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The sweet aroma of our collection of essential oils will invigorate your senses. These strong scented oils have been brought to you from naturally grown plants farmed and harvested with extreme care to soothe your mind, body and spirit everyday. So take a deep breath and experience pure bliss in the exquisite fragrances we offer.
With our scientifically formulated carrier oil which does not evaporate or possess strong smell, avail the benefits of essential oils by infusing it with our carrier oil and preserve its essence to make it last longer. We manufacture carrier oil with diligence to prolong the freshness of your aromatic oils and offer a wide range of oils which can differ in consistency, absorption, aroma and shelf life.
Spice essential oils represent the complete flavor range of the spices available throughout the world. The true essence of the whole spices can be replaced by spice essential oil without deteriorating the original flavour and aroma characteristics of natural spices. Invigorate your senses by the aromatic and refreshing smell of our wide range of premium quality spice oils to elevate your culinary experience.
Floral essential oils are considered to be one of the most exquisite and luxurious essential oil which makes them the most sought after group of essential oils. The perfect blend of flower essential oil can give you a calm and uplifting sensation and bring about a sense of clarity and peace to the mind. We provide such splendid and excellent quality flower essence obtained by extraction of aromatic compounds from natural botanical sources which leaves a delectable hint of floral scent after usage.
An absolute oil is a mixture having extremely high concentration of fragrance very close to the natural smell of the plant product. The extraction process of these oils includes very low temperature and high efficiency, which prevents the fragrant compounds to damage. Apart from their high concentration of aromatics, absolute oils also provides many health benefits. Absolutes are not only used in perfumeries, but are also widely used to recover many health disorders.
Floral water is compounded from a mixture of distilled water. It contains water soluble constituents and are free from lipophillic substances. Floral waters are often used as an ingredient in skin toners and tonics. To freshen the air and cool the body mist, floral water is preferred. These can be widely used as deodorant, facial spritzer, body sprays, air fresheners, etc.
Attar is a natural oil derived from botanical sources. These oils have a sweet, stimulating and soothing aroma. Attars have a non-alcoholic fragrances. These are the purest and most lasting perfumes in the world. Attars have an amazing capacity to make the skin soft and supple and improves the beauty of skin. To feel refreshing, one would prefer to use attar. These are non-toxic oils which are safe for the skin.
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subset: commoncrawl


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It's kind of my job to make people excited about coffee. It's my responsibility to make sure that, when people get to their office in the morning, their minds are blown by the amazing coffee that's in their office kitchen. Over the past few months of working at Joyride, I've reflected a lot on the number of coffee cups I'm improving every day.
I really like coffee. This passion usually manifests itself in eye rolls from friends, family, and coworkers. For years I've been getting made fun for traveling around the world with a hand grinder, scale, and Aeropress and being pickier about my brewing water than my drinking water. I've learned to not care, though. I go to bed excited like a child on Christmas Eve to wake up and drink coffee the next morning. What's hard is trying to relay this excitement and passion to the people around me.
In the early days of my coffee enthusiasm, I would force cups of coffee on friends and family and expect them to share the same passion and excitement as I did. This rarely happened, though. I'd make a cup of bright Kenyan coffee for my dad and brother, and they'd complain that it was sour. Other times I'd show up at a relatives house for Thanksgiving with my whole coffee setup and people would make half hearted compliments–obviously just to make me feel good.
I've learned that, more than any other beverage than I can think of, coffee is something that people have strong opinions about–even if they really have no background to have them. Everyone has an idea of what coffee is, and generally people don't agree. Beer has a wide range of flavors that, in general, people agree upon, but this is not the case for coffee. For much of the world coffee is a dark, bitter beverage that tastes better with cream and sugar. It shouldn't be acidic, have notes of passionfruit, or be drunk when the temperature dips below scalding hot. This makes teaching people and expanding their coffee horizons really difficult.
Lately I've been realizing that to teach effectively teach people about coffee you really just need to slowly chip away at their preconceived notions. Throwing varietals, farmers' names, growing elevations, and complex names in languages that we don't speak doesn't help people get excited about coffee. Making amazing coffee, and doing it with humility, makes people excited about coffee. Just saying "try this" and having an honest, non-condescending conversation about what they're tasting and what they think it is how you get people to think about coffee. Telling people they're wrong about what their coffee preferences are doesn't help.
This has worked with a lot of roommates of mine. I'll make a Chemex and offer some to my roommates and they'll slowly notice that the coffee I make for them every morning tastes a lot different than the stuff they're buying at the bakery on the corner. Eventually they'll ask my why. I love this question. It's my in. Eventually they'll get to a point of commenting that the coffee doesn't taste as good when I'm not on my game. It's moments like these that are super exciting. Having someone who previously couldn't care less about what form their morning caffeine came in make comments on if this particular cup be good or bad is awesome.
More so than the next amazing cup of coffee I'm going to have, having these breakthrough moments with closed minded coffee drinkers is what keeps me interested in coffee. Opening people's minds to the amazing range of flavors is exciting. Maybe one day I'll convert these people fully, and they'll go to sleep the same way I do–giddy with anticipation of their first cup the next morning.
This post was written by Joyride Technician, Michael Pappas.


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The Pacific is a sleek, modern sectional adorned with cozy details. The piece's signature tufting wraps all around the sides and back, and the Pacific comes with two extra throw pillows per arm.
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Issue no. 4 of the fiction and fine art quarterly is distinguished first by the stark white, die-cut cover created by designers Kyle Green and Nico Curtis, which opens to pale blue, digitized drawings by contributing artist Anna Golici. The unique cover design also includes provocative images by artist-printmaker Bruce Waldman, printed on the inside flaps. As with previous issues, six works of short fiction and six artist portfolios form the anchor of the content. The content is anchored, as with previous issues, by six short works of fiction that will appeal to an audience with a taste for 'darker' content and six mesmerizing artist portfolios featuring cutting-edge, contemporary work not to be missed.
"The Bonsai Ecosystem," written by Daniel Borrelli, chronicles an episode in the life of a scientist/game designer with a fetish for miniature bears and monkeys of his own creation and is illustrated with a series of smart drawings by Clay Rodery. "The Midas Touch," by New-York playwright August Schulenburg, is an artfully crafted monologue from the point of view of a comic strip writer suddenly gifted with the ability to turn anything into gold. Carrier Pigeon copyeditor and artist Kristy Caldwell captures the mood with fiendishly clever brush and ink drawings. Ryan Scamehorn returns to issue no. 4 with a darkly contorted romance titled "No Fun For Frankie." Scamehorn's fiction is studded with searing, saturated illustrations by Eric Collins. "Strawberry Heart," written by Christine Pacson, is a highly crafted story about a young woman's path to reconciliation with her feelings about her father and her inherited career. Artist Rachel Allison captures the essence of discovery in Pacson's tale with a series of intimate drawings that read as snapshots of the environment. "The Shark Engine Enigma," written by return contributor Victor Giannini, is an ambitious rumination on the afterlife, love and the will to survive. Ray Jones adds his visual narrative to this epic tale with a poignant series of his signature inked illustrations. Finally, Editor-in-Chief Russ Spitkovsky contributes a poetic muse about sleeping and dreaming in outer space. "Little Stanley" is complemented by loose and playful images from the hand of Matt Barteluce.
The first of six artist portfolios in issue no. 4 is a presentation from Niyeti Chadha of her exceptional rapidograph drawings on paper and collage. Her large-format works, deeply rooted in architecturally inspired studies of two and three dimensional space, evoke infinity-driven landscapes. Artist-printmaker Elana Goren shares a series of thought-provoking monotypes and etchings with which she hopes to dispel generalized stereotypes about the animals with whom we share our lives and the planet. Anna Golici's work defies easy description: her portfolio features both handmade images of wildlife subjects and also complex digital photographs of botanical subjects. Past cover artist Justin Sanz, a young master of monotype and woodcut printmaking, shows a powerful collection of his recent prints, combining wryly sardonic and introspective commentaries with lush textures. Artist Andy P. Hoogenboom contributes a portfolio of dramatically fluid drawings and prints focusing on musicians and expressing his own deep appreciation and respect for the world of musical performance. Master printer Phil Sanders rounds out the issue with his outstanding series of photography-based, graphic art images that explore his personal relationship with American cultural history.
The forth issue of Carrier Pigeon magazine is full-color, 10"x13" and totals 139 pages. The cover is printed on Rendezvous 240g paper, and the text pages are printed on Rendezvous 106g paper. The designers are Kyle Green and Nico Curtis.
Illustrated Fiction
The Bonsai Ecosystem
by Daniel Borrelli
Illustrations by Clay Rodery
The Midas Touch
by August Schulenburg
Illustrations by Kristy Caldwell
No Fun for Frankie
by Ryan Scamehorn
Illustrations by Eric Collins
Strawberry Heart
by Christine Pacson
Illustrations by Rachel Allison
The Shark Engine Enigma
by Victor Giannini
Illustrations by Ray Jones
Little Stanley
by Russ Spitkovsky
Illustrations by Matt Barteluce
Fine Art Portfolios
Niyeti Chadha
Elana Goren
Ana Golici
Justin Sanz
Andy Hoogenboom
Phil Sanders


