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From wise words to a gift to charity in your Will, we can all pass something on.
Download a free legacy pack
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Everyone has a story ...
If you want to help fight against the big issues that keep people poor, join the men and women determined to leave the world a better place
with a gift in your Will to Oxfam and, together, we will end poverty.
Sign up to our free Will-writing service
Download your Will guide
Watch Flo's story
When she was a young adult, Flo experienced poverty firsthand. She's left a gift in her Will to Oxfam because she believes material things aren't important, but that people are. Watch her story.
Watch Eddy's story
Eddy has family that live all around the world. And he's decided to leave a gift in his Will that will help fight poverty around the world too. Watch his story.
Watch Liz's story
Liz's mum spent her life helping others, and that inspired Liz to do the same. Now a retired teacher, Liz is leaving a gift to Oxfam in her Will just as her mum did. Watch her story.
Watch Samantha's story
Being a nutritionist, Samantha is acutely aware that there are so many people around the world that go hungry. She wrote a Will after becoming a mum for the first time. Watch her story.
Watch Derek's story
Derek was a child during the Second World War, and even though he found it very tough, he believes what people are going through around the world today is much worse. Watch his story.
Watch Richard's story
Richard has taught and studied in Uganda and Tanzania, where he saw the harsh reality of poverty with his own eyes. He's left a gift to Oxfam in his Will to help end it for good. Watch his story.
Watch Karen's story
Health problems forced Karen to give up her teaching career aged 32. Along with her husband, she thinks that life is all about helping others, and know how important it is to give people the skills to live. Watch her story.
"I think I've lead a reasonable life, so I'd like to leave a legacy to enable other people to lead a better life."
How does my support help end poverty? Take a peek at Inside Oxfam and discover how we help communities bounce back from disaster.
Phil Broadhurst, manager of the Oxfam shop in Castle Street, Swansea, explains why he's welcomed more than 100 volunteers who have fled to the UK in search of a safer life.
Around the world, people face huge challenges to build a new life after fleeing their homes. These are their stories - and this is how you're creating hope.
Sometimes it feels like we only hear tales of conflict, disaster and sadness. But thanks to your support, Oxfam has been able to bring real, precious, unexpected hope to people in seemingly desperate situations
Yemeni university student and budding filmmaker, Shatha Alghabri, made this beautiful short film capturing children's reflections about the war that's tearing apart their lives and homes in Yemen.
It's almost three years since the Ebola crisis began in West Africa, with your support, we're still there – helping people to recover together.
"We've all got the power to change the world."
Meet Sue Greenwood who lost a leg in the 2005 London bombings. One year later, she took part in our Trailwalker 100km walking challenge.
Oxfam supporter Roger Saunders took to the skies to celebrate leaving a gift to Oxfam in his Will.
The author of The Curious Incident of the Dog in the Night-Time travels to Ethiopia with Oxfam.
Meet five amazing women who are giving their families and communities the strength to survive.
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© 2020. Oxfam is a registered charity in England and Wales (no 202918) and Scotland (SC039042).
Oxfam GB is a member of the international confederation Oxfam.


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Point of Interest: Brick building on Pacific Street could see renovations
583 Pacific Street: This old brick building, once owned by Pitney Bowes according to property records, could soon be renovated, the one-story annex razed and replaced by four stories of commercial space.
The two-story building at right, now filled with various commercial occupants, would remain. A public hearing on the plan is slated for Sept. 24 in City Hall, fourth floor at 7 p.m.
According to land records and business filings, the lot was purchased last year by a limited liability company, 583 PACIFIC CH, that is in turn owned by New York City developer HOGG Holdings.
The LLC bought the parcel for $2.45 million. It was last appraised in 2017 at $2 million.
Have a question about a building, property or project? Email Barry Lytton with "Point of Interest" in the subject line at firstname.lastname@example.com.

subset: commoncrawl


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Online video was once considered the frosting atop a brand's digital marketing plan. Sure, it was nice to have that little "play" arrow pop up in your social media, but text and photography were the reigning kings of content.
No longer. Video's sky-high (and growing) conversion rates have transformed the medium from an afterthought to a bull's-eye for brands.
According to a study from marketing firm Hyperfine Media, 64 percent of users say they are more likely to buy a product online after watching a video about it. Ninety percent say product videos are helpful in decision-making. And including video on a landing page can increase conversion by 80 percent.
Live-streaming video (also called real-time video) shot and shared on apps such as Periscope, Meerkat, Facebook Live, and Blab is at the cutting edge of this video revolution.
The unpolished, longer-form videos typical of live streams connect with audiences on intimate, highly engaging levels. A live broadcast creates a sense of urgency and excitement that photos and text—and even non-live video—can't replicate.
"Live streaming gives fans real-time access to brands and companies, creating more transparency and authentic engagement," says Dioni Wise, a digital content specialist at content marketing firm Pace. "If you're doing it well, you could reach a very large audience."
That's why big brands such as Frito-Lay, Red Bull, and General Electric have embraced live streaming, and use real-time video apps to showcase special events and behind-the-scenes action. (GE recently got creative by equipping drones with cameras to live-stream aerial tours of its remote, picturesque facilities on Periscope for #droneweek.)
If you're still questioning whether real-time video would work for your business, consider the following:
Streaming Video Is Dirt Cheap
Producing slick video with pro-quality equipment is expensive. Capturing and posting a live performance or Q&A session on your iPhone is not. All you need to become a live-streaming content producer is a smartphone with a decent camera and—if you're worried about sound quality—a microphone. Streaming video has leveled the playing field when it comes to video marketing, because small and large businesses are essentially creating content with the same tools. And among those tools, raw creativity (which is as free as the wind) is the most valuable.
Small-Scope Content Can Make a Big Impression
You don't have to launch a drone to create content that's meaningful to your customers. You could broadcast a real-time demo of luxury watches, or a live how-to session on the best ways to sell unwanted gold jewelry. Consider what kind of videos would be useful to (and delight) your clients. Not sure? Ask them what they'd be excited to tune in to.
You Don't Have to Be Perfect
"The future of streaming video success belongs to leaders that embrace conversation, being human, and letting go," content marketing expert Kathy Klotz-Guest writes on ConvinceandConvert.com. That means forgetting about "perfect" camera angles. The grainy imperfections so intrinsic to streaming video are what lend the medium its unique intimacy. "Letting go" means presenting your audience with opportunities to engage with your company in refreshingly casual and candid ways—in the moment and beyond.


