
[ T-Wolves Web | T-Wolves FB | My Xbox Live: zachintosh66 ]
Cinci has to win that game....
If Bengals don't come out and give Jets their very best, they'll be flamed throughout the country. As long as they have a little bit to play for (seedings and a possible home-field advantage later on in the POs), you don't come out and give the game to Jets, especially not on national broadcasted television.
But then again, this is Bengals....
However much you think you know about football, rest assured that Skip Bayless knows more!
They are trying to screw the Steelers once again....Karma is a biatch!!
Thanks Steelers086 for my awesome signature!!!
Thanks for the new avatar SteelerBee!
Good, I'm tired of watching Dallas in prime time games. If i'm not mistaken, they been in more prime time games this year than any other team. Jerry Jones must have really payed out alot to get that schedule.
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Asian Americans and Social Security
Low wages and long life spans make retirement benefits particularly important
Work in low-wage jobs and longer-than-usual life spans have caused many older Asian Americans, particularly Southeast Asian refugees, to rely heavily on Social Security income to meet their needs in retirement, according to a new report.
About one in seven older Asian Americans lives in poverty, and if not for Social Security, that number would climb to one in three, the report by the Insight Center for Community Economic Development concluded.
Among Asian Americans receiving Social Security, more than one in four married couples (29 percent) and more than one in two single people (60 percent) depend on it for virtually all their income, the report found. The annual median income for older Asian American households was $16,757, less than the median $26,177 for older white households.
Titled "Asian Americans, Pacific Islanders and Social Security: A Primer," the report is also available in Korean, Chinese and Vietnamese.
The report is the second of three commissioned by AARP to study Social Security's effect on minority groups. The first focuses on African Americans, and the third, still pending, will examine Hispanics.
This latest study offers a snapshot of how critical a role Social Security has taken on for elderly Asian Americans as well as Pacific Islanders, many of whom are from Hawaii.
Social Security and its annual cost-of-living adjustments are particularly important to Asian American beneficiaries, the study said, because their life expectancies are generally longer than those of Americans as a whole.
According to the Social Security Administration, Asian American and Pacific Islander men who were age 65 in 2010 were expected to live on average to age 85; women's life expectancy is 88. That's three years longer than predicted for all men and women in the United States.
For older Asian American women, Social Security income kept 17 percent out of poverty. Still, their poverty rate of 13 percent exceeded the 10 percent rate for older white women, the report found.
Income gap
Among foreign-born Asians who immigrated to America, the report noted a striking gap between high- and low-wage earners.
"There is such diversity within the Asian population, more than other ethnic groups," says Meizhu Lui, author of the report. "On one end, you have highly educated Chinese people [and South Asians] recruited for high-wage tech jobs. At the other end you have people who came here as a result of Southeast Asian wars and from agricultural backgrounds who are not well educated and low-tech. Some came here when they were older, so language is an obstacle. Social Security is particularly important to them, and it's harder for them to live on that income because their wages have been so low and their length of time working may not be as long."
Far fewer Asian Americans (27 percent) have retirement savings and pension income than whites (44 percent). Language barriers and a lack of awareness of the Social Security program were also considered obstacles to receiving benefits, the report said.
About 71 percent of foreign-born Asian Americans don't speak English at home and require help from community-based organizations to connect them to services.
Other findings
The report also concluded that:
- 13 percent of older Asian and Pacific Islander Americans live in poverty compared with about 10 percent of all older adults.
- Social Security disability insurance is the most important source of income for Asian Americans with disabilites of all ages. Of those receiving SSDI, 56 percent rely on it for more than 75 percent of their income.
- Foreign-born Asian Americans in the United States outnumber their native-born counterparts by one-third.
Carole Fleck is a senior editor at the AARP Bulletin.
Join AARP Today — Receive access to exclusive information, benefits and discounts


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Don't see your question? Visit our help section.
Get access to great in-store deals and local pick-up
Sign up for our email deals newsletter!
Iron Man, one of Marvel's most durable Super Heroes, is blasting onto video
game platforms and the big screen this spring. The epic, action-packed Marvel Studios
production will be directed by John Favreau and stars Robert Downey Jr., Jeff Bridges,
Terrance Howard and Gwyneth Paltrow. This third-person action game will immerse
players in explosive militaristic combat from the film with loads of additional content
created exclusively for the game.


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WASHINGTON (AP) Boris Diaw scored 16 points, Tiago Splitter had 15 points and 12 rebounds and Tony Parker added 15 to help the San Antonio Spurs won their fourth straight over the still-winless Washington Wizards 118-92 on Monday night.
The Wizards are the 12th team in NBA history to start the season 0-12 according to STATS and are six away from equaling the New Jersey Nets' record 0-18 start in 2009-10. In their first 11 games, Washington lost by a total of just 72 points and never by more than 16.
The Spurs had seven players in double figures as they continued their successful road trip. Tim Duncan had 14, Gary Neal 13, Manu Ginobili 12 and Matt Bonner had 11. After winning the first four games of the six-game trip, they're now 8-1 on the road and 12-3 overall.
San Antonio took the lead with eight minutes to go in the first half and ended it on a 20-10 run for a 60-48 lead.
Playing their usual precise offensive game with pinpoint passes and lots of open shots, the Spurs steadily increased their advantage in the third quarter and led 92-70 after three.
San Antonio's largest lead was 29 in the fourth quarter.
The Wizards were led by Jordan Crawford's 19 and Kevin Seraphin with 18.
Washington played without Nene, who in just his second game after missing nine with a left foot injury, played 29 minutes in a double-overtime loss to Charlotte on Saturday. Coach Randy Wittman defended playing Nene nine more minutes than he planned, saying he wanted to play. ``Nene and I have to be on the same (page). I can't feel what he's feeling. When he states that he wants to continue, I trust him,'' Wittman said.
Immediately after Wittman said that Nene was ``a game-time decision,'' the coach walked over to Nene's locker to talk with him. Nene, who was clearly not dressing for the game, walked away without commenting.
NOTES: Duncan was named the Western Conference Player of the Week. In four games, he averaged 22 points and 12.8 rebounds. Coach Gregg Popovich promised to give the 36-year-old Duncan more rest. ``There'll be times this year when we'll sit him back-to-backs. Win or lose, he's not going to play the minutes he played (Sunday).'' Duncan played 41 minutes in the Spurs' double-overtime win over Toronto. According to STATS, this was the first time teams met following double-overtime games since the Clippers and Lakers did on March 25, 2011. ... Washington F Trevor Booker missed his third straight game with a strained right knee. ... Wizards G Shaun Livingston didn't play, but was in uniform. Before the game Wittman said he was ``banged up.'' ... Mark Lerner, part-owner of the Washington Nationals, joined Wizards owner Ted Leonsis at courtside. ... This was the 13th straight win over Washington for the Spurs.


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The Holy Family Catholic Parish is raising funds to help undertake earthquake strengthening on the Sacred Heart Basilica. Help make this happen by donating your discount.
What is the My Challenge Programme?
The My Challenge Programme is a community-based fundraiser designed to support local organisations that are important to each participating Challenge retailer's community. My Challenge allows customers to donate some or all of the fuel discount earned to one of your participating Challenge retailer's elected Community Groups.
How do I help support a community group?
Which retailers currently support this community group?


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BURLINGTON — The Middlebury Little League baseball 10- and 11-year-old all-stars on Tuesday defeated South Burlington, 10-8, to claim the District I title.
The Middlebury team — consisting of players from Middlebury, Weybridge, Cornwall, Shoreham, Leicester and Bridport — earned a berth in this weekend's state championship tournament in St. Johnsbury.
BISTOL — The efforts by the Lathrop Limited Partnership and Jim Lathrop to site a gravel pit on a 65-acre tract off Notch Road and Rounds Road in Bristol were dealt a setback on Tuesday when the District 9 Environmental Commission denied the project an Act 250 permit.
The commission ruled the proposal, which has been tied up in permitting and litigation for around seven years, "would cause and result in a detriment to public health, safety or general welfare."
MIDDLEBURY — There was a time when Peter Shumlin wasn't sure he would make it out of high school, let alone aspire to the state's highest office.