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February 18, 2015/
Ash Wednesday
Joel 2: 1-2, 12-17; Psalm 103; 2 Corinthians 5:20b – 6:10; Matthew 6:1-6, 16-21
In the Name of God: Father, Son, and Holy Spirit. AMEN.
On a Libyan beach a few days ago stood twenty-one Egyptian Coptic Christians. Behind them stood their executors all dressed in black, their faces covered. The beheading of these twenty-one Christians, and the subsequent images of this horrific event sent around the world on social media, reveals the cold brutality and cowardice committed by members of the Islamic State.
As I saw the picture I felt a confluence of emotions: anger, hatred, the desire for revenge. And I also felt helpless. What can I possibly offer as a fragile human being to bring any peace to a situation that is seemingly bereft of tolerance, love, and simple human dignity? These murderous acts are in immediate contradiction to the promises we make at our baptism – to respect the dignity of every human being, no matter who they are or what they believe.
I am personally struggling with this latest act of terrorism, and the evil that seems to consume much of the Middle East, because every urge I have to see those responsible face a similar fate is met with a small voice. It is the voice of Jesus. And I will admit to you it is not a voice I want to hear right now. The voice of Jesus says "Blessed are the peacemakers, love your enemies, pray for those who persecute you."
As a priest, I celebrate with joy the fact that grace and forgiveness are extended to people like you and me who don't deserve it. That Christ died for us. But on a day like today, the very idea the same grace and forgiveness being offered to murderers standing on the beach that day is a hurdle for me. Are we brave enough to say that the love and grace of God is so radical that God not only died for you and me, but also equally for the butchers of the Islamic State? Did Jesus die for them?
Yes, he did. Jurgen Moltman, in his book The Crucified God, proclaims that God's grace extends to all people writing that "the message of the new righteousness . . . is that in fact the executioners will not finally triumph over their victims. It also says that in the end the victims will not triumph over their executioners. The one will triumph who first died for the victims and then also for the executioners [Jesus], and in so doing, revealed a new righteousness which breaks through the vicious circles of hate and vengeance and which from the lost victims and executioners creates a new mankind and a new humanity."
As followers of Jesus, we proclaim the good news of his transforming grace that extends to everyone who is undeserving of it. The cold reality of the killings on the Libyan beach present us with a question that our entire faith stands upon: do we believe in radical transforming grace for all people? It's one thing to say that God's grace extends to people like you and me who don't deserve it, but does it also extend to those who deserve it the least, but need it the most?
If we believe in the radical transformative grace of God, then that means that same grace abounded on that beach in Libya in ways we cannot comprehend, or want to accept.
Today is Ash Wednesday. A day set apart for fasting, prayer, and the imposition of ashes upon our foreheads. The cross of ash we will bear today is not just a reminder of our mortality; it is also a sign of our redemption. Because underneath that cross of ash is the sign of the cross we first received upon our forehead at our baptism. We are marked as Christ's own forever. Nothing will ever change that – no matter of dying or living can take that away.
The ashes we use this day are partially made from papers we burned last night. Upon those papers we wrote what we are giving up or taking on for Lent, and soon, we will literally bear those things upon our face. The cross of ash upon our forehead is a reminder to us that the grace of God abounds always and in all things – in burned ash and death, and in water and life.
All things of grace and beauty have their birth in grief and ashes. Today, Ash Wednesday, we proclaim the un-doing of death, the dismantling of suffering, for even in the midst of these things, the kingdom of God is present upon the beaches of Libya and it is present here, upon Heights Boulevard. AMEN.


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What is a dangerous sugar level while taking prednisone
What would cause high glucose levels.
Glucose is a simple monosaccharide found in plants. It is one of the three dietary monosaccharides, along with fructose and galactose, that are absorbed directly into
If you are reading this, you probably have been told by your doctor that you, or someone you care about, have diabetes or prediabetes. You may be surprised, shocked
What is a dangerous sugar level while taking prednisone
What is Dilantin used for and can you.
According to labtest online http://www.labtestsonline.org/understanding/analytes/glucose/test.html A fasting level From 70 to 109 mg/dL is considered normal.
What is a dangerous sugar level while taking prednisone
When I think of xanax I think it has a much sexier name-I mean think about it-klonipin-what was the drug company thinking when they gave it that awful-clunky name-geez.
07.02.2008 � Mother in law IS taking prednisone.but how can they tell if it's the medicine causing the high level.OR that she just is now diabetic.she's 83.
Purple Puzzle Place: Airborne Cold. What is a normal reading for blood.
25.11.2006 � Best Answer: Call a good medical malpractice lawyer and tell him/her your story. You will need money to help pay for his ongoing care. I hope that
Diabetes Blood Sugar Levels Chart: What.
Sucrose is the organic compound commonly known as table sugar and sometimes called saccharose. A white, odorless, crystalline powder with a sweet taste, it is best
Glucose - Wikipedia, the free.
What Exactly Is Wrong With Taking A Benzo.
Low Vitamin D is not simply a matter of.
05.07.2012 � from the Author of The Metabolism Miracle, The Metabolism Miracle Cookbook, and The Diabetes Miracle (by Diane Kress) What Exactly Is Wrong With Taking A Benzo.


text: Check out the interview our buddy Josh did over at CLRVYNT.COM as part of their physical education feature. You can also watch the new video for "Slutty Skin" shot entirely on VHS by Josh and his buddies. Take a trip back in time...pre-order for the limited vinyl is available here.


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2017 WeddingWire Couples' Choice Award
It is with much excitement that we announce Burlap and Bordeaux has been awarded a 2017 WeddingWire Couple's Choice Award in the Santa Barbara region!
With over three million reviews, WeddingWire has been a leading resource for brides and grooms-to-be, offering a large directory of local and national wedding professionals, easy-to-use planning tools, inspiration, advice and more. It is an honor to have our wonderful couples review us so kindly and with such positivity and enthusiasm, we only wish that we could rave about how much we loved working with them as well!
Here are a few highlights that helped us make the cut!
"My goal for a relaxed, comfortable day filled with love, family and friends turned out to be so much more than I could have ever imagined thanks to Brooke and her team. Let's talk flowers. OH. MY. GOD. I. HAVE. NEVER. SEEN. MORE. BEAUTIFUL. FLOWERS. Am I getting my point across? She is AMAZING, professional, kind and a genuine super hero." - Chelsea
"We hired Brooke for full-service planning for our Santa Barbara wedding and she absolutely nailed it. My fiancee and I both live in Los Angeles so it would have been difficult for us to meet with and vet different vendors. Her many connections in the industry made it easy to select the right vendors at the best price and I was able to handle nearly all of the planning and booking over text or email. We told her how much we wanted to spend and I shared photos of my vision and she made it happen... I didn't have to worry about a single thing on my wedding day besides enjoy myself - which I did to the fullest! We have been getting comments from our guests that it was the most beautiful and fun wedding they've ever attended. And we have Brooke to thank for that - she's amazing." - Joanna
Congratulations to all - see a full list of the 2017 winners on WeddingWire HERE!
View our WeddingWire page HERE for more reviews and details! We look forward to an amazing 2018 with all of our future couples!


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Mediation May Be Best Bet for Small Businesses
July 24, 2012
In this Reuters opinion piece, FindLaw.com staff writer Deanne Katz writes about how small businesses may have better opportunities for effective dispute resolution in mediation than with traditional law suits alone. Katz elaborates that many small business owners don't use mediation when they could, and that, "This may be in part because lawsuits are better known. They're in the … [media]. Mediation generally isn't… . lawsuits make the news more often than mediated agreements is that lawsuits are based on conflict where one party wins and one party loses. It's dramatic and often sensational."


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Our products are carried by several stockists throughout the U.S. and Canada. Visit one of the locations below to see our products for yourself.
MAVIS Studio Shop @ Storehouse
Asbury Park, NJ
Ilan Dei Venice
Venice, CA 90291
Little Paper Planes
San Francisco, CA
Marion & Rose's Workshop
Oakland, CA
Red Onion
Baton Rouge, LA
Boston, MA
Flora, MS
The Zen Succulent
Durham, NC
Hudson, NY
Forage + Sundry
Troy, NY
Cinncinnati, OH
Love Ding
Austin, TX