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Fantastic Sams Summer Looks
It's been almost 8 weeks since I have seen my amazing hairdresser. Of course she has been booked solid, so in the meantime my highlights have been in the overgrown stage and we have not been able to make our schedules work. Guess what I did? I cheated on my hairdresser last week and made an appointment at Fantastic Sams. I have been in desperate need of a color pick me up.
Disclosure: Thanks to Fantastic Sams for sponsoring this post.
Here's my before (with my crazy hair) and after with a fresh lighter look. My Fantastic Sams stylist took my dark hair to a more carmel color and added a few highlights to frame my face and on the crown. I am loving this fresh lighter look. And side note, I am wearing my favorite Pickwick & Weller tee ( I am obsessed with it).
If your not in the market for a color change why not go with a fun summer style to give yourself a whole new look.
Fantastic Sams offers kick your look up a notch styles.
This summer is all about fun looks for night's out or even a glam day. Check out these tips from fantastic Sam's style expert, Pam Kelly.
Braids are back – And oh, so versatile! Adding one or two braids to your prom hairstyle will add detail to the design. You can create an updo focused on the braids or simply incorporate braids as a cool accent for your half updo.
The half up/half down style creates an elegant and dressy look, pushing hair off the face and allowing your locks to flow in a cascade of curls. Try an aymmetrical style by pulling hair over to one side and over the shoulder for the latest red carpet trend.
Short hair – Short hair can be prom chic and versatile by adding waves or curls. Pull the sides back, secure with sparkly barrettes and create loose waves or curls on the top of the head. The more texture the better, so separate the waves/curls with your fingers for a tousled, sassy look!
Classic – try a French twist but leave a few tendrils around the face to avoid an overly styled look. It's all about creating a perfectly undone look!
Don't forget to add hair accessories. Bobby pins are a girl's best friend – use colored pins to keep your hair in place and sparkly ones to add a little glitz. For a full- proof way to add glamour to your look, try on a beaded or rhinestone headband which could add a diva touch!
Whether you're going for curls, a top knot, ballerina bun or chignon, go glossy with Fantastic Sams Shine Spray!
Fantastic Sams June Coupon $5 OFF a purchase of $25 or more at your local participating Fantastic Sams location!
Giveaway Time: get your own fresh summer style.
Win $25 Gift Certificate to Fantastic Sams
Share the love:
Summer Hair Style tips and trends via @fshairsalons Win a $25 Fantastic Sams Gift Card athriftydiva.com/fantastic-sams…
— Michelle Cantu (@AThriftyDiva) June 4, 2013


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Fair pay
Yesterday, April 18, was "Blog for Fair Pay" Day, in honor of the fact that yesterday women finally caught up to what men earned income-wise in 2007. Yes, the gendered pay gap means women have to work almost 4 months more to earn what men do. And Angry Black Bitch reminds us it's even worse for women of color. Designating a day for recognition and advocacy of this is an important tangible reminder of the effects of inequality and sanctioned discrimination.
It kind of reminds me of Tax Freedom Day, the day that the nation has earned enough income to pay our tax bill. Funny, though -- (federal) Tax Freedom Day is April 23rd (although this varies by state, mine in New York isn't until May). That tends to make people pissed -- realizing they work 4 months just to pay their government taxes.
But women have to work an extra 4 months to equal what men are paid yearly for the same job, which is about the same amount of time "Americans" have to work to pay their tax bill. Thus, from a conceptual point, the difference in men's and women's pay is about the same as the amount of taxes paid by the "average" American. Think about that for a second. Or several.
Then write in your support for the Fair Pay Act -- and encourage others to do the same.
Labels: gender gap, taxes, women


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I Have To I Guess….
I shall be moving towards an overseas travel tomorrow. Well, what's new in this you may ask and the answer is nothing actually! But what's slightly different is that its one of those locations for which I have vowed not to step into. I won't mention the reason and/or the details. Its official now and is decided so I can't do anything about it now and moreover, I have faced enough insults, taunts in the past many times for first asking for certain assignments and then going ahead and saying that I won't be going for it and the irony is, no one, even those for whom I did do all those naive acts, didn't give a damn and bothered to understand that how tough it is to face people after doing such acts. Anyways, as I said many times, all what people of this world is bother about themselves, not about what others do, even when what is done is for none else but for them only! So, in a simple sentence, I have to go and and in fact, I am going. It's not a new place for me though, been here 4 times already. Will mention a little about it in an another post hopefully, after I shall see where I am going to get to stay this time. To make matters worse, the module is going to be really tough as well!
Am I sounding angry? Well, no, I'm not just angry but VERY angry!