Shumlin, the Vermont Senate President Pro Tem, recalled being called into his elementary school principal's office along with his parents. There, school administrators reported that young Peter wasn't cutting it, and that perhaps he should be steered toward non-academic pursuits.
SWANTON — The Vergennes 11- and 12-year-old all-star softball team lost twice late last week at the double-elimination state championship tournament in Swanton and was ousted from the competition.
The team, consisting of players from the Vergennes and Ferrisburgh areas, had earlier won the District I tournament in Burlington. But the team lost on Thursday, 13-6, to Fairfax, and to Connecticut Valley on Saturday, 12-7.
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LINCOLN — Last Sunday, the driver of a car with a Massachusetts license plate stopped his car abruptly on Isham Hollow Road in Lincoln. He didn't quite know what to do.
A team of six draft horses trotted ahead of him, pulling a wagon up a hill. Apparently, the driver didn't know the proper etiquette for sharing the road with the old-fashioned six-horsepower vehicles.
MIDDLEBURY — As the state agency that administers benefits to people living in poverty implements a new processing system for its services, charities in Addison County have reported that some of their clients have experienced delays in receiving benefits.
Laura Morse and Donna Rose, two employees of the Champlain Valley Office of Economic Opportunity/Addison County Action (CVOEO) in Middlebury, said that last week alone, six people had received word that their applications had been delayed due to "work overload"
MIDDLEBURY — With the new Cross Street Bridge due for completion in a little more than three months, Middlebury selectmen on Tuesday got a first-hand view of what could be the community's next big capital improvement project — a new municipal fire station.
BRISTOL — The bridge across the New Haven River at South Street in the Bristol village closed for repairs Tuesday and will not open again until 2012 at the earliest, according to Bristol Town Administrator Bill Bryant.
The Vermont Agency of Transportation, known as VTrans, inspected the bridge last week as a follow up to an inspection last October.
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All students have the ability to learn and the right to the best possible education which challenges their learning abilities.
Every student can benefit from and contribute to the school community.
Students shall be educated in a placement which best meets their needs.
Students will be encouraged to be involved in their IEP where possible.
Student placements will be selected from a range of options as listed by the Ministry of Education and our Board; all placements will have the support of parents as required by regulation.
Programs for exceptional pupils are based on the strengths and needs of these students as developed through appropriate assessments, the Identification, Placement and Review Committee process and planning (i.e. Individual Education Plans).
The education of exceptional pupils is a responsibility shared among board personnel, students, parents and community partners.
Everyone involved in the education of an exceptional student should practice effective communication which, concurrently, promotes fairness and respect for those involved.
Useful Links
OISE Special Education
Ministry of Education - Special Education
PPM 156 Supporting Transitions for Students with Special Needs
SEAC Communication Form
SEAC Committee 2014-2018
Updated September 2017


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My First Piece of Advice to President Obama is to Avoid the TheaterComments
I know that Robert Bray is a professional historian but the idea that Lincoln has useful lessons for President Obama as he enters his second term is 20 degrees of absurd.
Can we do 2 things? First, let's look at Lincoln in his actual context and not as popular writers wish he was. Second, can we quit pretending that presidential administrations of 150 years ago have anything useful to say about 2012?
Is this really too much to ask?


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Department Chair: Mark Hennigs
Faculty: Amelia Cheever, David DeBliek, Sean Dooley, Mark Hennigs, Kaarin Johnston
The College of Saint Benedict and Saint John's University theater department is supportive of the mission statements of both institutions and dedicated to the education of the general student as well as the theater major. This is achieved by helping the student understand that theater is a formalization of human experience usually requiring rehearsed behavior, linked to text, within a designed visual environment and intended for live public display. This formalization serves several functions. These functions include: a confrontation with our own humanity, an illumination of diverse constructions of reality and a celebration of our spirits. Coupled with this understanding of function is a developed appreciation of the many artistic contributions necessary to the making of theater art.
The department is committed to scholarly and artistic creativity, to the integration of theory as experience, to the dynamics of theatrical process and to positive constructive human values. The program emphasizes the importance of a broad base of knowledge and theatrical experience as a foundation for later specialization. The faculty perceives the theatrical process as being a collaborative endeavor, unifying the diverse disciplines of costume, set, sound and lighting with the acting of the text. This collaboration establishes a strong creative community which builds integrated theatrical events; events that reflect and examine the given historical, societal and cultural context in which they are embedded. The curriculum and performance schedule are structured with sufficient theatrical range to supply the fundamentals for all the production and scholarly areas. To encounter work other than their own, students are required to attend a variety of performances both off and on campus. The department vigorously encourages students to accept a life-long responsibility for expressing their artistic ideas. Acknowledging that their artistic ideas are an expression of who they are as human beings, this expression requires the development of self-awareness, mindful reflection, a cultivation of their own integrity, intelligence and talent, as well as competence in basic theatrical skills.
The theater department assesses student learning in a variety of ways which provide insight into the success of the department in achieving our learning goals and objectives. These methods include: (1) "Meet and Greet" and "Post Mortem" sessions to discuss learning goals and outcomes in production work for all departmental productions, (2) comparable rubrics for final projects in Sophomore Seminar and Senior Capstone, (3) interviews of sophomores upon application to the major with exit interviews of seniors, (4) portfolios of student work in the department, and (5) alumni/ae surveys at five-year intervals.
Major (44 credits)
Required courses:
All theater majors take a common sequence of 28 credits to include 4 credits in Stagecraft, 113; 4 credits in Acting Foundations, 117; 2 credits in Sophomore Seminar, 215; 4 credits in Costume, 253; 4 credits in Theater History, 337 or 338; 8 credits in Dramatic Literature, 327 and 368; and 2 credits in Theater Senior Capstone. Additional 16 credits of electives are required.
In order to fully understand the integration of theory as experience and the collaborative nature of theater, each theater major is expected to participate in the theatrical productions of the department. In addition to the classes above, each major is required to complete four semesters of either Theater 240 or 340. These production credits must be in two or more of the areas listed below: Acting, Scenography, Costume, Stage Management, and Dramaturgy.
Minor (22 credits)
Required Courses:
THEA 113/Stagecraft (4 credits), THEA 117/Acting Foundations (4 credits), THEA 215/Sophomore Seminar (2 credits), THEA 253/Introduction to the Costuming Process (4 credits), THEA 327/Drama Form (4 credits), THEA 240/Production Lab (0-2 credits) required two semesters, Electives (4 credits)
Course Descriptions
THEA 105 Introduction to Modern Dance (4)
This class is an exploration of movement fundamentals for the purpose of developing and strengthening individual creativity and artistic expression in dance. Class work is designed to: 1) Give individuals a basic understanding of anatomical structure and kinesiological principles as a foundation for developing technical skills needed to create articulate and expressive movement; 2) Provide an embodied experience of time and energy principles as related to dance; 3) demystify dance as an art form and make it accessible and relevant to all.
THEA 113 Stagecraft (4)
Beginning theory and practice of scenography. Study of materials and techniques used in stage scenery. Also an introduction to the theories and equipment used in theater lighting and sound. Lab required. Fall.
THEA 117 Acting Foundations (4)
Introduction to acting. Designed to develop the actor's imagination, observation and concentration through sense awareness, relaxation, pantomime and theater games. Techniques will be introduced with the purpose of bringing the actor's body, voice and mind together onstage to fully communicate choices through strong psychological and physical action. Also an introduction to building the foundation of a good voice. Training in breathing, physical structure and relaxation.
THEA 140 Fundamentals of Movement (2)
This course is an introduction to movement fundamentals and is designed for actors, athletes, musicians, visual artists, and anyone desiring to improve fine motor skills, flexibility, coordination, posture, or body image. The goal is for students to develop somatic awareness so that they can recognize their own habitual movement patterns and learn to explore new movement options, with an emphasis on decreasing effort and increasing sensitivity. The course uses the Feldenkrais Method and modern dance techniques to enhance students' understanding of basic anatomical and kinesiological principles, expand their range and quality of movement, and improve individual performance skills. And the course also offers an experience of movement as a creative form without the perceived stereotypical definitions and limitations of dance.