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Foote, Paulina (1891-1968)
Paulina Foote: missionary teacher in China; born 13 November 1891 to Heinrich Foote (4 December 1863, Volhynia - 2 June 1951) and Eva (Block) Foote (28 October 1865, Volhynia - 19 August 1903, Marion, Kansas, USA) in Marion, Kansas. She was the eldest living child in the family and had four younger siblings. Paulina never married, but she adopted a girl in China. She died on 8 January 1968 in Corn, Oklahoma.
Paulina was born in the town of Marion, Marion County, Kansas, just four days after her elder sister died. She had completed a large part of her elementary education before her mother died suddenly in an accident and Paulina had to take over the care of her younger siblings. Her father soon remarried, bringing four more children into the family. The family went to live in Corn, Oklahoma, where Paulina was baptized and joined the Mennonite Brethren Church in 1909. In 1910, she began a high school upgrading course at Tabor Academy.
At the end of her second year, Foote obtained work as a teacher to finance her further studies at Tabor College in Hillsboro, Kansas. She graduated with a degree in Biblical studies from Tabor College in 1922 before receiving a Bachelor of Arts from the college in 1925. Next, she studied at the Baptist Theological Seminary in Kansas City, Kansas, where she received a Bachelor of Theology degree in May 1932.
In 1910, Franz J. and Agnes Wiens moved to China to begin an independent Mennonite preaching and teaching mission in Shanghang. Soon, they opened a Bible institute, a boys' and a girls' school, and a medical mission. In 1922, three years after the Mennonite Brethren Church took over the project, Foote went to teach the children of a missionary couple. She was ordained on 12 August 1922 at the Mennonite Brethren church in Bessie, Oklahoma and left in October for China. For the next five years, she worked at the mission in Shanghang, also caring for one of three Chinese girls who had been adopted by missionaries at the station.
Over the next years, Paulina worked in teaching and preaching in various areas of China. The political situation caused many disruptions in her work, and in 1944, Paulina had to escape by cart to western China, where she worked with the West China Mennonite Brethren Mission. In 1945, she scheduled another furlough to the United States, hoping to return to China afterwards. In 1949, however, the Chinese government expelled all foreign missionaries and she was unable to return.
Meanwhile, Foote spent more than a year looking after her parents before starting on a series of church visits in various parts of Canada and the United States. Paulina developed arthritis in 1950 and was confined to a wheelchair by 1952. She went to live at the Corn Home for the Aged in Corn, Oklahoma, where she died in 1968.
Paulina Foote was a dedicated missionary whose work in China helped to establish the church in that country. Through all of the difficulties she experienced, Paulina trusted in God and committed herself to helping the people she encountered, both in China and in North America.
Foote, Paulina. God's Hand over My Nineteen Years in China. Hillsboro, Kansas: Mennonite Publishing House, 1962.
GRANDMA (The Genealogical Registry and Database of Mennonite Ancestry) Database, 7.02 ed. Fresno, CA: California Mennonite Historical Society, 2013: #139675.
Kroeker, Anna. "Paulina Foote (1891-1968): Missionary Biography." Western Tract Mission. Web. 21 May 2013. http://westerntractmission.org/R/061/PaulinaFoote.shtml.
Missionary Album of Missionaries Serving Under the Board of Foreign Missions, the Mennonite Brethren Conference, Inc. Hillsboro, KS: Board of Foreign Missions of the Conference of the Mennonite Brethren Church of North America, 1954.
Rempel, Valerie. "Paulina Foote: Under God's Hand." Mennonite Brethren Historical Commission. Profiles. Web. 20 May 2013. http://www.mbhistory.org/profiles/foote.en.html.
Wiebe, Katie Funk. Have Cart, will Travel: The Life Story of Paulina Foote, adapted from her book, God's Hand Over My Nineteen Years in China. [Hillsboro, KS]: Board of Christian Literature, General Conference of the Mennonite Brethren Church of North America, 1974.
|Susan Huebert
|Date Published
|June 2013
Cite This Article
MLA style
Huebert, Susan. "Foote, Paulina (1891-1968)." Global Anabaptist Mennonite Encyclopedia Online. June 2013. Web. 22 Sep 2019. https://gameo.org/index.php?title=Foote,_Paulina_(1891-1968)&oldid=94674.
APA style
Huebert, Susan. (June 2013). Foote, Paulina (1891-1968). Global Anabaptist Mennonite Encyclopedia Online. Retrieved 22 September 2019, from https://gameo.org/index.php?title=Foote,_Paulina_(1891-1968)&oldid=94674.
©1996-2019 by the Global Anabaptist Mennonite Encyclopedia Online. All rights reserved.


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UNITED NATIONS (CNN) -- The United Nations Security Council unanimously adopted a resolution Friday expressing its intent to, eventually, send U.N. peacekeeping forces back to the fractured, unstable nation of Somalia.
Islamist insurgents display their weaponry Friday in Mogadishu during a parade.
The resolution was sponsored by the U.S., in one of the final Bush Administration initiatives at the United Nations.
The passage of the resolution follows the exit of a U.N.-backed, Ethiopian peacekeeping force that completed a two-year deployment in Somalia Thursday.
There is wide-spread concern among diplomats and regional leaders in the Horn of Africa that, with the withdrawal of Ethiopian forces, a power vacuum will be filled in Somalia by regional Islamic extremist groups, some with links to al-Qaeda.
The U.N. resolution sets forth a process that aims to bring stability and sovereignty to Somalia, which has been racked by violence and lawlessness since the government was overthrown in 1991.
First, the resolution expresses renewed support that an African Union force currently deployed in Somalia -- known as AMISOM -- remains on the ground. The A.U. contingent is currently comprised of 2,600 troops. The U.N. resolution calls on the African Union to strengthen those levels to 8,000.
The resolution then requests that U.N. Secretary-General, Ban Ki-Moon, submit a report by April 15, 2009 updating the situation in Somalia, and it asks that he develop the mandate for a U.N. peacekeeping force.
Finally, a decision on U.N. peacekeeping is requested by June 1, 2009.
However, the process is off to a rocky start. Last month, Ban said that requests to U.N. member nations for peacekeeping forces for Somalia were received negatively.
Also, throughout, one of the key players in the Somalia decisions will likely be Susan Rice, President-Elect Obama's nominee for new U.S.- U.N. Ambassador, and a specialist on African issues.
At her confirmation hearing before the Senate Foreign Relations Committee in Washington on Thursday, Rice told senators that she is "skeptical about the wisdom of a United Nations peacekeeping force in Somalia at this time."
All About Somalia


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Our team is passionate about coffee, and actively travels the world to source small, unique lots of coffee directly from growers. Careful attention is paid at every step of the supply chain, from our partnerships with growers to our storage and roasting of the coffee.
Little City is honored to be served and featured in many Texas establishments. Thank you for considering us to aid in your success. We pride our selves in offering:
Customer Support
Each coffee's journey doesn't end until it has reached the final cup. That's why we do everything we can to ensure quality not only from the farm, but all the way from the seed to the cup. We offer the following training and support to help you make the best of our product:
Training sessions including Seed to Cup, Espresso 101, latte art, drink preparation, bar flow optimization and manual brewing techniques
One-on-one time with our certified trainers through our "train the trainer" program
Preventative and equipment maintenance
- Consulting on bar design, menu planning, and equipment recommendations
We are happy to assist customers of all sizes and needs with equipment purchases and recommendations:
Our customers are eligible to purchase equipment through Tinkerman
Our maintenance division is a licensed dealer of Bunn, Curtis coffee and tea brewing machines, as well as La Marzocco Espresso Machines
And of course, amazing coffee. Little City offers consistent blends including medium roast, dark roast, espresso blend, cold brew, decaf as well as seasonal microlots. We use in-season coffees to guarantee freshness and maximum flavor, but we maintain the same flavor profile year round.
Thanks for considering Little City. Please let us know a little about you and your business.


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I know, probably once a year I come on here and bemoan All The Things and apologize for Not Posting Regularly. Blogging is such a peculiar art as, with most online media, one feels like one has to be present all the time, and if one is not, one feels one owes one an explanation.
(Too many Ones?)
But I'm not going to do that today.
Today, I'm enjoying the grand stretch in the evening, the sunlight that wanders out past bedtime and into summer twilight. This is the golden season in Ireland. Summer here is a finicky thing, so that when we feel the warmth inside our cottony layers, we cancel all other the plans and simply revel.
In fact, at this very moment, I'm sitting in the back garden, surrounded by leaning bikes and lazy anemones, wooden beams and scraps that will soon become a loft bed for Asher, still able to make out the pale haze of the setting sun. Summer solstice is just five weeks away and I hope every night till that night is as grand as this one.
Spring was gloriously busy, in as much as one can find glory in busyness. Truthfully, we did glory in it a bit as we are not always very busy, and when we are, we try to make sure it's for a darn good reason. The Lent exhibition, Easter holidays, seminary classes and other work/life requirements kept us exhausted, but happy. Matt stayed up till midnight or 1 am most nights doing school work, I fell asleep to old Homeland episodes and current On the Media podcasts. The children mostly got on well and I mostly puttered around the house, occasionally writing, sometimes venturing beyond the suburbs into the particularly Irish blend of small city life.
And then I spent two weeks mostly in bed. But we'll skip that part.
So these here are good days, the days of homework in the front garden and lax bedtime routines and the eldest off with his friends. Of tea in the back garden at 9pm. Of bike rides and Saturday morning hikes and a Sabbath on the beach. I keep catching myself, warning myself, Remember this. Remember. Oh please, don't forget
how his 7-year-old hand feels on your arm when he rolls over with the sun.
how her hair flies as she runs, slow and steady, no shame in not coming in first.
how he sneaks into the sitting room to watch Brooklyn Nine Nine with the adults.
I know someday I will look back on these days and curse myself for losing even a second of it. So for today, I will commit as much as I can to memory. And tomorrow, I'll try again.


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The European Microwave Week is Europe's Premier Microwave, RF, Wireless and Radar Event, more than 5000 visitors will gather during the exhibition.
Infineon Technologies has a long and successful history in RF. Today the company continues to innovate by providing new products for the latest applications offering the best cost-performance.
Visit us in Hall 9, booth 152 on European Microwave Week!
This year's highlights:
|24GHz Industrial Radar
| Based on Infineon's RF-Transceiver BGT24MTR12 and Microcontroller XMC4400
|This development kit allows a customer to implement and test 24GHz Radar applications as Doppler movement detectors, FSK distance measurement or FMCW Tank Level measurement. It consists of BGT24MTR12 transceiver MMIC and a XMC4400 32-bit CPU for Signal processing. The CPU is already preprogrammed with a sample application what samples up to 4 IF channels of the Transceiver chip and sends it via a USB interface to a connected PC. An included PC application can be used to display acquired data in time- and frequency domain. Using Infineon's DAVE™ development tool own applications can be written and tested. So this platform is a good starting point for own applications. Read more about our RF-Transceivers.
|System Solution for E-band Gigabit link
|E-band BACKHAUL SYSTEM as a Gigabit link using QAM64 modulation
|With 10GHz bandwidth available in the lightly licensed E-Band and advances in semiconductor technology, E-Band links has gained momentum. Infineon's mmWave Transceivers BGT70/BGT80 enable such high-performance Gbps links. With its advanced SiGe:C technology, these transceivers are highly integrated and housed in eWLB package thus offering customers performance, price and time to market advantage.
The RF frontend reference design has two RF modules mounted on a compact motherboard. The RF module is designed on RO3003 PCB and the transitions have been optimized to achieve minimum losses on board. In order to cover longer distances with complex modulation schemes (>16-QAM) in real applications, a GaAs power amplifier is wire-bonded at the output of BGT70 and BGT80. Read more about our E-Band Backhaul System Solutions.