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Benefits Baby Sign Language
More Benefits of Teaching Your Baby or Toddler Sign Language.
Baby Sign Language: Research shows that sign language woks for communicatingbefore verbal communication is possible and also increases verbal skills andvocabulary.
Family Site Since 1997
Sign Language for Your Baby and Toddler
More Benefits of Sign Language for Your Baby and Toddler.
Mary Moore
Sign Language: Researchers recognize that learning two languages gives children intellectual skills that extend into other areas,
There is ample research to show that signing not only works for communicatingbefore verbal communication is possible, it also increases verbal skills andvocabulary.
Maybe because parents who use sign language are spending more time labeling items for their baby.
Maybe because parents focus on communication.
Maybe because sign language reinforces any communication attempts their baby makes.
Maybe because babies get two forms of communication. The parent says the word "eat" and makes the sign for eat at the same time. Babies receive communication by word and by sign. They have two ways to pay attention.
Maybe because parents often elaborate. When the baby signs "eat," for example, they might say, "You are hungry and want to eat. Let's put you in your high chair so you can eat. You eat in your high chair"
All of the above would explain a boost in language development. It might explain why toddlers who were taught sign language as a baby have a larger vocabulary at two years of age than toddlers who were not taught to sign.
Researchers have long recognized that it's far easier to acquire second and third languages at a young age. And they also know that learning two languages gives children intellectual skills that extend into other areas like reading and math, possibly even increasing IQ.
Even without any of the other benefits, though, this is just a great way for infants and toddlers to have their needs met before they can verbalize those needs.
More about sign language and your baby.Back to other articles about sign language.
More information about sign language for your baby or toddler.
Teaching Your Baby Sign Language.
Don't spend a fortune on books and videos for sign language products before you have experience. The truth is that sign language is not hard to learn for you or for your baby. I would only purchase two, possibly three, sign language items.
My recommendations for teaching your baby sign language:
1. Dr Joseph Garcia authored the classic in the sign language field: Sign With Your Baby.
Buy the video only or buy a kit which contains the video, a short and simple to understand book, plus a chart showing the signs.
The sign language video is a must for the section on teaching sign language and the last section which demonstrates American Sign Language words. I would buy the kit to get the accompanying sign language book unless you buy the CD Pick Me Up at the same time. That CD includes a workbook.One sign language book is probably enough although both of these sign language books have their positive and different attributes.
2. At the same time I would add the music CD Pick Me Up for the signing and singing as well as the excellent sign language workbook for parents. This fun, interactive experience for you and your baby is all it normally takes to rapidly add words to your American Sign Language vocabulary.
3. If at any time you or your babies are having problems learning sign language, purchase Baby See N Sign, Volume I. It presents American Sign Language words three different times: as a still picture, in slow motion, and at normal video speed.
Frankly, I believe the above three items are all the sign language products you need to own.
If you have an expanded budget, here are some other sign language products I would consider buying.
See sign language products I would not buy and the reasons I would not buy them here.
Why purchase any sign language items? Why not use the library for your sign language needs?
You probably need at least one sign language product on hand for reference. A CD of music to sign by teaches sign language daily. Plus your baby can watch a sign language video like Baby See N Sign to supplement your own signing.
Parents: Have you had experience with baby sign language? Will you share that sign language experience with CyberParent readers?If so, please click here. Wewould love to publish your baby's or toddler's success or failure with sign language. We will not usefull names, but would like to publish your general location. Thanks for your sign language assistance!
Other CyberParent Recommendations for Parents & Kids
Buy DVD Buy VHS Buy Audio CD
Buy book Buy CD Buy Spanish Edition Buy Teachers' Edition
Buy DVD Buy Book Reviews of The Wiggles Review 1-2-3- Magic
Note: The opinions expressedherein are exclusively those of the writers and do not necessarily reflect theposition of CyberParent. They are not intended to take the place of advice of ahealth, legal, or other professional whose expertise you might need to seek.


text: |Department of Mathematics and Statistics Tenure track position in Geometry, McGill University The Department of Mathematics and Statistics at McGill University invites applications for a tenure-track position in geometry, for example in areas such as differential geometry, algebraic geometry or symplectic geometry. The Department expects to appoint at the Assistant Professor level, but more senior applicants will also be considered. Candidates must have a doctoral degree at the date of appointment, and must have demonstrated excellence in mathematical research. They must also have the desire and potential to contribute to the educational programs of the Department at the graduate and undergraduate levels. Applications should be made through MathJobs.Org (Position ID: GEOM) and should include a curriculum vitae, a list of publications, a research outline, a teaching statement which includes an account of teaching experience, and at least four references (with one addressing the teaching record). Candidates are also encouraged to provide web links for up to three selected reprints or preprints, or to upload them to MathJobs.Org. Candidates must ensure that letters of reference are submitted preferably through http://mathjobs.org, although in exceptional circumstances they may be emailed to: email@example.com Review of applications will begin on November 15 and will continue until the position has been filled. We guarantee that an application submitted before December 15th will be considered. For further details or clarifications, please email: email@example.com McGill University is committed to diversity and equity in employment. It welcomes applications from: women, Aboriginal persons, persons with disabilities, ethnic minorities, persons of minority sexual orientation or gender identity, visible minorities, and others who may contribute to diversification. All qualified applicants are encouraged to apply; however, in accordance with Canadian immigration requirements, Canadians and permanent residents will be given priority.