THEA 200 Theater Audience (4)
A presentation of theater from the audience's rather than the performer's perspective. Designed to acquaint non theater students with live theater as a meaningful and enjoyable event. Approached from the student's present exposure level. Lecture, group discussions and field trips to live performances required. Students may not receive credit for both THEA 200 and THEA 204.
THEA 204 Theatrical Experience (2)
The class is designed to acquaint the general student with live theater as a meaningful and enjoyable event. The students will learn by lecture, group discussions and attendance at live theatrical performances. May not be repeated for credit, nor may students receive credit for both THEA 200 and THEA 204.
THEA 205 Dance Audience (4)
This course is an overview of dance designed to give students information about dance as an art form and tools for understanding, appreciating, and critiquing dance as audience members. The class combines lecture, discussion, studio work (actual movement participation), and attendance at live dance performances (approximately 8). The course will include a brief survey of dance history and various dance forms (e.g., ballet, modern, ethnic/folk) as well as an exploration of compositional elements, choreographic forms, and different artistic styles/techniques. There will be an emphasis on: 1)learning to look at movement without expectation of content or meaning; 2)being able to articulate, in class discussions and written papers, what was seen/what was presented on stage; 3)learning about the audience's role and participation in a live performance.
THEA 209 Theatrical Dance Styles and Physical Theater (2)
This course builds on the basic physical preparation for the actor and explores different dance forms and styles which are commonly used in theatrical productions. A variety of dance techniques and somatic methodologies will be studied, including ballet, ballroom, jazz, yoga, martial arts, and the Feldenkrais Method. Prerequisite: THEA 117 or THEA 140 or permission of instructor.
THEA 210 Dance Studies: Technique, Improvisation, Choreography and Performance (2)
This course will offer students the opportunity to develop technical skills to improve flexibility, coordination, and strength and to use those skills to increase their range of abilities in creating and performing dance. Modern dance techniques will serve as the foundation for students to build a movement vocabulary, and students will be expected to develop their own movement material in improvisation and composition exercises. Choreographic elements, form, and styles will be explored to guide students in the creative process and performance will be an on-going focus within the class. The goal is for the students to be able to clarify and fulfill all movement so they can physically express their ideas and emotions in movement which is authentic and meaningful, i.e., dance. Prerequisite: THEA 105, or THEA 140, or permission of Instructor. May be repeated for up to 6 credits.
THEA 211 Playwriting (4)
The theory and practice of writing plays for theater performance. Writing exercises and reading assignments will culminate in the writing of an original one-act play. Prerequisite: Successful completion of First-year Seminar.
THEA 215 Sophomore Seminar (2)
This course is a practical seminar for those intending to major in theater. Content includes the integration of various aspects of theatrical production, an introduction to theater as a profession, portfolio and résumé development, and assistance in application to the major. Spring of sophomore year. Offered for A-F grading only.
THEA 218 Readings in Culture and Dramatic Literature (1)
In this course students will read and discuss classic, modern or contemporary plays from a specific culture or genre. The class may perform a minimum of one public reading. The topics will vary from semester to semester. May be repeated up to six times for credit. Course offered for A-F grading only.
THEA 219 Intermediate Acting (2)
Continuation of THEA 117 with more advanced levels of theory and performance. Includes intensive scene and monologue work, with emphasis on text analysis and rehearsal techniques designed to expose the emotional and relational content of the scenes and monologues. Further work on the voice including the development of tone, resonance, range, power, articulation and projection. Prerequisite: THEA 117. Course offered for A-F grading only.
THEA 238 Basic Principles and Design Elements of Lighting and Sound (4)
An introductory course in stage lighting and sound design. Emphasis is on developing basic skills and a solid understanding of lighting and sound equipment used in theater production. Basic skills will then be applied to create lighting and sound design projects. Attendance at productions may be required. Prerequisite: THEA 113.
THEA 240 Production Laboratory (1-2)
A minimum of 50 hours' work in acting or stagecraft involving a crew responsibility. Prerequisite: Instructor's permission. May be repeated for up to 6 credits. Topics: Acting, scenography, costume, stage management, dramaturgy, publicity/marketing, dance. Course offered for S/U grading only.
THEA 240A Production Laboratory (0)
A minimum of 50 hours' work in acting or stagecraft involving a crew responsibility. Prerequisite: Instructor's permission. May be repeated for up to 6 credits. Topics: Acting, scenography, costume, stage management, dramaturgy, publicity/marketing, dance. Course offered for S/U grading only.
THEA 250 Make-Up (2)
Principles and application of various make-up techniques. Laboratory projects. Alternate years.
THEA 253 Introduction to the Costuming Process (4)
A basic comprehensive study of the process a stage costumer employs from character analysis to costume execution. Practical application and production-work are emphasized through laboratory experience. Spring. Prerequisite to all costume classes.
THEA 260 Theater and Youth (2)
This participatory course focuses on using the art form of theater both as a teaching tool and as a performance art. Creative drama, Theater in Education (TiE) and active theater are practiced as a form of pedagogy. The course will also include basic instruction in creating theatrical performances with child actors. Various forms of theater such as puppetry, pantomime, and improvisation will also be addressed. Prerequisites for elementary education majors: EDUC 107 and EDUC 200.
THEA 267 Alternative Fashion Trends of the late 20th century (2)
Alternative Fashion Trends of the late 20th century: How politics and music helped shape the alternative fashions of the last century. This class will examine how the hippy and psychedelic fashions of the 1960's, punk fashions of the 1970's/1980's, grunge/Goth fashions of the 1980's/1990's and rap/hip-hop fashions of the 1990's were influenced by the music and politics of their time. The course will also relate these fashions to the mainstream clothing of the time period they originated in and how these fashion trends continue today in fashions of the 21st century. Course offered for A-F grading only.
THEA 271 Individual Learning Project (1-4)
Supervised reading or research at the lower-division level. Permission of department chair required. Consult department for applicability towards major requirements. Not available to first-year students.
THEA 280 Summer Courses (2)
Courses offered during summer term.
THEA 310 Dance Studies: Technique, Improvisation, Choreography and Performance (2)
Continuation of THEA 210 Dance Studies for more advanced students, taught concurrently with THEA 210. Prerequisite: THEA 210 or permission of instructor. May be repeated for up to 6 credits.
THEA 319 Actor's Work (2)
This course uses the theories, practices, and skills learned in THEA 219 for advance, intensive scene study of various dramatic genres. Because the work will focus on different genres each time the course is taught, this course is repeatable for credit. Prerequisite: THEA 219. Course offered for A-F grading only.
THEA 321 Costume History (4)
From a costume design perspective, this course explores the evolution of clothing from Adam and Eve to Lady Gaga. The class will draw from film, art history, world history, sociology, living history and theatrical design. It will explore the changes over time in clothing caused by practical needs as well as the influence of fashion.
THEA 327 Drama Form (4)
Analysis, through representative dramatic texts and theories, of the development of literary and theatrical elements in the major dramatic forms and modes from the Greeks to the late 19th century. Open to sophomores. Fall.
THEA 328 Directing (4)
Laboratory course covering the basic responsibilities of the director. Concentration on developing the beginning director's rehearsal methods for working with actors. Script analysis, auditioning, rehearsal schedules and blocking will be addressed. Direction of class projects. Prerequisites: THEA 113, THEA 117, THEA 219 or permission of instructor. Alternate years.
THEA 332 Basic Costume Design (4)
Introduction to the art of costume design through study of contemporary designers, assigned readings and weekly critiques of sketch problems. Prerequisite: 253 or instructor's consent. Alternate years. Fall
THEA 334 Basic Scene Design (4)
Introduction to the art of scenic design through study of contemporary designers, assigned readings and weekly critiques of sketch problems. Prerequisite: THEA 113. Alternate years. Spring
THEA 337 History of Theater to 18th Century (4)
Survey of theatrical activity in the West: acting styles, theater architecture, dramatic literature and theory, production techniques such as costuming, scenery and directing in the context of the historical social milieus. Content will include Western and Asian theater. Prerequisite: Junior/Senior status. Alternate years. Spring. Course offered for A-F grading only.
THEA 338 History of Theater 18th Century to the Present (4)
A continuation of 337 from late 18th century to the 21st century. Prerequisite: Junior/Senior status. Alternate years. Spring
THEA 340 Technical Problems (1-4)
Independent projects by advanced theater majors in an area of special interest. Consent of instructor. May be repeated for credit. Topics: Acting, scenography, properties, costumes, stage management, dramaturgy, sound, lighting, setting.