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He got his shot at the big leagues at the end of the 1949-50 season when Detroit called him up from the Indianpolis Capitols during the playoffs. He played one game for the Red Wings, who went on to win the Stanley Cup. Haidy returned to the minors the following season, but at the opening of the 1951-52 year he refused to report to Indianapolis and was suspended for the entire season.
Haidy never returned to the Detroit organization but played hockey until 1964. He played for the Windsor Bulldogs the majority of that time.
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Jack Starts Drinking Again On 'This Is Us' & It Doesn't Bode Well For His Future
Jack Pearson is often presented as the most perfect father and husband on television, and in certain flashbacks on This Is Us, he certainly is. Because of his own abusive father, Jack prides himself on sacrificing for his family and being there when everyone needs him. That being said, he's had his hiccups, and the fact that Jack started drinking again on This Is Us doesn't bode well for his future with his family.
In the beginning of the season, viewers saw Jack spinning slightly out of control when it came to booze — according to his BFF Miguel, Jack would have three bourbons on the rocks after work and the clock had barely hit 5:30. He was drinking a lot and showing up late at home when his wife Rebecca was dealing with three 10-year-olds, and finally, Rebecca called him on it. She told him to cut it out, and Jack pushed the drinking out of his life… until the kids were teenagers.
It all started when Rebecca was about to set out on tour with her band. In a nutshell, Jack found out that Rebecca and one of the guys in the band had a fling when she was 19 (granted, she's probably about 40 when this conversation is taking place) and freaked out. He said that Rebecca lied to him, that she couldn't go out on the road, and he cancelled their annual Valentine's Day dinner — bacon cheeseburgers and onion rings at their favorite local bar, O'Shannon's.
Rebecca and Jack fought about Ben, her bandmate, at home, and when Jack found himself going out to "get some air," he ended up at O'Shannon's. As a wife, I would be pissed if my husband bailed on a cheeseburger dinner with me to get a cheeseburger dinner by himself (that's betrayal), but Rebecca has an even bigger problem here. The bartender brought Jack a Maker's Mark along with his burger, and Jack looked at it, took a sip, and then started savoring his Kentucky-made bourbon. That, my friends, is an issue.
And in the very same episode where Jack falls off the wagon, Kate is unable to talk to Toby about the way her father died. Obviously, a parent's death is painful, but Kate's inability to speak to the circumstances of Jack's death makes me think that it was particularly dramatic. Did Jack die of an illness that stemmed from his alcoholism? Did he die suddenly in a car accident because he was drunk? In the only flashback viewers have seen so far of Jack's funeral, the Pearson kids appear to be in their late teens, which suggests that Jack didn't die too long after sipping that bourbon at O'Shannon's. Hopefully, one of the big three will soon open up about Jack's death and give This Is Us viewers a better idea of what happened.


text: What do you need to set up a Pro team? Just wads of cash? They're all businesses at present aren't they? Has an individual ever run a team in his or her own name? I understand that the main lure is advertising and to be associated with success, but theoretically could an individual have a team, or if already done, who was the last? Do any teams actually MAKE money from winnings? Something in my dim and distant memory says Moser might have tried. or Guimard? What triggered this was Fuzzy's post about Disco leaving the sport and me thinking that Uncle Lance might just as well set one up by himself.