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Plymouth CAST Multi Academy Trust is the Data Controller for the purposes of the Data Protection Act 1998.
We are: St Mary's Catholic Primary School
Address: Northbrook Road, Swanage, Dorset, BH19 1QE
Information Commissioner's Office Registration Number: ZA022556151412019
Our Data Protection Officer is: Matthew Barnes
And their contact details are:
Plymouth CAST
Edmund Rice Building
St Boniface College
21 Boniface Lane
Manadon Park
Plymouth CAST respects your privacy and is committed to protecting your Personal Data. This privacy policy will inform you as to how we look after your Personal Data when you visit this website, (regardless of where you visit them from) or when you otherwise contact us. It will also tell you about your privacy rights and how the law protects you.
References to "you" or "your" are to you as an individual using our websites or otherwise contacting us.
It is important that you read this privacy policy together with any other privacy policy or fair processing notice we may provide on specific occasions when we are collecting or processing Personal Data about you so that you are fully aware of how and why we are using your data. This privacy policy supplements the other notices and is not intended to override them.
This version was last updated on 24/05/2018.
Plymouth CAST Multi Academy Trust may change this policy from time to time by updating this page. You should check this page from time to time to ensure that you are happy with any changes.
Our website may contain links to other websites of interest. However, once you have used these links to leave our site, you should note that we do not have any control over that other website. Therefore, we cannot be responsible for the protection and privacy of any information which you provide whilst visiting such sites and such sites are not governed by this privacy statement. You should exercise caution and look at the privacy statement applicable to the website in question.
Set out below are the reasons why we collect and process Personal Data:
To get in touch with you and provide information about the school
Personal data, or personal information, means any information about an individual from which that person can be identified. It does not include data where the identity has been removed (anonymous data) or data relating to a corporate entity.
We may process the following information about you, or your organisation:
Organisation name, name and job title
Contact information including email address
Demographic information such as postcode
Other information relevant to providing our services
We do not collect any Special Categories of Personal Data (details about your race or ethnicity, religious or philosophical beliefs, sex life, sexual orientation, political opinions, trade union membership, criminal convictions or offences or information about your health, genetic or biometric data).
You may give us your Identity and Contact by filling in forms on our websites or by corresponding with us by post, phone, email or otherwise. This includes Personal Data you provide when you:
register on our websites;
contact us using the details provided on our websites;
contact us by telephone [(where the call may be recorded)];
give us some feedback.
Automated technologies or interactions
As you interact with our website, we may automatically collect Technical Data about your equipment, browsing actions and patterns. We collect this Personal Data by using cookies and other similar technologies.
Third parties or publicly available sources
Legitimate Interest
This means the interest of our Trust to enable us to give you the best service and the best and most secure experience. We make sure we consider and balance any potential impact on you (both positive and negative) and your rights before we process your Personal Data for our legitimate interests. We do not use your Personal Data for activities where our interests are overridden by the impact on you (unless we have your consent or are otherwise required or permitted to by law). You can obtain further information about how we assess our legitimate interests against any potential impact on you in respect of specific activities by contacting us.
Performance of Contract
This means processing your data where it is necessary for the performance of a contract to which you are a party or to take steps at your request before entering into such a contract.
Comply with a Legal Obligation
This means processing your Personal Data where it is necessary for compliance with a legal obligation that we are subject to.
Public Interest
We also process Personal Data where processing is necessary for the performance of tasks carried out in the public interest. It is in the public interest to provide educational services to our pupils and to offer extra-curricular activities such as reading sessions and afterschool clubs to benefit the personal and academic growth of our pupils.
This means agreement which must be freely given, specific, informed and be an unambiguous indication of your wishes by which you, by a statement or by a clear positive action, signify agreement to the processing of Personal Data relating to you. If consent is the only legal basis for processing and has been given then this may be revoked in which case the Personal Data will no longer collected/processed.
We will only use your Personal Data when the law allows us to. Most commonly, we will use your Personal Data in the following circumstances:
Internal record keeping.
We may use the information to improve our services.
We may periodically send information which we think you may find interesting using the email address which you have provided.
We will only use your Personal Data for the purposes for which we collected it, unless we reasonably consider that we need to use it for another reason and that reason is compatible with the original purpose. If you wish to get an explanation as to how the processing for the new purpose is compatible with the original purpose, please contact us.
If we need to use your Personal Data for an unrelated purpose, we will notify you and we will explain the legal basis which allows us to do so.
Please note that we may process your Personal Data without your knowledge or consent, in compliance with the above rules, where this is required or permitted by law.
Our website uses cookies to distinguish you from other users of our website. This helps us to provide you with a good experience when you browse our websites and also allows us to improve our websites.
By continuing to browse our websites, users are agreeing to our use of cookies. To find out more about how we use cookies and for a full list of cookies used, please contact us.
We are committed to ensuring that your information is secure. In order to prevent unauthorised access or disclosure we have put in place suitable physical, electronic and managerial procedures to safeguard and secure the information we collect online.
We will only retain Personal Data for as long as is necessary to achieve the purposes for which they were originally collected. Records will be kept in accordance with guidance from the Information and Records Management Society. Further information on retention periods can be obtained by contacting us.
Once the retention period concludes the data is securely and safely destroyed/ deleted.
The General Data Protection Regulation and associated law gives you rights in relation to Personal Data held about you. These are:
Right to be informed: you have the right to be informed about the collection and use of your data. This policy contains information in relation to the collection of your Personal Data, however, if we collect additional data for other purposes, we will inform you about this.
Right of Access: if your Personal Data is held by the Trust, you are entitled to access your Personal Data (unless an exception applies) by submitting a written request. We will aim to respond to that request within one month. If responding to your request will take longer than a month, or we consider that an exception applies, then we will let you know.
Right of Rectification: you have the right to require us to rectify any inaccurate Personal Data we hold about you. You also have the right to have incomplete Personal Data we hold about you completed. If you have any concerns about the accuracy of Personal Data that we hold then please contact us.
Right to Restriction: you have the right to restrict the manner in which we can process Personal Data where:
the accuracy of the Personal Data is being contested by you;
the processing of your Personal Data is unlawful, but you do not want the relevant Personal Data to be erased; or
we no longer need to process your Personal Data for the agreed purposes, but you want to preserve your Personal Data for the establishment, exercise or defence of legal claims.
Where any exercise by you of your right to restriction determines that our processing of particular Personal Data are to be restricted, we will then only process the relevant Personal Data in accordance with your consent and, in addition, for storage purposes and for the purpose of legal claims.
Right to Erasure: you have the right to require we erase your Personal Data which we are processing where one of the following grounds applies:
the processing is no longer necessary in relation to the purposes for which your Personal Data were collected or otherwise processed;
our processing of your Personal Data is based on your consent, you have subsequently withdrawn that consent and there is no other legal ground we can use to process your Personal Data;
the Personal Data have been unlawfully processed; and
the erasure is required for compliance with a law to which we are subject.
Right to Data Portability: you have the right to receive your Personal Data in a format that can be transferred. We will normally supply Personal Data in the form of e-mails or other mainstream software files. If you want to receive your Personal Data which you have provided to us in a structured, commonly used and machine-readable format, please contact us.
Right to object: you have the right to object to the processing of your Personal Data where one of the following grounds apply:
the processing is based on legitimate interests or the performance of a task in the public interest;
the processing is for direct marketing; or
the processing is for the purposes of scientific/ historical research and statistics.
You can find out more about the way these rights work from the website of the Information Commissioner's Office (ICO).
You may request details of personal information which we hold about you under the Data Protection Act 1998. If you would like a copy of the information held on you please contact firstname.lastname@example.com
We will aim to respond to your requests within one month. If responding to your request will take longer than a month, or we consider that an exception applies, then we will let you know.
We take any complaints about our collection and use of personal information very seriously.
If you think that our collection or use of personal information is unfair, misleading or inappropriate, or have any other concern about our data processing, please raise this with us in the first instance.
To make a complaint, please write to our Data Protection Officer courtesy of the Head Teacher at:
Mrs Maria Gadston
St Mary's Catholic Primary School
Alternatively, you can make a complaint to the Information Commissioner's Office:
Report a concern online at https://ico.org.uk/concerns/
Call 0303 123 1113
ICO Email: email@example.com
Or write to: Information Commissioner's Office, Wycliffe House, Water Lane, Wilmslow, Cheshire, SK9 5AF
Changes to this notice
Any changes we make to this notice in the future will be posted on our website and, where appropriate, notified to you by e-mail. Please check back frequently to see any updates or changes.
This privacy policy was last updated on 24th May 2018
Contact us
If you have any questions, concerns or would like more information about anything mentioned in this privacy notice, please contact our Data Protection Officer courtesy of the Head Teacher at:
Mrs Maria Gadston
St Mary's Catholic Primary School
Tel 01929 424909
Email: email@example.com
This notice is based on the Department for Education's model privacy notice for the school workforce, amended to reflect the way we use data in this school.
this page was last updated 29 April 2020