THEA 350 Theater Practicum (8-12)
A specialized program for the theater major to work in a theater situation away from the Saint Benedict's/Saint John's campus theaters. An internship program arranged with another college or professional company or a touring theater company. Arranged with the department chair the previous semester.
THEA 353 Theater Materials and Techniques (4)
Advanced work in scenic materials which are useful to the theater practitioner. The course explores construction techniques using materials such as plastics, fiber glass, foams, metals, fabric and paint. Prerequisites: THEA 113. Alternate years. Fall
THEA 365 Topics in Theatrical Design or Technology (2-4)
Study of a major theater topic focused on design and technology. Prerequisite: Varies according to the particular offering. Upper-class standing. Offered irregularly. Attendance at theater productions may be required. Course offered for A-F grading only.
THEA 365A Topic: Scenic Painting (2)
Innovative and traditional painting techniques designed for the stage and residential applications will be explored. Course offered for A-F grading only.
THEA 366 Topics in Performance (2-4)
Study of a major theater topic focused on performance. Prerequisite: Varies according to the particular offering. Upper-class standing. Offered irregularly. Attendance at theater productions may be required. Course offered for A-F grading only.
THEA 366A Mask-making and Performance (2-4)
This course teaches papier-mâché mask-making techniques as well as how performers use masks. Students will study the craft of character sculpture and the creation of professional quality theater performance masks through modeling in clay & painting. Students will also study performance techniques that work toward "bringing the mask to life" for spectators. The skills learned in making successful masked performance translate back to acting in any style of play or performance art. Course offered for A-F grading only.
THEA 366B Acting Techniques (2)
THEA 366C Improvisation (2)
THEA 367 Topics in Theater History, Literature or Theory (2-4)
Study of a major theater topic focused on history, literature or theory. Prerequisite: Varies according to the particular offering. Upper-class standing. Offered irregularly. Attendance at theater productions may be required. Course offered for A-F grading only.
THEA 368 Modern Drama Seminar (4)
Analysis and interpretation of English, Continental and American drama from Ibsen to the present. Prerequisite: Junior/Senior status.
THEA 371 Individual Learning Project (1-4)
Supervised reading or research at the upper-division level. Permission of department chair and completion and/or concurrent registration of 12 credits within the department required. Consult department for applicability towards major requirements. Not available to first-year students.
THEA 380 Theater Capstone (2)
A synthesis of all aspects of theater, including dramaturgy (theory, literature, and history), design, directing, technical production, stage management, acting (includes voice work), and movement. Students will create a production concept and all paperwork usually required before a play moves from the world of ideas into the realized production phase. Attendance at specified theater productions is required. Required for theater majors. Prerequisites: THEA 113, THEA 117, THEA 215, THEA 253, and THEA 327, or permission of department chair. Course offered for A-F grading only.
THEA 395 Senior Project in Theater (1-4)
Working with a faculty advisor, the student plans and implements a creative project, a research project, or a thesis. This project might be in any area of theater including acting, design, technical production, theater history, dramatic theory and criticism. Prerequisite: senior theater major.


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Lake Eufaula, OK
Harold N. Robinson
February 11, 1932 - May 7, 2013
Harold was a longtime resident
of Stockton. He was a lifetime
member of the Plumbers and
Steamfitters Local #442. He was an award winning
artist and woodcarver. He loved fishing, hunting and gardening and was always willing to lend a hand to anyone in need. He was well respected for both his work ethic and his ability to guide others. He is deeply missed.
Survived by his wife of 62 years, Pearl L. Robinson; children: Sandy Mapp of Carnegie, OK, Wayne Robinson (Susie) of Stockton, CA, Gay Renne Kimble (Tracy) of Parker, CO; Lisa Ingram (Bill) of Silver City, NM, Joan Petrosky (Audie) of Florence, AL; 11 grandchildren, 3 great grandchildren; sister Peggy Sue Ivy (Bill) of Muskogee, OK; sisters-in-law Marie Hastie (Robert of Well, ME and Nahn Robinson (Kirby Randall) of Stockton, CA. Preceded in death by parents John H. and Bessie May
Robinson, son Robert Robinson,
2 brothers and 3 sisters.
Services were held at Candian First Baptist Church, Lake Eufaula, OK by Rev. Rodney Karch.


text:
Royal Academy of Arts, 2008 - Art - 173 pages
This comprehensive survey, published to coincide with a major exhibition, explores the work of the Danish painter Vilhelm Hammershři (1864–1916). In haunting interior scenes, Hammershři dispensed with anecdotal detail, transforming his apartment into a series of disturbingly empty spaces. The same strange stillness can be seen in his portraits, landscapes, and city views of his native Copenhagen and of London, in all of which the passage of time appears to have been inexplicably suspended.
Expertly produced, Hammershři explores the singularity of the artist's vision, placing his achievement in the context of ?n-de-sičcle Symbolist art and examining his links with Dutch masters of the seventeenth century. Widely revered in Europe during his lifetime, Hammershři is now ripe for rediscovery.
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LibraryThing ReviewUser Review - abbottthomas - LibraryThing
This is the catalogue of the exhibition of the works of Vilhelm Hammershoi held at the Royal Academy of Arts, London in the summer of 2008. Hammershoi is, perhaps, the most important painter to come ... Read full review
At the Edge of the Golden Age of Danish Painting
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The Emerald AtlasBook - 2011
From the critics
Community Activity
CommentAdd a Comment
it was a very good story
i like it
very fascinating plot
want to read again and again
I read the whole Books of the Beginning trilogy, and it was one of the best series books I've ever read!
Although it took me a while to get into the story, once the adventure had truly started, I found that I was taken with Kate's strength, Michael's dedication, and Emma's spunk.
This was so good I can't even believe it. Seriously, though.
I've read this book a total of three times (more re-reads to come!) and I am still surprised with all the twists and turns. This is one of the best books I have read in such a long time.
This was a great book... The best I've ever read in a long time. There was so much action, mystery and excitement! Every page had one of those elements. And the characters are superb!
Total 5 stars!
After I started reading, I couldn't stop!
The night Kate's mother disappeared she asked one thing of her daughter. Take care of your brother and sister. Kate promised she would and then her world changed forever. Left alone without even a memory of their own last name Kate, Michael and Emma are passed from one orphanage to the next finally landing in the Edgar Allan Poe Home for Hopeless and Incorrigible Orphans. And they are kind of incorrigible but, you know, in a good way. Michael is obsessed with dwarves and adventure and is constantly poking his nose into holes checking for possible dwarf artifacts. People often think he's crazy. Emma is busy picking fights with everyone she meets which frequently includes her brother because he irritates her. Everyone irritates her. Kate definitely has her hands full.
The day comes when they prove to be too incorrigible for the Incorrigible Orphans home and they get sent to dank, dark and depressing Cambridge Falls. What they notice immediately is that there are no children anywhere. Not even in their new orphanage run by the mysterious Dr. Pym. As they explore their crusty new home they discover an old green book that has the ability to send people back in time. They find this out by accidentally sending themselves 15 years into the past and right into the middle of a fantastic adventure.
There's mystery, drama, dwarves (happy Michael), crazy sorceresses, adventure and even a lot of laughs in this well constructed page turning fantasy. Luckily it is the first of a trilogy of books with Katherine, Michael and Emma. If you have Harry Potter fans you might want to point them in the direction of John Stephens' The Emerald Atlas. And the audio version, read by Jim Dale, is phenomenal!
A very well written masterpiece! Kept me thinking about what will happen next. I would recommend this book to people who like reading fantasy fiction type of books.
Engaging story that's really well written!
Age SuitabilityAdd Age Suitability
TrueCanadianGirl thinks this title is suitable for 9 years and over
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polka_dot_cat thinks this title is suitable for between the ages of 9 and 14
blue_turtle_77 thinks this title is suitable for between the ages of 9 and 13
blue_dove_149 thinks this title is suitable for 9 years and over
red_raven_47 thinks this title is suitable for between the ages of 8 and 15
violet_hamster_122 thinks this title is suitable for between the ages of 7 and 14
SummaryAdd a Summary
Three young orphans go on an adventure of a lifetime to a magical world full of twists and turns, time travel, dwarves, wizards, and so much more.