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ALAN v24n2 - A Book Correspondence Project with University Methods Students
A Book Correspondence Project with University Methods Students
Wendy Laughton
"Let's go for it," Twee announced.
"Are you sure?" I asked. "It will mean some changes in the class."
"We don't care. I just want a girl pen pal," Dwayne blurted.
"Is it OK with everyone?" They all nodded. "Well then, let's go for it."
This conversation transpired last spring in my Learning Strategies class. Learning Strategies is made up of high school students 2+ years behind their grade level in reading. In addition, most students taking the class have failed a year of school and have very negative feelings about reading and writing. These negative feelings often translate into severe apathy and class disruptions. However, by the time Kathleen Carico approached me about working with her Virginia Tech methods students in a young adult literature correspondence project (see Kathleen's article), my class had come a long way.
Earlier in the year I had implemented a new approach to the curriculum. Traditionally, classrooms operate under the transfer method. According to Shor (1992), the model of instruction "with the passive role for students, the transfer method ... sends a disempowerment message to students: knowledge and power are fixed from above, not negotiated or discovered from below." As a way to avoid this scenario, I sought an alternative, the co-creative class ( Stern , 1995). In other words, the students and I designed the units we studied. The students selected the unit, made with me decisions about what we would do that week, and were expected to bring materials that would contribute to the unit. I also brought in materials I thought would be helpful. I started this approach last fall and got enough positive feedback in the first few months that I knew I was on to something. Viewing the students as possessors of valuable knowledge and capable of designing the activities for the class encouraged the students to build their literacy skills.
As a result of this alternative philosophy, I felt obligated to get the class's approval before committing to the correspondence project. I was concerned, in particular, that one of the modifications - a return to direct instruction - might signal to the class that I was taking charge again and that they were once more relegated to a more passive role. I explained to the students this change would be temporary and was necessary to start the project, making it clear that they could express doubts and make suggestions along the way. I also explained that I would eventually return the class to them once the project was underway. On the other hand, I also knew the project provided several new opportunities, some of which included an authentic audience for my students' writing, opportunities for genuine enjoyment of reading and writing activities, and ample positive feedback these students craved. My students not only went for it, they went beyond my expectations. I saw enthusiastic individuals comfortably expressing their feelings about literature. I saw students applying to their lives themes and experiences they read in books. More importantly, I saw all my students come away from the project feeling good about themselves as readers and writers.
From my perspective as their teacher, the correspondence project provided me with assistance in what is perhaps the most important aspect of working with discouraged students - giving them personal attention. Often when doing writing workshop, I would get weary responding to the journals. My responses, at times, were not the most thoughtful, and - I hate to admit it - I often opted for generalizations just so that I would have something to write. I often felt overwhelmed with the amount of teacher work the journals required, especially when considering the numbers of students writing them. I, however, knew how well the journals worked when done more authentically, how reinforcing they could be to discouraged tenth graders. The correspondence project would provide ten helpers to work one on one with my students, giving feedback, showing interest.
As I look back on the project, I see that many of the possibilities I had hoped for actually occurred. I saw the students, many of whom showed very little interest in reading and wrote what seemed to be as little as possible to get by, become enthusiastic about reading and writing. I believe that this dramatic increase in motivation was because of the correspondence relationship between the Tech students and my students. Unfortunately, most of the reading and writing done in school is not for communicating, is not "a way of sharing observations, information, thoughts, or ideas." Instead, much of the work is "all outside of a communicative context" ( Cohen & Reil , 1989). For example, a typical reading class requires students to break down words into phonics, give the antonyms of words, or read paragraphs and books for the sole purpose of answering comprehension questions. Teachers heap this type of work on students to give them practice in teacher-defined areas in hopes of acquisition of individual competence ( Cohen & Reil , 1989). The results are a "decontextualized" approach where students barely acquire the targeted skill, but not the literacy to be successful in life. Students frequently reject the activities because they cannot see the meaningfulness in the task.
In addition, lack of an audience or only a teacher audience decreases student motivation to engage in literacy activities. The Tech students provided a real audience my students admired. On several occasions I heard my students refer to the Tech students as "smart college kids." Moreover, the attention the Tech students gave my students created an incredible desire to please. Both factors produced a commitment and desire to do well I had never seen before.
The motivation in this project was so strong that it enabled students previously cloaked in the veil of underachievement to emerge. Over the course of the year, I had watched my students half-heartedly attempt assignments. The hasty responses on most items (if attempted at all) showed little reflection, and I had come to assume that the students were incapable of doing more. I might have continued under this assumption if it had not been for the correspondence project. For example, Edwin rarely wrote more than three sentences for any assignment. His exam reflection paper consisted of one skimpy paragraph. Again, I thought this was the extent of his ability. He, however, surprised me when he wrote his introductory letter to his partner: two pages full of information. It became clear to me that Edwin had become accustomed to working at a certain level and no more - he had learned how to play the game of avoidance and underachieving. However, the desire to express himself favorably and make a good impression on his pen pal compelled him to read and write, thus showing me abilities I had not seen before. My students wanted to write good letters to the Tech students. My students soon realized that to write good letters they needed to read the books. Once my students found a book to read and had a personal connection with the book, they were able to extend and refine these connections through their relationship with their partners. This cycle helped change some of my students' opinions about reading. I saw students read entire novels for the first time, do homework for the first time, ask questions about how to improve writing, reading, and take more responsibility for their learning.
Along with being more inquisitive and conscientious, my students showed me in other ways how willing they were to please their partners. Dwayne, after reading 250 pages of Four Past Midnight (and liking it) decided to switch to another Stephen King novel, The Stand . Through a series of miscommunications with his partner, Dwayne briefly returned to the first novel and finally ended up reading The Stand . I asked why he switched so much, and he said he wanted to read what his partner, Dan liked. Although Dwayne and I had what I considered a pleasant relationship, I had never observed this degree of flexibility and desire to please when I tried to encourage his reading. His actions amazed me.
My students were also very proud of their relationship with the Tech students. On the day Kathleen delivered the first letters, I saw two of my students, Buddy and Edwin, reading their letters for the third and fourth time in other classes. This type of enthusiasm is rarely seen in high school students and especially not in remedial reading classes. Nor did the enthusiasm about the letters wane as the year progressed. In fact, I was able to use the letters as a bargaining chip when I wanted the students to complete another, not so favorable, task.
In addition to their roles as motivators, the Tech students also served as models of perseverance. At times, my students did not have the maturity to see beyond their immediate situation and strive for a recognizable, yet deferred goal. In the past they often gave up because of this attitude. Fortunately, my students saw the Tech students struggle with reading and writing too. For example, Ahmad's partner Darlene did not like the first book she selected for this project. She honestly wrote about her negative reaction to the book and her desire to read something else. In her second letter, she wrote about a new novel she selected and how much she liked it. Ahmad saw someone honestly admit dislike for a book, yet, go on to read another. This was encouraging for him.
Looking at the Tech student's work also served as an avenue to point out skills I wanted my students to use or avoid. For example, the identification of differences between summary and response was a major objective in my class, as it was in Kathleen's; and an examination of the Tech students' letters provided an alternative medium to their work. Therefore, I asked the students to locate and underline a section of their letter where their partner did not summarize the plot. My students soon began to observe that many of their partners had difficulty getting beyond factual summaries and applying higher level thinking skills. One day my student, Jack said, "She's doing it again."
"What?" I asked.
"She is just telling me the story. She spends one entire page on the story. Only in the last line she relates the story to her life."
This observation, like the previous one, is important. The students see people they perceive as good readers and writers struggle, make mistakes, yet go on. When my students saw people they thought of as "smart" struggle, yet continue, it sent a powerful message they wanted to emulate.
One of the most gratifying aspects of the correspondence project for me was to observe my students working on the mini lessons and projects. The students designed these as an extension of the correspondence project. Their work came about as a result of the promise I had made at the outset that agreeing to do the project would not mean that, they would step aside from their roles as teachers and co-creators of the curriculum. Therefore, once we developed a workable rhythm to the project, it was time to make good on that promise. I was ready to do so, believing, along with Atwell (1988), that in some cases, students place more value on the opinion of their classmates than on the teacher's opinion.
Making students co-creators meant offering them authentic participation in discussing and negotiating how and when the work would be accomplished; in short, designing and sharing the agenda. The needs of the correspondence project settled some of the agenda items. Since the letters had to be in the mail by Tuesday, the entire class on that day was devoted to writing the letters. Fridays had to be set aside for getting the letters and fixing any problems that might have occurred earlier in the week. The remaining days, however, the students suggested the activities. We used a calendar to select days we would discuss the book and days we would have mini lessons and reading. All the students agreed to teach a mini lesson on what they were doing well in the project: teaching each other how to successfully write a response, directing the class in a dramatic interpretation of a scene from a novel, coaching another student on how to use e-mail, or merely recommending a book to a classmate. The students also elected to set aside a week for their projects.
The mini lessons were informal in nature. They were a way to teach the class a skill and celebrate areas the individual students were doing well. Ideas for the mini lessons came from the students or my observations and suggestions. For example, one day I asked Tammy if she liked her novel. She replied that she did and she thought her teacher in middle school had read the class another book by the same author, Lois Lowry. I asked Tammy if she would be willing to investigate her hypothesis and do an author study on Lowis Lowry. She consented, went to the library, collected all the available books by Lois Lowry, and got some autobiographical information from the Internet. Two days later, after reviewing the information she collected, Tammy presented Lois Lowry to the class.
Similarly, after struggling with the kids in the beginning to move beyond plot summaries, I noticed Ahmad had begun to write more reflectively. Since he was the first to evaluate the plot of his novel and compose mental pictures, I asked him to share how he did it with the class. I made copies of the following letter, distributed these to the class, and sat down. Ahmad went through each sentence with the class:Dear Darlene,
Hey how's things going? Good I hope. How was your spring break... I just finished Both Sides of Time . I liked the book but I hated the ending because it just left me there to figure out my own ending. What did you think about the ending? (If you're done with the book yet?) Some parts I really did like. Towards the end when Annie was saying her last words to him. I could picture her in black and white on one side of the line and her in color on the other. Are there any parts of the book that you can picture? (Ahmad)
Ahmad explained that he really liked the book until the ending. He explained how he thought harder about what it was he didn't like and put it into his response. Again the class was very receptive to the lesson. I could tell Ahmad liked having the attention of class and the recognition of doing well. Furthermore, the other students got a lot out of the lesson. Not only did the students learn that they could dislike or disagree with a book, but they "borrowed" Ahmad's strategy and began using it in their letters.
Not all the mini lessons came from my suggestions. One of the more sophisticated lessons happened out of the blue. One day Twee announced what day she wanted to do her mini lesson and gave a vague description of what she wanted to do. After reading The Giver , Maus , and Fallen Angels , Twee saw a common theme. She wanted to weave a thread of similarity through three very dissimilar books. I consented but was unsure of her ability to tie the three together. She started her lesson by having the students who read the books (approximately two per book) talk about the things the characters lost. After the class discussion Twee pointed out that all three books dealt with physical "things" and emotional "feelings" of loss. At the end of the lesson the class clapped and I almost wept. Twee beamed because she knew she had done well. If I had provided only teacher-oriented lessons on the above subjects, these students would not likely have made the connections or assimilated the information to the degree they had in concert with their pen pals and with their peers.
Some of the most creative and insightful moments came when the students finished their books and designed projects as a way to react to the books. The projects tended to be in video or audio form often as a talk show interviewing the characters or a recreation of a scene. When Fred finished Malcolm X , he decided to recreate the assassination scene. He wrote a screen play of the event and then selected peers to play the parts. It took several days of practice to get the five-minute piece to play out as he wanted. During those rehearsals, Fred told his actors the plot of the story, the difference between fiction and nonfiction, his amazement that Malcom X's assassin was black, and the importance of showing grief at such a tragedy. The students also helped Fred by suggesting ways to capture the tragedy of the situation. Twee suggested they wiggle the camera around while filming to look more like a reporter at the actual event.
There have been a number of other instances in which my students helped each other and me informally as a result of this project. For example, when Edwin finished his novel and was looking for another, Twee said, "Hey, Edwin, read this. It's something you would like." Edwin took the book on her recommendation and started reading it. Edwin benefited because he liked the book. Twee benefited because someone respected her opinion about a novel. I benefited because the problem was solved quickly and I could concentrate on other matters.
Even more surprising, on any given day I could hear the students talking informally about the books. Many times I overheard students asking questions about the plot or making comments about their favorite part in the book. Every time a student finished The Giver, he or she would come to class with a question about the ending. Before I could respond to help clarify the confusion, other students who had read the novel gave their take on the story.
My students preferred this less conventional way of discussing a book. They were more animated about their response and candid about their reactions to the story. Another example occurred after two students read Fallen Angels . I found the students sharing a comical passage, a fight between the soldiers, with four other students. As a result of this informal sharing, the book was in constant demand. I could not have structured a better book chat than the one I witnessed.
This type of dialogue and sense making was exactly what I desired for my students. Their input in this project ranged from very formal decision making on the structure of the class to informal recommendations about novels. Through the book correspondence project, my students had become a vibrant and collaborative community of learners.
Atwell, Nancie. In the Middle: Writing, Reading, and Learning with Adolescents . Boynton/Cook, 1987.
Cohen, M., and M. Reil. "The Effect of Distance Audience on Students' Writing," American Educational Research Journal . Summer 1989, pp. 143-159.
Shor, Ira. Empowering Education . The University of Chicago Press, 1992.
Stern, Deborah. Teaching English So it Matters: Creating Curriculum for and with High School Students . Corwin Press, 1995.
Wendy Laughton was teaching at Blacksburg, High School in Blacksburg, Virginia, when she and her students participated in the pen-pal project. She is currently teaching sixth-grade language arts at West Ridge Middle School in Austin, Texas.
Copyright 1997, The Assembly on Literature for Adolescents of the National Council of Teachers of English (ISSN # 0882-2840). Permission is given to copy any article provided credit is given and the copies are not intended for resale.
Reference Citation : Laughton, Wendy. (1997). A book correspondence project with university methods students. The ALAN Review, Volume 24, Number 2, 42-45.