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This site is about diet, nutrition, fitness, and weight loss. It's a collection of articles and reviews written by professionals that provides the reader with useful information that can help them transform their lives in healthy, positive ways.
We know what it's like to be unhealthy and overweight. Poor body image leads to lack of confidence, which can hurt your ability to succeed in school, work, and relationships.
Overeating leads to weight gain, which makes us feel sad and anxious. For comfort, many people turn to food, which leads to overeating. It's a terrible vicious cycle that many of us are all too familiar with.
We want to help you break this vicious cycle. But what works for one person might not work for another. That's why we're against any kind of one-size-fits-all approach to health and weight.
Becoming a fitter and healthier person doesn't happen overnight. There are many pitfalls and derailments involved. But if you persist and keep learning you can overcome setbacks.
This site is about helping the reader learn. And hopefully it can inspire as well. Feeling good about yourself is one of the most important things in life. You can't succeed if you don't like yourself.
We only have one body, and we need to learn how to take care of it so we can lead happy, productive lives. Hopefully, this site can play a positive role in making that happen!


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NEW YORK (GenomeWeb News) – Mitochondrial DNA diagnostic test firm Mitomics today announced that QDx Pathology Services will develop, market, and process the QPredict Prostate Mitomic Test.
The test will be based on Mitomics' Prostate Core Mitomic Test, which Mitomics launched in March. Under the non-exclusive agreement, QDx Pathology will leverage its network of pathologists, urologists, and processing centers to expand the availability of the technology in the US.


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The Carer Hub
The Carer Hub is a new information point at the Royal United Hospital.
The Carer Hub is a permanent space where carers of all ages can find information and advice that will help them in their caring role, and be signposted to further support.
The Carer Hub is manned by a team of specially trained volunteers who are on hand to answer questions and provide information. The hub is currently manned from 10am - 12noon and again from 2pm - 4pm from Monday to Friday. Outside of these hours, carers are welcome to help themselves to the information leaflets and brochures on display in the hub.
The Carer Hub is a partnership between the RUH, Friends of the RUH, Bath & North East Somerset Carers' Centre and Carer Support Wiltshire, with support from other local Carers' Centres.
If you have any questions about the Carer Hub, please contact :-
Jackie Maton (Carer Support Wiltshire) on 0800 181 4118.
If you are interested in volunteering for the Carer Hub, please contact:-
the Friends of the RUH on 01225 824046.


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Kim is wonderful.
One of my favorite science fiction novels is Lord of Light (1967) by Roger Zelazny. It's one of the big books of the "New Wave" of sf in the 1960s. Zelazny writes it in a flowery style that's supposed to evoke the Indian culture of this colonized planet. I didn't realize this until many years later, but Zelazny is aping Kipling's prose from Kim (I think), to create that "Indian" feel. It works great, though I think Kipling did it better.
So I guess I'm saying, if you liked Kim and you like sf, you might Lord of Light.