"Promise me Kate, you will take care of you brother and sister . . . we will be back together again, I promise . . ."
Kate, Michael and Emma "P." have had enough. Their parents have disappeared off them, and for the past ten years they have been sent from orphanage to orphanage to orphanage. But arriving at this old manor, Kate has a stirring inside her - "we should not be here. This is extremely dangerous."
Soon, Kate, Michael and Emma are swept off on a time travel adventure, involving an enchanted atlas, a golden - haired countess, numerous dwarves, and the ability to change history.
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> Stimmen unserer Gäste
Residents' Voice
Thanks to Sakura House…
Kuramae Living Room
It had already been 6 years ago, since I came to Japan for the very first time with 21. I already finished my 4th semester of "Japanese Studies" at my German university, so it was time to go, since all students should spend some time living in Japan. My University has several partnerships with Japanese Universities like Sophia, but I had a pretty different idea about my stay in Japan. I wanted to follow my dream to become a scientist on Sumo, the National Sport of Japan! Yes, the big guys…I saw Sumo on TV when I was about 13 years old and it just caught me.
Entering whatsoever exchange program would have totally eaten up all freedom to go and watch Sumo-training in the morning, or sit and watch the 2-weeks lasting tournaments 6 times a year – you could not call in sick that regularly, pretending to be half-dead for 15 days… ;-)
So the best way for me to keep total freedom was going on my own with a Working Holiday Visa – which I did. No University-relation also meant no dormitory to stay in, no help with whatsoever paper work etc… I must admit it was a bit scary at the beginning, since I never had been to a foreign country on my own before – being a young girl of 21…but I found the solution, SAKURA HOUSE. In walking distance to the Sumo-area (Ryougoku), they had a shared room in Kuramae for a rent as cheap as I could afford, without any further confusing costs like the gas bill or so, which would for sure come in Japanese, driving me crazy…
YAY! Booked online, went to Japan, all easy. I also found a job pretty quickly, working as a waitress in a German restaurant. I made a good living, compared to the living costs in Germany, I lived like a Queen (the Yen was much cheaper back in those days, being a waitress I could buy a new Laptop at the end of my stay!!!). I could do my research and made great contacts to the people of the Sumo-world I would need in the future…just the best decision I ever took. But beside all that, the very best thing about my SAKURA HOUSE in Kuramae had been the people living there with me. It was like an international family and I would not trade this experience for anything!
Provisional Desk
To date the friends I made back then, like Jackson (a young Canadian of Chinese descent) and me are still in contact. Jackson I do call my brother. Recently he helped me translating the PR I created for my company into French! SAKURA HOUSE means networking folks! Keep the friends you make in Japan on Facebook and never let em go!
I have real friends now on each continent! I could stay overnight in India, Mexico, China, Mongolia...isn't that great? (^_^)v
In autumn 2009 it was time to do the research for my Master's Thesis – about Sumo, so back to Sakura House Kuramae. All I needed was buying a printer for 6000 Yen, cheap paper and refill-ink, so I could produce my 4 pages questionnaire on my bed-desk-office. Over 600 copies…
Great success, I did a poll with all the Sumo-teams, getting great results and since I had had made contacts at my first stay, those people recognized me and my poll had been answered by 48% of all Sumo-teams. Now that is a rate for a researching M.A.-student, isn't it? Master done, dream reached – became a scientist on Sumo.
Back in the same year 2009 a young man from Africa was searching for help online. He, already doing Sumo successfully as an amateur, wanted to become a professional Sumo wrestler. I and a friend teamed up to help this young man, it took until 2011, but we came to Japan together and did put him into a Sumo-team. As the first ever African person! He is still a beginner, but has all potential to become a big star as well as a symbol for internationalism and freedom, so please support him – we want to go watch him train together with SAKURA HOUSE and with you!
Now 2012, being an M.A.-Japanologist, working for Tokyo Riverside School as PR-specialist and Sumo-scientist (teaching our students about it etc.) I want to thank SAKURA HOUSE from the bottom of my heart to make all that possible. Neither my dream nor the dream of that young African man could have been reached without it – and we go on, we are still so young.
Guess what? Right now I also live in a shared house managed by the SAKURA Group. Each time one beloved housemate leaves Japan, we remaining ones cannot wait what kind of person the next guy or girl might be. I never learned so much just by sharing a living space together with people from so very different backgrounds. SAKURA HOUSE means widening your horizon, widening your heart – even if you sometimes get angry about dirty dishes waiting in the sink or so, see the gift in sharing a living space!
心から感謝しています。 I'm loving it.


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A Tot Tour is a special tour time for future big brothers and sisters age 3 and younger and their parents. Families will receive a "kid's eye" view of the Birthing Unit and a special gift to take home.
ProHealth Waukesha Memorial Hospital
ProHealth Care
725 American Ave.Waukesha, WI 53188
Additional information:
Sorry, there aren't any alternative dates available for this event. Please continue searching for other events.


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Max Payne Movie Wallpaper
MAX PAYNE WALLPAPER. An official wallpaper for the movie, starring Mark Wahlberg, to come in 2009.
More information
black • dark • HD • Mark Wahlberg • Max Payne • Movies and TV • Video games • Widescreen
How to use the wallpaper on your desktop : 1. Click the image above, it will open at full size. 2. Right click on the full size image and choose Set as wallpaper. This page contains some thumbnail links to other images and desktop wallpapers that may be of interest.


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Summary Report for:
51-9123.00 - Painting, Coating, and Decorating Workers
Paint, coat, or decorate articles such as furniture, glass, plateware, pottery, jewelry, toys, books, or leather.
Sample of reported job titles: Artist, Decaler, Decorator, Glass Decorator, Glazer, In Mold Coater, Painter, Pottery Decorator, Silk-Screen Operator, Spray Painter
Tasks | Technology Skills | Tools Used | Knowledge | Skills | Abilities | Work Activities | Detailed Work Activities | Work Context | Job Zone | Education | Credentials | Interests | Work Styles | Work Values | Related Occupations | Wages & Employment | Job Openings | Additional Information
- Apply coatings, such as paint, ink, or lacquer, to protect or decorate workpiece surfaces, using spray guns, pens, or brushes.
- Examine finished surfaces of workpieces to verify conformance to specifications and retouch any defective areas.
- Clean and maintain tools and equipment, using solvents, brushes, and rags.
- Read job orders and inspect workpieces to determine work procedures and materials required.
- Clean surfaces of workpieces in preparation for coating, using cleaning fluids, solvents, brushes, scrapers, steam, sandpaper, or cloth.
- Rinse, drain, or wipe coated workpieces to remove excess coating material or to facilitate setting of finish coats on workpieces.
- Place coated workpieces in ovens or dryers for specified times to dry or harden finishes.
- Select and mix ingredients to prepare coating substances according to specifications, using paddles or mechanical mixers.
- Melt or heat coating materials to specified temperatures.
- Conceal blemishes in workpieces, such as nicks and dents, using fillers such as putty.
Technology Skills
- Data base user interface and query software — Data entry software
- Graphics or photo imaging software — Adobe Systems Adobe FreeHand; Adobe Systems Adobe Illustrator ; Adobe Systems Adobe Photoshop
- Office suite software — Corel WordPerfect Office Suite
Hot Technology — a technology requirement frequently included in employer job postings.