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The Foundry
Mission: The Foundry is an adaptive reuse project to build a self-sustaining center for creativity and collaboration for the Cambridge community. At the intersection of the Kendall Square Innovation District and the East Cambridge neighborhood, the Foundry building will provide space and programs for the visual and performing arts, entrepreneurship, technology, and workforce education within its historic, industrial setting. The Foundry will facilitate access for residents, especially underrepresented communities and adjacent neighborhoods, to the dynamic working and learning environment of Kendall Square
What's New
The Designer RFQ (Request for Qualifications) submissions have been received. The Operator RFP (Request for Proposals) will be posted in January of 2018.
Document Library
- The Foundry Project Asset Map DRAFT - January 17, 2018
- HMFH Foundry Development Study Report
- Foundry Building High Resolution Drawings
- Amended Foundry Demonstration Plan September 25, 2017
- Foundry Request for Information August 1, 2017
- City Council NLTPPFAC Committee Presentation - July 26, 2017
- Foundry Redevelopment Strategy Presentation May 30, 2017
- Foundry Demonstration Project Proposal
- 2016 Historic Commission Memo - November 2016
- Pre-Demo Foundry Building Tour (Images)
- Foundry Disposition Report - January 2015
- City Manager Report - March 2014
- Foundry Building Reuse Study by HMFH - 2013
- 249 Third Street Project Plans (Abutting Property)
The Foundry, a brick and timber frame industrial building, built in 1890, will be repurposed into a creative, innovative and collaborative multipurpose center. When completed, it will provide public community space and programming for the arts, entrepreneurship and technology and workforce education. Once redeveloped, the building with be a self-sustaining operation, supported by rents from leased spaces.
The building will be accessible and inclusive to all Cambridge residents, and be a citywide and neighborhood resource serving the multigenerational and multicultural public. Its location on the border of Kendall Square and East Cambridge provides an ideal opportunity to help connect residents to some of the world's most visible companies in life sciences and technology and innovation.
The redevelopment of the Foundry is a collaborative project between the City of Cambridge and the CRA. The vision and programming for the Foundry has been informed through numerous community and stakeholder meetings and workshops, public hearings and oversight provided by the Foundry Advisory Committee (FAC).
The History of the Foundry Building
The original building at 101 Rogers Street is masonry exterior over a heavy timber frame structure. The main building was built in 1890 with side wings added in 1910. At that time the building was used as a foundry, all on one floor, at ground level. L.H. Gager of Palmer, Massachusetts, designed the original structure with an unusual truss system that accommodated large cranes to support iron production. This truss system had reinforced double wood trusses that rise up within the clerestory to support the beams on which the crane ran.
The Foundry processed up to 50 tons of iron per day. The Foundry was originally part of a larger industrial complex for the Blake & Knowles Steam Pump Company. The complex, including the Foundry, was once a nationally recognized manufacturing facility and supplied 90% of pump supplies to the U.S. Navy in the 1930s. In the 1960s and 1970s, the building was used as a taxi barn.
To deliver a high quality community space that achieves the vision, the City of Cambridge (City) and the Cambridge Redevelopment Authority (CRA) have agreed to undertake the rehabilitation of the Foundry Building as a publicly funded capital project. The building is intended to be self-sustaining operationally, supported through rents paid by the building's tenants. It is estimated that this strategy allows for sixty percent (60%) of the building's programmatic space to be reserved for dedicated community uses.
The building will be repurposed with an array of flexible spaces that can accommodate anchor organizations, artists and community uses, as well as host shorter-term events and activities in shared spaces. Over time, the building's uses may adapt to meet evolving community demand. The City and the CRA are working together to establish a design and construction plan that will be suitable for a wide range of activities. The design will reflect the building's industrial past, with high quality, big-volume spaces that will be durable, adaptable and accessible.
The CRA will select a program management team (Operator) through a competitive process to operate and program the community space. The Operator will recruit non-profit tenants, visual and performance artists, educational program providers, and community events organizers to activate the building consistent with the Foundry's mission. The CRA and the City will utilize the FAC to assist in crafting the programmatic scope of the community spaces, which will inform the selection of the Operator. The CRA and the FAC will remain active stewards of the building to assure the operations remain faithful to the mission and to adjust the management goals over time to reflect evolving community needs and interests.
PAST Community EVENTS
- City Council Hearing
September 25, 2017
Sullivan Chamber - City Hall
- CRA Board Meeting
September 13, 2017
Cambridge Police Department, 125 Sixth Street, Cambridge
- Cambridge Council Subcommittee: Neighborhood & Long Term Planning, Public Facilities, Arts & Celebrations Committee
July 26, 2017 5:30 PM - 7:30 PM
School Committee Room/Henrietta Attles Room, 459 Broadway, Cambridge Rindge & Latin School
- CRA Board Meeting
July 19, 2017 5:30 PM - 8:30 PM
Cambridge Police Department, 125 Sixth Street, Cambridge
- Foundry Advisory Committee Meeting
July 12, 2017 8:00 AM - 10:00 AM, Police Station, 125 Sixth Street, Cambridge
Charles Sullivan, Ex. Director Cambridge Historical Commission Presentation
- CRA Board Meeting
June 21, 2017 5:30 PM - 8:30 PM
Cambridge Police Department, 125 Sixth Street, Cambridge
- Community Meeting
May 30, 2017, 6:30 to 8:30 PM,
Dante Alighieri Center at 41 Hampshire Street
Meeting Flyer, 5.30.17 Presentation
Members of the Foundry Advisory Committee represent a range of backgrounds and perspectives including arts, theater, science, nonprofit operation, real estate development, and law. They also bring relevant skills and experience that are important at this stage in the redevelopment of the building. The City Manager has appointed the following members:
- Marie Saccoccio (term ends 4/2020)
- Jamie Sabino (term ends 4/2020)
- Richard Thal (term ends 9/2018)
- Jason Slavick (term ends 9/2018)
- Deborah Ruhe (term ends 9/2018)
- Folakemi Alalade (term ends 9/2020)
- Mark Tang (term ends 9/2020)
All inquiries concerning the Foundry may be addressed to:
Thomas Evans, Executive Director,
Cambridge Redevelopment Authority
255 Main Street, 4th floor, Cambridge, MA 02142
Phone: 617-492-6800 Email: email@example.com
To stay engaged in the Foundry redevelopment process visit our coUrbanize page. Materials and information on the previous Foundry redevelopment effort can be found on the archived page below.


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hello everyone
My name i Cameron i have been into marines for about 5 years. I have now settled on a betta 1000 tank not settled on lights still trying other things leds are the one i think. I have a few corals zoas mushes xeina star polips and a couple of hard ones. I am trying to get into fragging and coral swaping so if there is anyone here in the edinburgh area that wants to swap please contact me.


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Parents' feedback 2017 "My child is extremely engaged by his teacher... and talks excitedly about the things he is experiencing and being taught." ... "Very happy with the school and teaching environment. The commitment of the staff to the welfare and safety of the children is first class." ... "Both our children have had a fantastic experience at Stamford Bridge. Thank you very much."
Joining our school and nursery
If you are interested in your child joining our school or nursery, please contact the school office to make an appointment for a visit. Getting a feel for what our school is like and meeting a member of our leadership team (to answer any questions you may have) is the best way to find out if we are right for your child.


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Guest Post: High tech tools/
Sarah explains how she uses apps to record her travels.
"As I mentioned earlier, a phone with a camera is an invaluable tool these days, especially if you are traveling a long distance. In addition to the camera on your phone, there are some really fun camera apps that are relatively inexpensive (or free) that can to add drama and flare to your photos. My favorites are instagram and snapseed.
Both of these apps allow you to create different types of filters over your original photo. Instagram helps you create Polaroid-type pictures and has dozen of different filter options. Snapseed also allows filter options and can integrate easily with instagram for even more creative photos. With instagram you can share your photos instantly online and there are now also many ways to print your instagram photos, so they can become a special remembrance of your journey. Use of these phone apps also is a great way to record your journey and incorporate the photos into your journal."


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The Commissioner responds …
I just received this letter from the Commissioner. He tells me that the law does not allow him to exempt my daughter and he responds to the issue of self-evaluation. It is interesting he does not respond to other issues, just those where I am in error. I have removed my daughter's name, otherwise his letter, as received.
I am writing in response to your recent communications with the Department regarding your daughter. Thank you for talking with me yesterday. I know that you have expressed a number of concerns, and I understand, based on the many documented exchanges with the Department, that they center around two issues. First, you have requested that your daughter not be assessed by the Massachusetts Comprehensive Assessment System (MCAS). Second, you have questioned whether it is appropriate to require severely disabled students, such as your daughter, to receive instruction based on the standards in the curriculum frameworks.
With respect to the first issue you raise, I understand that you would like your daughter not to be assessed on the MCAS. As members of my staff have informed you, and as I indicated in a statement issued to the press in June, all students educated with public funds, without exception, must be assessed by MCAS in accordance with state and federal law. As we have shared with you, if a student has a disability, the student's IEP Team determines whether it is most appropriate for the student to participate in the standard MCAS test (with or without accommodations) or in the MCAS-Alt, an alternate assessment process for students with disabilities, particularly students with severe cognitive disabilities. The MCAS-Alt is based on a body of student work (portfolio) collected by the student's teacher throughout the course of the school year.
It may be helpful to understand the purpose of the laws requiring the assessment of all students, including students with severe cognitive disabilities. The legal requirements underscore the importance and intrinsic value of educating all students, irrespective of disability. The law also ensures that schools are accountable for providing all students access to the academic curriculum. In keeping with these laws, MCAS testing is intended to ensure that all students are provided access to the general curriculum and have the opportunity to improve their skills in the content areas. MCAS results allow administrators, educators, and parents to see what students have learned and to set goals for students. Nearly 8000 students statewide, most of whom have significant cognitive disabilities, participate annually in the MCAS-Alt; among these are students with severe communications disorders.
In your letter and in our telephone conversation, you referred to Massachusetts regulation 603 CMR 30.03(3)(b) as the basis for requesting a waiver of the MCAS requirement for your daughter. This regulation has been cited out of context. The regulation refers to the legal authority of the commissioner to allow a student in the class of 2010 to be assessed in a high school science content area later than grade 10 in cases where a student transfers to a Massachusetts public school district after grade 10 or cannot be tested in Grade 10 due to illness. I can confirm that I, as commissioner, have no authority under state or federal law to exempt a student who is educated with public funds from being assessed on MCAS.
With regard to the second issue you raise, I understand that you believe that, due to the nature and severity of your daughter's disability, it is inappropriate for your daughter to receive instruction based on the standards contained in the curriculum frameworks. As my staff has shared with you, state and federal laws, such as the Individuals with Disabilities Education Act (IDEA), require that all students be provided access to and the opportunity to make progress in the general curriculum. In addition, you may be aware that the Department has created a guide to the Massachusetts learning standards specifically for students with significant cognitive disabilities. This guide outlines tasks and activities at varying levels of complexity in each content area, and includes skills appropriate for students with even the most severe disabilities. Special educators have used this guide as the basis of instruction for their students, as well as for compiling their MCAS-Alt portfolios. In response to your concerns regarding the "self-evaluation" component of the MCAS-Alt, I want to reassure you that this component is optional, as outlined in the MCAS-Alt Educator 's Manual posted to www.doe.mass.edu/mcas/alt/edmanual.pdf.
The Department has been in touch with Superintendent Bill Lupini about your concerns. I encourage you to work with the superintendent and his staff to determine the most appropriate and effective strategy for delivering academic instruction to [your daughter].
I recognize that you have been disappointed and frustrated by the information Department staff has provided to you. While I acknowledge your disappointment, I fully support the integrity and accuracy of the information provided to you by members of my staff, especially MCAS-Alt Coordinator Nancy Hanson, and stand behind the professionalism and time that Nancy and others have given in their interactions with you.
I trust that you will work with Brookline school officials to construct a solution that is responsive to the requirements of the law and meets [your daughter]'s educational needs. I appreciate your understanding that, unless new substantive developments occur in this case, or current federal and state laws and regulations are amended as they relate to this case, I consider this matter closed.
I offer you and [your daughter] my best wishes.
Mitchell D. Chester, Ed.D.
Commissioner of Elementary and Secondary Education
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|This wiki is closed and NOT maintained! The up-to-date PPI wiki can be found at https://wiki.pp-international.net
Category:National Pirate parties
From pp International
This category has the following 2 subcategories, out of 2 total.
Pages in category "National Pirate parties"
The following 45 pages are in this category, out of 45 total.