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Monday, June 22, 2009
Some Q&A
First I want to say that the starch is INVALUABLE in this project. It totally allows you to manage this slippery fabric. I have been spraying it as I do the French seams as well. It pretty much flakes off as I re-handle it but I'll also give the blouse a quick soak when all is said and done. I got my Linit starch at KMart.
To do the corners I simply folded the fabric over again on the next edge, just like you would a piece of paper, then starch and iron again. There is a fair amount of bulk in the corner but you are stitching just on that edge. Once trimmed back you'd never even know the bulk was there.
Design Dreamer wanted to know how I handled "where the two meet? i.e., did you clip the seam above the "Bunny rolled hem"? And is that why you did the bar-tack?" As you can see in the pick, that is just what I did. I cut the seam at an angle to prevent frayed threads and to get a little something to stitch on to with the French seams. After clipping I put a dot of Fray Bloc in each corner. Then I pressed the seam flat with starch to eliminate any pucker from the end of the tiny zigzag. After that I proceeded to do the french seams. The bar tack is definitely to cover the transition.
I did a sample of the ruffle to make sure I knew the amount of increase I would need to cut. Now I have to do the same for the sleeve ruffles.
Here you can see the lining. It will be joined at the armscyes and the front bands and the rest will float free. Hoping this will work.
Now a question for all of you - Can anyone explain to me why my picture downloads come up in code when I am writing a post? Previously they always came up as photos which made them much easier to place properly. Any way I can get back to that method? I have a feeling I clicked on something I shouldn't have. TIA........Bunny
5 comments:
About the lining. If it's attached only at the armsythes and the front band, what is to prevent it from drooping across the bodice front and back?ReplyDelete
Bunny, when you are typing in the posting box, there are two tabs at the top of that box. One says "Edit HTML" and the other says "Compose". When you see the code, it is on the Edit HTML tab. If you click the Compose tab, you will see your pictures again. I always write in the Edit HTML mode and then fuss with my pictures in the Compose mode.ReplyDelete
I can't wait to see more of the blouse. It is beautiful so far!
Thanks for the magazines--got them in the mail today! I look forward looking at them tonight after I quit sewing for the day.
I have thought about that Gwen. If it droops, which it didn't in my experiment, I plan to do a feather stitch across the outer bodice where you see the lining edge. I may do that anyway, not sure yet. It will be in a matching beige floss and fairly small.ReplyDelete
Thanks, Sivje for the instruction. I knew I clicked on the wrong thing.
Enjoy your mags, Connie.
Thanks so much for the tip on the spray starch.ReplyDelete
I'm doing co-ordinates! Who knew?
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A recent visit to the T hreads website had contributing editor and sewist extraordinaire, Kenneth King, offering a tutorial on how to hem ...
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"The 2006 Le Serre Nuove, the estate's second wine from Ornellaia, will challenge many of the top bottlings in this vintage for years to come. The 2006 is a rich, sumptuous wine bursting with ripe dark fruit, smoke, tobacco, grilled herbs, new leather, minerals and tar. The wine possesses superb density and explosive, utterly irresistible personality. At roughly one-third the price of its big sibling Ornellaia, the 2006 Le Serre Nuove is a must-purchase wine. Anticipated maturity: 2012-2022." – Wine Advocate 96pts
Vintage – 2006
Country – Italy
Region – Bolgheri
Type – Red
Varietal – Bordeaux Blend
Style – Full body
Comments / Ratings / Product details: RP96


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Replying to a question about recent Survey Report of Indian Institute of Management (IIM), Ahmedabad and recent NSSO Report show that muslim minorities are lagging behind when compared to other communities in different socio-economic and educational sectors, Shri K. Rahman Khan the Union Minister of Minority Affairs made the statement in Lok Sabha today.
The statement says there is a working paper series of the IIM Ahmedabad on "Education and Employment among Muslims in India: An Analysis of Patterns and Trends" by Shri Rakesh Basant, Professor of Economics, Indian Institute of Management, Ahmedabad. The opinion(s), view(s) and conclusion(s) expressed in the working paper series are those of the authors and not that of IIM-Ahmedabad. The author in his working paper has, inter alia, observed the following:
-Participation of Muslims is relatively low in the education space but has improved in recent years. The situation in the urban areas is, however, poor especially for Muslim males;
-The participation of Muslims in higher education is particularly poor but once they cross the threshold of school education and other factors that affect participation in higher education, the deficits for Muslims decline significantly;
-Household endowments alongwith location play a critical role in determining participation of Muslims in education. There is some evidence to suggest that the community does not fully appreciate the rewards of education even as returns to education are high.
- Muslims are predominantly engaged in self-employment and their participation as regular worker especially in the tertiary sector (that has grown in recent years) in urban areas is low as compared to other socio religious communities (SRCs).
As per the National Sample Survey Office (NSSO) Report on employment and unemployment situation among major religious groups in India (2009-10), inter alia, the following has been observed:
- In 2009-10, the average monthly per capita consumer expenditure (MPCE) for Muslims was Rs.980/- as compared to all India average MPCE of Rs.1128/-.
- Among Muslims of age 15 years and above, the literacy rates for rural males, rural females, urban males and urban females were 69%, 47%, 81% and 65% respectively.
- In urban areas, proportion of workers engaged in self employment was the highest for Muslims. Regular employment among Muslims were lowest both in urban areas and rural areas amongst major religious groups.
- Unemployment rate for Muslims have declined in 2009-10 as compared to 2004-05 in both rural and urban areas. Among minorities, the unemployment rate in rural areas was lowest for Muslims. In urban areas unemployment rate was lowest for Christians followed by Muslims.
The Government has taken various steps to improve socio-economic and educational status of minority communities in the country through Prime Minister's New 15 PointProgramme for the Welfare of Minorities, which is an overarching programme covering various schemes/ initiatives of different Ministries/ Departments by either earmarking 15% of targets/ outlays for the minorities or specific monitoring of flow of benefits/ funds to minorities or areas with substantial minority population. The programme is being implemented with the objectives of enhancing opportunities for education of minorities, ensuring equitable share for minorities in economic activities and employment, improving the condition of living of minorities and preventing and controlling the communal disharmony. The steps taken to improve socio-economic and educational status of minorities are as under:
-Education: For the educational empowerment of minorities, the Ministry of Minority Affairs is implementing three scholarship schemes, namely, Pre-matric, Post-matric and Merit-cum-means Based Scholarship Schemes, covering students from Class I to Ph. D. In addition, the Ministry is implementing Maulana Azad National Fellowship Scheme for students of M. Phil. and Ph. D. Also, Free Coaching and Allied Scheme, Support for Students clearing Preliminary exams and Schemes of MaulanaAzad Education Foundation based on the corpus fund granted by the Government, have been implemented for the benefit of minority communities. Besides, under Sarva SikshaAbhiyan, being implemented by Ministry of Human Resource Development, educational infrastructure has been created by way of opening and constructing new Primary/ Upper Primary schools in Minority Concentration Areas and Residential schools for minority girls under the Kasturba Gandhi Balika Vidyalayas (KGBVs).
-Skill Development: For improving employability and economic empowerment of minorities, various initiatives have been taken for the skill development of minority communities. Ministry of Minority Affairs is implementing 'Seekho aur Kamao' – Scheme for Skill Development of Minorities, Schemes of National Minorities Development and Finance Corporation (NMDFC) for extending credit with the help of equity share capital released by the Government and Scheme for Grant-in-aid to StateChannelising Agencies of NMDFC. Besides, 60 Industrial Training Institutes (ITIs) located in the minority concentration areas are also upgraded into Centre of Excellence.
-Area Development: The Ministry of Minority Affairs is implementing Multi-sectoral Development Programme (MsDP) for creating socio-economic infrastructure and providing basic amenities in the areas with substantial minority population. Ministry of Urban Development and Ministry of Housing and Urban Poverty Alleviation are also facilitating the flow of funds to towns and cities, having a substantial concentration of minority population, under the different components of Jawarharlal Nehru National Urban Renewal Mission (JNNURM) namely, Urban Infrastructure and Governance (UIG), Urban Infrastructure Development Scheme for Small and Medium Towns (UIDSSMT), Integrated Housing & Slum Development Programme (IHSDP) and Basic Services for Urban Poor (BSUP).
- Access to Credit: Credit and Term Loan under Priority Sector Lending scheme of Ministry of Finance and scheme of Micro-credit & Term Loan of NMDFC are provided to Minorities to support their economic activities.