Tools Used
- Air dryers — Belt dryers
- Blowers or dryers — Finishing ovens; Workpiece dryers
- Calipers — Dial calipers
- Cleaning brushes — Scrub brushes
- Cleaning scrapers
- Drying cabinets or ovens — Flash cure units
- Enameling Kilns — Enamel setting kilns
- Etching needles — Underglaze applicators
- Hand sprayers — Spot cleaning guns
- Heat guns — Hot air guns
- Hydrometers — Digital hydrometers
- Inkjet printers — Computer inkjet printers
- Laser printers — Computer laser printers
- Micrometers — Digital micrometers
- Paint brushes — Glaze brushes; Soft bristled brushes; Specialty paint brushes
- Paint mixers — Glaze mixers; Mechanical mixers; Mixing paddles
- Paint rollers — Mini foam rollers
- Paint sprayers — Paint spray guns
- Palette knives — Palette knife sets
- Personal computers
- Potters wheels for hand made ceramics — Banding wheels; Decorating wheels
- Power sanders — Cordless power sanders
- Pressure or steam cleaners — Pressure washers
- Remote reading thermometers — Temperature meters
- Rulers — Precision rulers
- Sifters — Enameling sifters; Metal sieves; Plastic sieves
- Silk screen arc lamps — Exposure units
- Silk screen printing machines — Four-color screen printing machines; Screen printing press; Spot process screen printing machines
- Silk screen screens — Silkscreen screens
- Silk screen squeegees — Silkscreen squeegees
- Silkscreen accessories — Ink scoops; Scoop coaters
- Stained glass tools or accessories — Painting bridges
- T squares — Layout T-squares
- Ultraviolet UV lamps — Ultraviolet UV curing units
- Vacuum cleaners — Vacuum brushes
- Production and Processing — Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods.
- Sales and Marketing — Knowledge of principles and methods for showing, promoting, and selling products or services. This includes marketing strategy and tactics, product demonstration, sales techniques, and sales control systems.
- Design — Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
No skills met the minimum score.
- Arm-Hand Steadiness — The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.
- Near Vision — The ability to see details at close range (within a few feet of the observer).
- Manual Dexterity — The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
- Visual Color Discrimination — The ability to match or detect differences between colors, including shades of color and brightness.
- Finger Dexterity — The ability to make precisely coordinated movements of the fingers of one or both hands to grasp, manipulate, or assemble very small objects.
Work Activities
- Controlling Machines and Processes — Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
- Handling and Moving Objects — Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
- Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.
- Inspecting Equipment, Structures, or Material — Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
- Performing General Physical Activities — Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
- Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
- Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.
- Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.
- Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Detailed Work Activities
- Apply protective or decorative finishes to workpieces or products.
- Inspect finishes of workpieces or finished products.
- Operate painting or coating equipment.
- Load items into ovens or furnaces.
- Clean production equipment.
- Maintain production or processing equipment.
- Review blueprints or other instructions to determine operational methods or sequences.
- Clean workpieces or finished products.
- Mix ingredients to create specific finishes.
- Select production input materials.
- Heat material or workpieces to prepare for or complete production.
- Melt metal, plastic, or other materials to prepare for production.
- Fill cracks, imperfections, or holes in products or workpieces.
- Immerse objects or workpieces in cleaning or coating solutions.
- Cut fabrics.
- Attach decorative or functional accessories to products.
- Position patterns on equipment, materials, or workpieces.
Find occupations related to multiple detailed work activities
Work Context
- Exposed to Contaminants — 83% responded "Every day."
- Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls — 71% responded "Continually or almost continually."
- Spend Time Standing — 72% responded "Continually or almost continually."
- Spend Time Making Repetitive Motions — 76% responded "Continually or almost continually."
- Time Pressure — 70% responded "Every day."
- Importance of Being Exact or Accurate — 48% responded "Very important."
- Contact With Others — 56% responded "Constant contact with others."
- Sounds, Noise Levels Are Distracting or Uncomfortable — 69% responded "Every day."
- Indoors, Not Environmentally Controlled — 74% responded "Every day."
- Spend Time Bending or Twisting the Body — 43% responded "Continually or almost continually."
- Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets — 68% responded "Every day."
- Face-to-Face Discussions — 60% responded "Every day."
- Importance of Repeating Same Tasks — 34% responded "Extremely important."
- Physical Proximity — 52% responded "Moderately close (at arm's length)."
- Work With Work Group or Team — 34% responded "Extremely important."
- Duration of Typical Work Week — 68% responded "40 hours."
- Pace Determined by Speed of Equipment — 48% responded "Extremely important."
- Spend Time Walking and Running — 34% responded "Continually or almost continually."
- Coordinate or Lead Others — 30% responded "Extremely important."
- Frequency of Decision Making — 38% responded "Every day."
- Exposed to Hazardous Conditions — 52% responded "Every day."
- Impact of Decisions on Co-workers or Company Results — 31% responded "Moderate results."
- Very Hot or Cold Temperatures — 34% responded "Every day."
- Responsibility for Outcomes and Results — 29% responded "Very high responsibility."
- Responsible for Others' Health and Safety — 27% responded "Very high responsibility."
- Freedom to Make Decisions — 37% responded "Limited freedom."
Job Zone
|Job Zone Two: Some Preparation Needed
|These occupations usually require a high school diploma.
|Related Experience
|Some previous work-related skill, knowledge, or experience is usually needed. For example, a teller would benefit from experience working directly with the public.
|Job Training
|Employees in these occupations need anywhere from a few months to one year of working with experienced employees. A recognized apprenticeship program may be associated with these occupations.
|Job Zone Examples
|These occupations often involve using your knowledge and skills to help others. Examples include orderlies, forest firefighters, customer service representatives, security guards, upholsterers, and tellers.
|SVP Range
|(4.0 to < 6.0)
Interest code: R Want to discover your interests? Take the O*NET Interest Profiler at My Next Move.
- Realistic — Realistic occupations frequently involve work activities that include practical, hands-on problems and solutions. They often deal with plants, animals, and real-world materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others.
Work Styles
- Attention to Detail — Job requires being careful about detail and thorough in completing work tasks.
- Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations.
- Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace.
- Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.
- Independence — Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done.
- Persistence — Job requires persistence in the face of obstacles.
- Initiative — Job requires a willingness to take on responsibilities and challenges.
- Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
- Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations.
- Integrity — Job requires being honest and ethical.
Work Values
- Support — Occupations that satisfy this work value offer supportive management that stands behind employees. Corresponding needs are Company Policies, Supervision: Human Relations and Supervision: Technical.
- Independence — Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy.
- Achievement — Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement.
Related Occupations
Wages & Employment Trends
|Median wages (2018)
|$14.93 hourly, $31,050 annual
|State wages
|Employment (2016)
|16,000 employees
|Projected growth (2016-2026)
|Little or no change (-1% to 1%)
|Projected job openings (2016-2026)
|State trends
|Top industries (2016)
Source: Bureau of Labor Statistics 2018 wage data and 2016-2026 employment projections . "Projected growth" represents the estimated change in total employment over the projections period (2016-2026). "Projected job openings" represent openings due to growth and replacement.
Job Openings on the Web
Sources of Additional Information
Disclaimer: Sources are listed to provide additional information on related jobs, specialties, and/or industries. Links to non-DOL Internet sites are provided for your convenience and do not constitute an endorsement.


text:
Last week was about as good and as bad as it gets for first responders — police, fire and emergency medical personnel.
Last week was about as good and as bad as it gets for first responders — police, fire and emergency medical personnel.
It was hard not to dwell on the scenes of carnage April 15 after two bombs exploded near the finish line of the Boston Marathon. However, the countless still and video cameras that documented what happened on Boylston Street that day and, ultimately, helped break the case, didn't just capture horror. They captured heroism.
Before the smoke cleared, and without pausing to think that more bombs might be about to detonate, many on the scene began tending to the injured. Admittedly this was a perfect situation, with so many first responders and people from the medical field congregated in one place, at the end of a sporting event that's a brutal physical test. But while there's no way to document this without looking at roughly 180 sets of medical records, we'd be stunned if that immediate response wasn't a major reason the death toll was no higher than three.
Law enforcement has gotten deserved praise for its handling of the criminal case and for taking one of the suspects alive, albeit with the loss of one of its own in a gunfight.
What happened in the minutes after the explosions doesn't need to be forgotten, however, especially in light of "the bad" that happened a little more than 48 hours later and 1,800 miles away.
A fertilizer plant in West, Texas, caught fire April 17. As firefighters worked to extinguish the blaze, the plant exploded with the force of a 2.1-magnitude earthquake, according to the U.S. Geological Survey. The blast killed at least 14 people, injured about 200 and flattened 150 adjacent buildings. Officials said 10 of those killed were first responders, either firefighters or EMTs.
It's a reminder of the risks these public servants take every day, that can't be erased by successes like Boston.
There are cataclysmic events like 9/11, in which more than 400 responders were killed and another 2,000 hurt. There also are tragedies on a smaller scale.