text:
Joris Peels of i.Materialise guest-posted 11 provocative predictions for 3D printing on TechCrunch this week, and one of them caused us to ponder whether it could really happen. No, it's not the "Bre Pettis will appear on the cover of Bloomberg Businessweek magazine in 2011" - that's entirely unpredictable. We're more interested in the "Makerbot will sell more than 10,000 3D printers in 2011" prediction.
According to Bre's response post:
In 2009, we sold 750 MakerBots and in 2010, we've sold 2300 MakerBots. 10,000 more MakerBots is a pretty wild prediction, but it might just happen if 3D printing keeps going the direction it's going!
We'd be ecstatic along with Bre if that happened - but there are going to be some significant challenges ahead. While MakerBot might hit 10,000 units in 2011, there will be a ceiling they'll eventually reach. We're thinking about the classic "crossing the chasm" business problem, in which startup companies fail to transition to the wider marketplace. That wider marketplace is made up of consumers, not makers, who are MakerBot's current clientele. Sure, there's a lot more than 10,000 makers out there capable of operating a MakerBot - but are there millions?
This is a challenge faced by every small tech company, and MakerBot is no different. What can they do to cross the chasm? We'll explore some ideas for that later this week.
Via TechCrunch


text:
Personal Banking
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Private Client Group
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For the quickest answer, search previously asked questions below. Chances are, others have asked a similar question and there's already an answer waiting for you. If you can't find a match, ask a new question and our team members will answer.
I am a full-time student with proof of such.
Andrew, Washingtonville, NY
March 12, 2015 01:40:27 PM
1 Response
In reply to Andrew, Washingtonville, NY
Thanks for considering TD Bank, Andrew! It's our pleasure to tell you more.
In order to open an individual TD Student Checking with TD Bank, you must be between the ages of 18 and 24 and provide proof of active student status. With that being said, if you're a student under the age of 18, you may open a joint Checking or Savings account with a Guardian or Custodian by visiting any TD Bank Store.
If you're over the age of 18, you can visit a Store with a valid form of identification such as a State License, State ID or Passport and your Social Security number to open the account. For the Student account, proof of full-time enrollment can be a Student ID or a tuition payment receipt.
If you're under the age of 18, your parent or guardian to be listed on the account will want to bring the same forms of ID listed above, and acceptable forms of identification for minors include a School ID (preferably with a picture), Passport, US Birth Certificate or Social Security card. Joint accounts may only be opened at a TD Bank location. Please check out: http://bit.ly/TDStores for a TD Store near you.
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Any questions at all, we're here to help! Just give us a call 24/7 at 888-751-9000, and we'll be happy to assist.
Hope this answers your question, Andrew! Great having you and we look forward to hearing from you soon.
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March 12, 2015 01:41:32 PM
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An Amazing Tapestry
My grandmother was a teacher by profession, but the lessons she taught extended outside the classroom. My grandmother was my hero. It was through volunteering in her 1st grade classroom that I developed a love of teaching. It steered me to my career as a kindergarten/first grade teacher today.
When I was younger I remember everywhere I went with grandma it was "Oh Mrs. Ramsey!!! Do you remember me?!" Of course she did and she would chat with them about their life and ask about their family. She was like a celebrity. She was able to touch so many people's lives.
She treated everyone with dignity and respect no matter their age or ability level. She cared about everyone she crossed paths with be it the dry cleaner, a student, a church member, or someone in her own family. Grandma truly cared about people and was a champion for those who needed extra help in life. Growing up with her, my hope was that I too could make such an impact.
As I have grown up, I have realized what a weight caring so many can be. The extra stress and time it takes and how this extra effort and love can go seemingly unappreciated. However, my Grandma made all that caring and support seem so effortless. She rarely complained and always kept a positive demeanor. I don't know how she managed it all. I struggle to extend myself the way that she did on a daily basis. Sometimes I want to wall myself off and just pay attention to my own needs. But then I will miss out on the joy of getting to know and care for others. I, like many others in this room, know this joy because of my grandma.
The time I spent with her growing up help shape me into the person I am today. I had the pleasure of getting to spend the last week of her life with her. I did not know that was the case at the time, but I feel so blessed to have had that extra time with her. I am amazed at the lessons and gifts she was able to bestow on those around her, even at the end of her life. It is truly a testimony to her character. It serves to inspire me to work even harder to be the person who is there for other people.
I didn't understand it all as it was happening, but upon reflection I see the amazing tapestry of lessons she weaved to create a beautiful Christmas together.
She showed me it is ok to ask for help when you need it. She always stayed at least one step ahead of her illness, making sure plans were in place so she could remain as active as possible. After 32 years of witnessing and receiving her compassion and love, I was able to reflect that back to her and help her. The woman that showed me what a joy it is to help people allowed me to feel that joy as I helped her. It isn't often that you are able to offer something to your hero. My grandma gave me this gift.
She made sure Robert, Catherine, and I were organized and had a plan to host Christmas in her house. Robert had been following grandma's lists to prepare for Christmas even before our arrival. Grandma had the foresight to make sure everything was in place so we could be successful. Where other people would have been overcome with helplessness, my grandmother had the fortitude to continue on in the same manner she had always lived her life. Her tenacity was inspiring. She continued to do her hair, makeup, and put together outfits to her last day. She wanted to look good and have a good time with those around her.
Even as her health declined, she insisted on having Bill, Jan, Cindy, Brian, Jenn, Chris, Catherine and myself together for a Christmas dinner. She taught a lesson in gratitude when she said it was important to her that she could repay the kindness to Bill's family for all the times they have hosted her. Though she could not come downstairs to join us for dinner, she knew that having us all come together would create a special memory that we would cherish. Grandma knew this was her final party and she wanted to be surrounded by people who knew and loved her and that she knew and loved.
As my grandmother, Robert, and I posed for a picture in our silly Christmas getup, she made me promise that when I look back on this Christmas I will remember this moment and all the fun we had creating this day. That I would forget how sick she was and not let that be mark on the memory.
Grandma of course we will remember the joy and love we shared on Christmas. Your compassion and consideration for your family was reflected in everything you did, down to your last breath. You even made sure to wait until all your boys could be home. You always loved your family coming together and being the destination. I will remember you always as the courageous, empathic, and nurturing woman I love and respect. Thank you for bestowing these gifts and lesson to me and to all those you have impacted in your life.
By Rachel Ramsey, granddaughter


text:
The beauty of a photograph lies not only in the image itself, but also in the quality & format of the printed image. With today's focus on the digital format many people never print any of their photos but only view them on the multitude of digital devices available today. While this may be great for sharing with families & friends, I believe beautiful images belong on walls and coffee tables and therefore I also offer printing services via a third party photographic printing laboratory.
I collect prints once every month, therefore no additional courier charges apply should you order prints through the Loveshots studio. However, should you require prints urgently, these can be couriered to the studio at an additional cost. Printing services offered include the following:
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Images not taken by the Loveshots studio can also be printed through the studio – as long as the resolution is good enough. Post-editing services are also available through the studio – contact me to discuss the options.


text: Here is an excellent article about Arianna Huffington, the baby-boomer blogger and founder of The Huffington post. I believe that the level of obsession that Arianna talks about is what will make really drive blogs in the next few years, especially as communities develop around them. Rather than newspapers or magazines and general news sites, I think that we will begin to see sites like popurls that simply filter through and amalgamate more specific sites. Rather than the current system where journalists are simply professional writers discussing many topics, amateur citizens will become experts in one specific field. What this could mean for the future of campaigns is that candidates (or corporations) will not just have one blog about themselves, but will perhaps have many different blogs. Each one will be able to attract a different segment of the audience and the conglomerate of blogs will be more effective than on broad blog.Also, I kind of think that Arianna is a babe.