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Just tested my new voipfone account this afternoon - phoned my grandmother and had a quick 5 minute chat - thanks for that guys - great quality and am looking to use voipfone more.
However, when I tried to call the 056 number to call in, I got the answer phone.
I'm using a fritzbox 7170 which handles voip nicely on other voip providers.
I've contacted support and put in the details that they provided [0].
What else could I look at to get the call in working?
Internet Number : Your 301 Voipfone account number
User name : Your 301 Voipfone account number
Password : Your voipfone account password
Registrar : sip.voipfone.co.uk
Proxy server : sip.voipfone.co.uk
Re: Made outgoing test call but can't ring in.#2
Forget this - it works now.
Impressed with the service - now to check out the tariffs.
Impressed with the service - now to check out the tariffs.


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The Canadian Apartment Investment Conference in Toronto has come and gone. Matt Ellis, Founder & CEO at Measurabl, blogs about the 4 Things He Learned About Disruptive Tech In Canada, pointing to Brian Turpin, our IT Director, as an expert.
Here's what he had to say:
Nearly $650MM in venture capital has gone into commercial real estate tech over the last 24 months. What's the impact?
This is one of the many questions Brian Turpin, IT Director at Greenwin, Peter Altobelli, Yardi's Canadian VP, Joe Kostantin, Technical Services Director at GWL Realty Advisors, Joe Nakhla, bazinga!'s CEO, and I sat down to discuss at this week's Canadian Apartment Investment Conference in Toronto. Here's the four things I found most fascinating about the discussion.
Innovative IT alone won't change our industry. But innovative business models plus IT will. Software that solves business administration and tedium is being commoditized, forcing software providers to develop new economic models that rely on uncovering deeper, more valuable insights into customers' business. Shared savings agreements in energy management and on-demand subscription contracts in brokerage are the new killer models that de-risk business relationships and (re)align incentives.
The apartment sector is behind. Office has long been the darling of real-estate technology but with all the progress made, it's astonishing just how uneven the IT revolution has been applied in multifamily and industrial. There are many good reasons for this, including the highly fragmented operating behavior of multi-res and the relatively low asset value and OpEx of industrial buildings. But the particular cause is the notorious split incentive that turns most CapEx scenarios into non-starters. The "split" is caused by a mis-alignment of incentives in the lease structure (common among NNN leases where occupiers pay their own utility bills). The result is capital projects and IT are much less likely to be deployed by the landlord, who can afford improvements, in benefit of tenants. Conversely, tenants rarely have the authority or longevity, let alone capital, to make unilateral investments. This is a major block to operationally-impactful technologies.
Landlords are turning multi-family and multi-tenant assets into platforms for monetizing services, not just square footage. Airbnb changed the hospitality industry by reimagining the relationship, economics and responsibilities incumbent among owners of lodging space. A marketplace in what amounted to short-term rentals was born. The elephant in the room is: how long before commercial real estate is similarly disrupted by on-demand, short- and medium-term rentals? The answer is "it already has". Storefront does it for retail. City-led co-working spaces, start-up incubators, and shared space landlords like Nextspace prove the transformation is well underway. But the lessons go much farther for traditional landlords who make money signing leases and are paid on "term and transom" - that is the longer the lease, the larger the space, the more lucrative the deal. But if you imagine an amalgam of tenants as a community with service requirements far beyond mere square feet, then you can see what's next for landlords - open workspaces, community areas, coffee shops and food courts - all just the beginning of the profit potential (and service imperative) in front of real estate owners.
Property managers and owners must change their IT buying habits. The nosediving cost of building and deploying software has made tech cheaper and allowed niche solutions to thrive. That means property-level individuals and lines of business with specific requirements can now find solutions tailored to them, at price points they can afford. Now they're being empowered to act. The result is a curtailing of the old model of centralized IT procurement, its laborious RfIs and RfPs, and the expensive long-term contracts it yields. Flexible, subscription-based, quick-to-deploy software is in. The political realignment of how the "buy" decision is made within organizations is now underway.