Thirty-eight law enforcement officers across the U.S. have died in the line of duty so far this year, according to the Officer Down Memorial Page; the toll in 2012 was 120. Eighty-three firefighters across the country were either killed or died of illness while on duty in both 2011 and 2012, according to the U.S. Fire Administration.
The Professional Fire Fighters of Alabama and the Alabama Fire College held a media event last week in Birmingham designed to show the public what firefighters do and why they do it. We think that's a good idea at least for the technical parts of the job.
However, there's a part of the "why" that no demonstration for any public safety official will ever capture, which shows the kind of special person it takes to be a be a public servant. We saw it last week in Massachusetts and Texas.


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Thursday, July 29, 2010
Bubble Print Mats and Fish Prints
As a "convenient" result of
helping my mom clean out HER art studio
last weekend, I recently acquired
some old pre-cut mat board art mats.
(Now you know one of my real motives for "helping" my mom clean up her messes!)
The mats were a bit of a hod-podge but nothing we couldn't fix
with a bit of acrylic craft paint.
I passed them out among my students in art camp this week.
(first I asked them to print their names on the backside of the mats
so we could tell them apart later....)
Then, I passed out plates of blue and green acrylic craft paint
small paint brushes and two sizes (big and little) of bubble wrap scraps.
The kids had a great (messy!) time
painting the bubble wrap
and printing their mats with it.
The final results were a bit of a faux-finish/marbled/bubble finish.
There may have been a "bit" of bubble popping as well. : )
Then, we laid them out in the grass
to dry in the front yard
While our mats were drying, we got to work printing up some fish
(Gyotaku-style) on Japanese printmaking paper.
(The lesson can be found in my Summer Art Camp Ocean Fun Art Lessons PDF)
The final projects were beautiful! and I hope... their parents found them
to be "frame-worthy."
I'm sure they foundpaint everywhere at bath time!
Happy Mess-Making!
pink and green mama
Labels: Beach, Create, Paint, Preschool, Printmaking, School Age, Summer
Saturday, July 24, 2010
* Homemade Japanese Fish Kite Fun!
"C" and I decided to make our own
Japanese Fish Kite
(windsock) last month and I'm finally posting photos.
We made a batch of these kites with some of her little
3 and 4 year old friends during our Mommy and Me Mini-Ocean Fun
Art Camps here at our house in June.
I started with a large rectangle
of white paper, folded in half lengthwise (hot dog fold).
I trimmed a (V) tail shape at the bottom,
not something for 3 year olds to do, but totally do-able if you're making with older kids!
Then, we opened it up and added wavy lines
with markers (I prefer sharpies)
and zig-zag lines to the body as scales.
Drew two circles for fish eyes.
Then, they got to work coloring their fish (still opened flat)
with dot-a-dot markers and watercolors.
Note: Learn from my mistake!
I used my cool, semi-translucent, Japanese printmaking paper
but that was a big mistake... when the little kids started watercolor-ing
on it, it couldn't take the massive quantities of water they used
and started to rip.... I should have used heavier white drawing paper
(and supervised brush wiping more carefully!)
When the fish were dry,
we added a line of glue
along the open edge of the paper
(to the belly of the fish!)
and folded it over to make it like a cylinder.
Don't glue the tail shut--
leave it open so the air can blow through!
To reinforce the mouth and keep it
open in an "O" shape,
you could glue a strip of paper but I cheated and just used a strip
of white masking tape!
We added a piece of yarn to the mouth of the fish kite,
like a basket handle....
perfect for hanging in trees and holding onto while you run!
Happy Kite (making) Flying!
pink and green mama
Labels: Markers, Paper Crafts, Preschool, School Age, Spring, Summer, Watercolors
Monday, July 19, 2010
Pink and Green Mama Crafts: Ocean Fun Art Camp Lesson Plans
Ocean Fun Art Camps this summer...
now you can have your own art camp at home!
(or in your classroom)
12 Art Lessons
inspired by the Ocean in a
32-Page PDF Formatted Lesson Book
for only $10.00
* Full-Color Templates
* Detailed Step-by-Step Photo Directions
* Color Photos of actual Student Artwork
* Supply Lists
Packed with supply lists for each project,
photos of each completed project,
full-color templates, step-by-step photo instructions,
and photos of student artwork;
this 32-page printable PDF
includes everything you need to create your own
Ocean Fun Art Camp
lesson plans at home or in your classroom.
These lessons can be done
on a one-on-one basis
with your own child
on a one-on-one basis
with your own child
or in a large group/classroom setting
with several children.
with several children.
I've led small groups of 3-4 year olds
through all of these lessons
(with assistance from their parents)
(with assistance from their parents)
as well as groups of 5-9 year olds
in my summer art camps.
in my summer art camps.
You can do several lessons at once,
like a real camp experience,
or spread them out over several days/weeks;
whatever works best for your schedule.
Many of the supplies for these projects
will come from your own art and craft stash,
kitchen, garage, and recycling bin!
The PDF book is designed
to be printed out
(I recommend using card stock paper and putting it in a binder!)
or you can read it directly from
your own home or classroom computer screen.
This 32-page Art Lesson Book
is best suited for preschool (ages 3-4)
and elementary-school aged children (ages 5-9).
This $10.00 Art Lesson Collection includes:
12 Complete Art Lessons
6 of my most-popular ocean-themed blog art lessons
PLUS an additional 6 brand new
(never published on my blog) ocean-themed art lessons!
To purchase the PDF:
Please click on the PayPal button below.
After you checkout from PayPal,
you will immediately be re-directed to the download site.
Thank You!
Happy Ocean Fun!
pink and green mama, MaryLea
Labels: Beach, Birthday Parties, EBook, Preschool, Printable, School Age, Summer
Nature and Art: Leaf Pictures
"C"s Fox/Cat in the Snowy Woods
Our family recently vacationed in Texas to visit grandparents.
While we spent 9 days enjoying sunny afternoons, local sights,
and their lovely warm pool, we also did some crafting!
We found this kit at the local Hobby Lobby
(my first time visiting one!)
It's a Roylco Art At Home kit
that comes with the nature scene backgrounds,
page upon page of perforated two-sided leaf photos, and a glue stick.
The intention is to create "nature" pictures with fake leaves. : )
This is an activity we enjoy every fall with REAL leaves
from our backyard and walks around the neighborhood.
But, this kit is a nice, mess-free, alternative if you find yourselves
on an airplane or traveling to see family where you don't have the assortment
of leaves that we do.
It was quiet, kept both girls engaged for a solid 45 minutes
and was suitable for both of my girls,
ages 3 and 7 years.
"E"s Butterfly
We really enjoyed the "nature scene" backgrounds.
I think this would be fun to do at home with photos torn out of magazines and real leaves
Think: National Geographic, Vacation magazines, Gardening Catalogs, etc.
"E"s fish and starfish
"E"s Luna Moth
"E"s Snail (of course)
"C"s Dolphin on the Beach
"C"s Duck in the Woods by a Waterfall
Labels: Explore, Fall, Leaves, Mixed Media, Nature Crafts, Paper Crafts, Summer
Saturday, July 17, 2010
* Winner of Rae Grant Book "Homemade Fun" Giveaway!
A special thank you to every one of you that took the time
and went through the effort to comment for this giveaway.
I really enjoyed reading about your favorite activities to do with your kids and who taught you how to sew. I had to re-do the drawing because we could not contact the other name....so the new winner is:
Please email me with your contact information so I can get the book to you!
Lucky girl -- you're going to love it! :)
Lucky girl -- you're going to love it! :)
My girls consistently love to play in the mud.
I know it's not a game, but we play it so often,
I actually cleared out a big patch of grass around our mud-hole to make it bigger.
July 16, 2010 1:47 PM
Cricket, you are the coolest mom ever --
I love that you actually made your girls a mud pit!
My girls love to play in the mud too : )
Cricket's answer to the sewing question:
Cricket said...
I love that you actually made your girls a mud pit!
My girls love to play in the mud too : )
Cricket's answer to the sewing question:
Who taught me to sew? That's hard to answer. I remember I took a class at age 12 and threaded the needle on the machine from back to front. They wondered how I had even managed to do that. But I don't remember learning anything else. I guess that means I am self taught.I figure if there is a pattern, I can make it. If not, the worst that will happen is a big old ugly bit of cloth.