text:
Overview Image Gallery
Ember Celica are Yang Xiao Long's signature weapons. They are a pair of Dual Ranged Shot Gauntlets (DRSG)[1] which she is first seen wielding in the "Yellow" Trailer. After Yang lost her right arm and received a robotic one, a shotgun mode was installed to make up for the lost gauntlet.
Ember Celica appears to be a pair of bracelets at first, but when activated, they cover Yang's hands and forearms in gauntlets, acting as arm guards. The gauntlets have a golden color and the shells inside are red and orange.
Inside there are chambers that holster a magazine consisting of 12 shells, giving the weapons 24 shots in total when both gauntlets are fully loaded. A silver-ish gray barrel is concealed in the front of the gauntlet, aligned between the knuckles of the index and middle finger.
The gauntlets' offensive function is rooted in creating pulses of raw kinetic energy. They emit flashes of light resembling explosions or flames and are capable of knocking enemies back great distances. However, they either have no solid projectiles, or the projectiles explode in contact with another surface.
The red shells most likely explode on contact, as seen when Melanie Malachite slices a shell in half, causing both halves to hit the floor in two separate explosions. This is further supported by the fact that enemies are knocked back, but lack exit or entrance wounds that would be characteristic of being shot with a solid object. Of course, the lack of injuries could also be due to the use of Aura.
They are incredibly powerful, as a single punch from Yang knocked an entire dance floor outwards in a wave-like quake movement, knocking multiple foes off their feet with ease.
Similar to Ruby Rose with Crescent Rose, Yang uses Ember Celica for both attack and mobility, punching enemies and firing shots at them or using the recoil from the explosions to propel herself great distances.
In "Heroes and Monsters", Yang had a costly encounter with Adam Taurus, involving Adam severing her right arm along with its respective gauntlet. It is unknown if the weapon was recovered afterwards.
In "Taking Control", Yang spray painted the remaining gauntlet yellow along with her robotic arm. Her robotic arm has a shotgun function similar to Ember Celica's installed.
It can be presumed that Yang created Ember Celica when she attended Signal Academy, as Ruby noted that all students at Signal forge their own weapons. Yang used Ember Celica throughout her time at Beacon Academy until the Battle of Beacon where Adam Taurus cut off her arm along with her right gauntlet. After the battle she was given a prosthetic arm with an incorporated shotgun by Atlas which she used just as she did before.
- The word "ember" represents a dying or small fire, whereas "celica", derives from the Latin word coelica, meaning "heavenly" or "celestial". Celica also refers to a name for the common bell pepper.
- Ember Celica uses two sets of ammunition, much like Crescent Rose, although the effects of the two sets are not entirely clear.
- The first set is colored orange-gold with red tips (likely regular buckshot/shotgun slugs) where the second set is red with gold tips and has long-range capabilities. She seems to use these mainly for empowering her punches.
- The second set may be miniature explosive rounds, given their effect upon impact when Yang shot them at Melanie and Miltia.
- Ember Celica's recoil loads and prepares the next shot. [2]
- Reference was made to Ember Celica in another Rooster Teeth animated webseries, X-Ray and Vav. In the background of the episode "X-Ray & Vav Rise", a pair of golden gauntlets are seen hanging on the wall of Hilda's lab.


text:
Family full of love could use a helping hand
|Help our neighbors in need
By Mary Vorsino
Advertiser Staff Writer
By Mary Vorsino
When Sesilia Atiga and her seven daughters play softball, they all get along. They laugh loud and long, teasing and cheering one another while darting for the ball.
For the mother and her daughters, softball is therapy: It's uplifting, soothing and inspiring. It's something Atiga, short on cash and time, can give her children from her own childhood and from her heart and something the kids can carry with them always.
Most importantly, it brings the big family together.
The only man in the equation, Luapo Atiga, leaves the softball to his wife and daughters. He's more of a football guy. But he shows up to watch his girls play in their respective leagues as often as he can, always grinning from the sidelines.
"I'm blessed to have all these girls," said Atiga, a guard at O'ahu Community Correctional Center, as he stood outside his Palolo Valley Homes apartment on a recent windy afternoon. Sesilia Atiga and her daughters, ages 2 to 16, were in a grassy expanse a few yards away, throwing a softball around for fun and hitting it lightly with a metal bat.
They erupted into giggles every so often as they played, jocularly teasing anyone who missed a catch or a ball. "It's fun," said 16-year-old Antonina, during a quieter moment in the house while the family was together, Christmas music playing in the background. "It keeps me out of trouble."
Sesilia Atiga works the graveyard shift as an on-call security guard at the public housing complex, and often worries about whether she is giving her daughters enough attention. She starts work just as their cozy home is winding down for the night: The girls are finishing homework or getting ready for bed; her husband is watching TV.
When she finishes her shift, the house is just waking up. Atiga gets her children off to school and her husband to work before she settles down for a little rest. Her sleep is never very deep, though, because she has 2-year-old Luamasina to watch.
Though Atiga is always busy and always tired, she finds time for softball. When the kids get home from school, she often plays a little catch with them. She also coaches some community youth leagues and gives her girls pointers on their game.
Atiga grew up in American Samoa, where she played cricket. When she arrived in the Islands in the 1980s, she couldn't find an active cricket community. So, she took up softball.
And as soon as her girls started walking, she gave them mitts, softballs and bats. It was the easiest way, she thought, to bond with her children. And it has worked.
Atiga says softball and strong parenting skills, with her as the disciplinarian and dad as the big, relenting teddy bear have also shaped her girls into conscientious, caring citizens. The girls volunteer, along with both parents, at community and church gatherings. They do well in school. And they have big dreams for their futures.
Antonina wants to become a nurse or a veterinarian's aide, and 14-year-old Lusila is interested in joining the police force. Joanna, a bright 12-year-old who sprinkles her fast-paced conversations with high-pitched giggles, vows to become a lawyer, an astronaut and a rock star, her father says, shaking his head as he smiles.
"They all keep us on our feet," Sesilia Atiga said.
Though the couple is frugal, their incomes barely cover rent, all the bills, food and household expenses. Luapo Atiga earns about $40,000 a year as a corrections officer, and his wife makes next to minimum wage. The girls are constantly growing out of clothes, which is hard on the family's budget. They are also all good eaters, Atiga jokes.
A 100-pound bag of rice lasts two weeks in the household. In addition to feeding their children, the couple often see neighborhood girls and boys at their dinner table.
The Atigas say their door is always open to a child who could use a meal.
"I just appreciate the roof over our heads," Sesilia Atiga said. "I'm thankful."
Atiga and her family are also thankful for one another.
"My wife, she's the backbone of the family," Luapo Atiga said while watching from a small concrete lanai as his girls threw a ball around outside their home. His eyes filled with tears as he added, "She's the one who has kept this family together."
For Christmas, the girls are asking for donations of clothes. They would appreciate a gift certificate so they could pick out their own clothes. Also, the youngest daughters ages 2 and 4 are asking for children's books and educational toys.
One generous Hawai'i resident, dubbed the fund's "Secret Santa," is pledging to match the first $25 of each donation. It's a pledge he's made every year for more than a decade. Last year alone, he donated $36,000.
Mid-Pacific Country Club Thursday Club $2,475
Clinton and Suzanne Churchill $250
Employees of the Hale'iwa Post Office $210
Aina Haina Employee Fund $200
Dorothy and Paul Dale $200
Christine Young $200
Philip Haisley Jr. and Victoria Kneubuhl $150
Cheong and Yuriko Lum $150
Sherry Adams, in memory of Pete and Peggy Ewart $100
Hank and Carol Akimoto, in memory of "Koshack" and Ruth Akimoto $100
Noeau and Hiialo Copp $100
Thomas Foster and Karen Ide $100
Raina Haarz $100
Robert and Norene Hazzard $100
Xuan and Thanh Huynh $100
Edith and Glenn Iwane $100
Trent and Lynne Johnson $100
Bradley Y. Kam $100
Kristy, Katy, Preston and Lauren $100
Patricia Lancaster, Swim School Inc. $100
Mich, Nick, Brit, Court, Rach, Sari, Coll and Marc $100
Gilbert and Gail Morita $100
Julie and Ted Overdorf $100
Randal and Joyce Suzuki $100
Daniel and Ethel Takamatsu $100
Debra and Joey Tumale, in memory of Jose Tumale Sr. $100
Doug and AnnMarie Walker for Koloa UCC $100
Sam Yee and Camille Chun-Hoon $100
Tsungli and Patrick Yu $100
Michael McInerny $75
Charles and Mei Tsu Birkeland $50
Shogo and Catherine Hamada, in memory of Grandma and Grandpa S. $50
William and Mary Hamilton $50
Francis Kaneshiro and Ethel Fujikawa-Kaneshiro $50
Paul and Peter McCabe $50
Morris Nishimura, in memory of Akira Nishimura $50
Samira Norman, in memory of my sons, Norman and Fred $50
Sarah and Matthew $50
Ava-Marie Matchen $40
Elsbeth Madinger $35
Philbert and Roberta Alencastre $25
David Cantor $25
Roy and Jean Ganiko $25
John O. Gibson $25
Gerhard C. Hamm $25
Jensen Kino $25
Fred Metcalf $25
Tina Morita, in memory of Masako Nii $25
Ann Mitch and Lawrence Oribio $25
Marilyn Smith, in memory of Lavinia $25
Donna and Paul Strauss, in honor of Bruce and Alice Taggart $25
Dora and Kwang-Mei Wang $25
Barbara Perry $10
Anonymous $2,000
Anonymous $1,000
Anonymous $150
Anonymous $100
Anonymous $100
Anonymous $100
Anonymous $50
Anonymous $30
Anonymous $25
Anonymous $25
Anonymous $25
Total: $ 10,400
Previous total: $ 104,223.82
Total to date: $ 114,623.82
Reach Mary Vorsino at email@example.com.