I learned basic sewing from my mother and my elementary art teacher.
Then, I took a year of Home EC in Middle School and
learned how to sew an apron on a sewing machine.
Then, I took a year of Home EC in Middle School and
learned how to sew an apron on a sewing machine.
4 years later, during my senior year of High School,
I dropped out of my 4th year of French
I dropped out of my 4th year of French
(and an icky math class that I've repressed) I signed up for "Clothing 1 and 2"
My sewing skills, learned in those classrooms,
have been MUCH more handy (and used a lot more often) than my french lessons!
Labels: Giveaway, Product Review, Sponsors
Friday, July 16, 2010
DIY Paint Chip Game - FREE Game to Entertain Kids in Waiting Rooms, Restaurants, or On the GO!
Doctor's Offices, Plane Rides, Restaurants... you get the idea.
Why not make a simple game you can stash in your purse to entertain your kids!
Why not make a simple game you can stash in your purse to entertain your kids!
It can be a little more fun if mama has a surprise (or two) up her sleeve (or in her purse)!
Entertaining little ones while waiting for food to arrive
at restaurants can sometimes present a bit of challenge.
On the rare occasion that we actually go out to eat with our children,
I try to keep some small and clever distractions
stashed in my purse to supplement the usual crackers and bread,
or crayons and place mats.
This game was actually inspired by a reader comment from this blog
(thank you Anna!)
(thank you Anna!)
When I posted our Montessori-inspired Paint Chip Color Sorting Game
one of you said you made a game by laminating color sample chips
to play at restaurants.
Pure genius if you ask me!
I chopped up two identical sets of paint chips for my two girls
(to avoid fights) and stashed them in a small pocket in my purse.
I did not bother laminating them since they are pretty sturdy
and when they get dirty or gross, we can just recycle them!
and when they get dirty or gross, we can just recycle them!
When we went out to eat with my in-laws in Texas, I dealt a set to each one of my girls.
(photo taken with my phone at the restaurant)
"C" age 3, really enjoyed sorting the colors,
finding matches, and then playing a memory game with me.
We just turned over the colors (two of each color) and played several rounds
(happily, I might add) before our delicious food arrived.
Hooray for happy (and patient!) little ones.
pink and green mama
Labels: Create, Educational Games, Homemade Toys, Paint Sample Crafts, Play, Preschool, Rainbow, School Age
Monday, July 12, 2010
Custom Kid Art Window Shade
My in-laws have a
beautiful home in Texas.
All of the windows on the front
of their house, have these
big semi-circle transoms on top.
The problem with these beautiful
windows is at night when you're trying to sleep.
The moonlight shines directly in your eyes.
My mother-in-law's solution
was to cut a piece of cardboard
to fit in their owner's bedroom window
to block the light.
Practical but not pretty.
The window before without any "window treatment"
One of our vacation crafts,
was to create a new and artsy
window treatment.
We got a piece of foam core
at the Hobby Lobby,
and made a template to fit in the window
with the old cardboard.
After cutting out the foam core
in three pieces
(one large center piece
with two smaller side wings)
We taped the sides on using
white fabric medical tape
so we could paint over it.
"E" and I sketched out a basic design
with sharpies.
We included rolling hills,
a portrait of their house and driveway,
an American Flag on a pole,
a sky that was divided into
Day and Night
with a Sun and a Moon,
a lake,
some trees and flowers,
and most importantly
two little girls
"E" and "C" with some magical Texas snails
(we found them EVERYwhere on our trip!)
We finished the piece with washable craft paint
and sharpie details.
The medical tape (on the seams)
was a bit tricky to paint over
(it really absorbed the paint)
but it worked out just fine in the end.
See the sidewalk chalk drawings
in the driveway?
The finished masterpiece
wedged into place.
My mother-in-law LOVES it!
Do you have any crafty solutions
at home for problem
decorating areas?
pink and green mama
Labels: Making Memories, Paint, Permanent Marker
Saturday, July 10, 2010
Butterfly Mobile With Watercolor Paper
Great (crafty) minds think alike!
The girls and I were inspired by
over at Childhood Magic's blog a few weeks ago.
I have also had Rae Grant's new craft book
on my bedside table for the past few weeks
and laughed out loud when I came across
her instructions for a Butterfly mobile
nearly identical to the one we had just made--too funny!!
We printed the templates here
and traced some of our own butterfly cookie cutters
on watercolor paper
then used crayons and watercolor
to make colorful butterflies.
Lots of leftover butterflies
(and kitties) -- I see more mobiles,
playroom decorations, and balancing butterflies
in our future.
Using supplies we had on hand
the girls and I made a mobile for "C"s room
to hang over her new big girl bed.
We used:
an embroidery hoop,
small hole punch,
and watercolor paper butterflies.
Tracing templates,
cookie cutters, and magnets.
Watercolor butterflies.
We had to make some watercolor
kitty cats too!
So simple but so pretty and sweet.
She loves it and so does her mama.
Sweet dreams sweet "C"!
P.S. Stay tuned for a giveaway and review
of Rae Grant's new book, Homemade Fun, this week!
We're cooking up some yummy fun in the kitchen.
pink and green mama
Labels: Giveaway, Paper Crafts, Watercolors
Wednesday, July 7, 2010
* Homemade Gifts: Marshmallow Shooters
Our other homemade birthday gift for our summer
birthday friends were a couple of these
Marshmallow Shooters!
They were a huge hit with the birthday boy and his little brother.
We had to make a set for ourselves too : )
Directions for these can be found all over the internet.
We liked this set at Family Capers the best.
(we included a set in the birthday boy's gift bag in case
his parents want to make more for themselves!)
Daddy took the girls on a field trip to
the hardware store for supplies:
1/2 inch PVC (drinking water quality)
Sprinkler Pipe
End Caps
a Pipe Cutter....
(I see more PVC projects in our future!)
We also added a fresh bag
of Mini Marshmallows
and some Safety Goggles (from the Dollar Store)
We decorated ours with
Colored Masking Tape.
Because we really can't leave anything alone.
Happy Tasty Shooting!
pink and green mama
Labels: Backyard Fun, Create, Homemade Gifts, Preschool, School Age, Summer
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Blog Archive
- ► 2013 (74)
- ► 2012 (164)
- ► 2011 (152)
- Bubble Print Mats and Fish Prints
- * Homemade Japanese Fish Kite Fun!
- Pink and Green Mama Crafts: Ocean Fun Art Camp Les...
- Nature and Art: Leaf Pictures
- * Winner of Rae Grant Book "Homemade Fun" Giveaway...
- DIY Paint Chip Game - FREE Game to Entertain Kids ...
- Custom Kid Art Window Shade
- Butterfly Mobile With Watercolor Paper
- * Homemade Gifts: Marshmallow Shooters
- Easy Kool-Aid Play Dough Recipe
- Fourth of July Fun: Sifted Flour Lawn Stars
- ▼ July (11)
- ► 2009 (161)


text:
|Find the best surf spots
Sunday April 8 2007 09:44:30 AM
Surf Trip: Easter Holidays Stad, Norway ( 03 April 2007 - 08 April 2007)
Session's Rate:
Wind direction: Onshore
Wind Strength: Light
Nb waves ridden: 5
Length of the surf session: 60 min
Surfboard ridden: Bic 8'4"
Fins: 3
Weather and water temp: 0C, 7C
Waves height: 1.0m-1.5m / 3ft-5ft
Waves Quality:
- Ordinary
Waves Shape:
- Close out
Had a nice morning surf together with Carlos from Colombia. We went out at around 10 in the morning and paddled out north of the middle of Hoddevik, following a rip out. We then paddled almost all the way south. We had to adjust quite a bit from one set to the next, but when we finally were in the right spot, we caught some good, quite heavy waves. I was proud of getting three out of the three first waves I tried to surf this morning. The session ended after approx 1 hour, since we had to leave for Oslo, besides I was out of energy after a very light breakfast.
Created: Tuesday April 10 2007 09:51:34 AM
Modified: Tuesday April 10 2007 09:51:34 AM
Hits: 7774
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