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Don Anderson teaches at a small public school in northwest Oregon. Besides journalism, he teaches college English, AP chemistry and forestry. He got his love of classics from Reed College, his love of science from Oregon State University and his love of teaching from George Fox University. Nine times a year, his students create a publication, The Jay, which has a circulation of about 1,000. The Jay fulfills the need of a small newspaper and literary magazine for the community of Jewell, where he teaches. He also works for The Daily Astorian, a local newspaper in Astoria, Oregon.
Greg Anderson has been involved with scholastic journalism for 28 years. As a young English teacher, he was asked whether he would take over the student newspaper, and he naively said, "Sure; that sounds interesting." Little did he know that his life would never be the same – but for the better! He advised the student newspaper at San Manuel High School and Sedona Red Rock High School in Arizona and currently advises the Arapahoe Herald newspaper, the Calumet yearbook and the Spear broadcast and video team at Arapahoe High School in Centennial, Colorado. He launched the student media website ArapahoeXtra.com this year.
Lindsay Benedict is in her fourth year of teaching a full schedule of journalism and broadcast journalism classes at McLean High School in northern Virginia, where she advises The Highlander newsmagazine/website and WMHS News, a live morning show. She loves working with students to create multiple publications and was honored to receive the JEA Rising Star award this year. Lindsay received her undergraduate degree in English/international studies/Spanish (with a minor in film studies) from the University of Idaho and earned her Master of Education from Portland State University. Her hobbies include traveling, reading/writing, and hanging out with her husband and two cats.
Tracy Brogelman has been teaching for 10 years at Grafton High School in Grafton, Wisconsin. She teaches English 9; English 10/American literature; and professional writing, a course that produces the yearbook and an online news magazine. She has a bachelor's degree in English from the University of Minnesota and a master's in teaching from Cardinal Stritch University, where she has also taught in the post-bac education program. Her husband, Ryan, also teaches at Grafton, and they have two children, ages 6 and 8. In her spare time, she tries to keep up on reading, running and DIY home projects.
Kristi Calvery is an English and journalism teacher at Conrad High School in Conrad, Montana. She graduated from Conrad High School in 2002, received her Bachelor of Science from the University of Great Falls in 2007 and finished her master's degree in May of 2015. She is the adviser for the high school newspaper, The Cowboy Chronicles. In her free time, Kristi enjoys traveling, camping, writing and reading.
Sandra Coyer is an Advanced Placement senior literature teacher and publication adviser at Puyallup High School in Puyallup, Washington. She has advised The Viking Vanguard newspaper for the past 16 years and its website counterpart for the past three years. Next year, she will be teaching Broadcast Journalism I &II, a course she designed, for the first time. She graduated with a communications degree from the Edward R. Murrow School of Communication at Washington State University in 1998 and a master's in teaching from Grand Canyon University in 2004.
Marissa D'Orazio teaches English 11 and journalism at Centreville High School in Fairfax County, just outside of Washington, D.C. She is the adviser of Centreville's student-run newspaper, The Sentinel. Although she previously sponsored a middle school publication, 2014-15 marked her first school year as a high school adviser. She graduated from University of Virginia, where she worked as an editor on The Cavalier Daily and earned a bachelor's degree in English. After graduation, she began teaching secondary English and earned her master's in education from UVA, as well. She is currently a Master of Fine Arts candidate in fiction writing at George Mason University.
Leslie Dennis is the assistant director the South Carolina Scholastic Press Association and Southern Interscholastic Press Association, which includes the Carolina Journalism Institute. She graduated from the University of South Carolina with a bachelor's degree in English with a creative writing concentration and a master's degree in American literature. She is an avid reader, especially of modern American literature, and film buff with a propensity toward 1940s and '50s foreign films. Most of her time outside scholastic journalism is spent with her husband and three cats.
Kaitlin Edgerton is an English teacher at Madison High School in Madison Heights, Michigan. She received her Bachelor of Fine Arts in English and Master of Arts in Teaching in secondary education from Oakland University in Rochester, Michigan. She currently advises The Aquilla, a print and online newspaper, and The Madisonian, a yearbook publication, at Madison High School. She is a member of the Michigan Interscholastic Press Association. She regularly participates in journalism conferences at Michigan State University and has participated in MIPA's judging day. In addition to teaching journalism, she teaches AP literature and composition and ninth-grade literacy and is the adviser of the National Honor Society.
Marcia Erickson is a seventh-grade world history teacher and a ninth-grade introduction to journalism teacher at Hollidaysburg Area Junior High School in Hollidaysburg, Pennsylvania. She advises the school newspaper, Eye of the Tiger, and the yearbook club, Tiger Tales. She also serves as a library assistant. She received her Master of Education from Saint Francis University in Loretto, Pennsylvania, and she graduated from Shippensburg University in Shippensburg, Pennsylvania, with a Bachelor of Science in Education in comprehensive social studies with a psychology concentration and an English minor. She is also certified in English, communications and library science. Marcia is an avid geocacher and enjoys travel.
Michelle Fields has a bachelor's degree in English and a master's in education. After a 12-year career in the insurance industry where she supervised employee publications, she took time off with her children. During this time, she worked part-time as a reporter for a local weekly newspaper, The Vermont Standard. Michelle began teaching high school English in 2006 and started a school newspaper, Woodstock Union High School's The Buzz, in Woodstock, Vermont, a year later at the request of several students. When not teaching journalism, English I or AP language and composition, Michelle loves to hike, read, cook and travel.
Susan Gray has advised The Stampede newspaper and The Hoofbeats yearbook at Wichita Southeast for 17 years. She received a Bachelor of Science in English and journalism and a Master of Arts in English from Emporia State University and a teaching license from Wichita State. The Stampede was named All-Kansas twice, and Hoofbeats was featured in the Jostens Look Book twice. She received the Ad Astra advising award from the Kansas Scholastic Press Association in 2012. Gray worked externships with The Wichita Eagle and The Newton Daily Kansan. Married with three daughters, she enjoys music, writing poetry and running. She ran her first marathon last year at 47.
Kristen Hamilton has been an English teacher for the past 10 years and currently teaches language and literature honors, college literature, multicultural literature and writing enrichment at Roslyn High School in Roslyn, New York. She also advises the school newspaper, The Hilltop Beacon. Next year, she will be launching a journalism class, which will be a first for Roslyn High School. She received her bachelor's from the University of Chicago and her master's in education from Queens College. Outside of teaching, she is an enthusiastic runner who enjoys spending as much time outdoors and at the beach as possible.
Laura Harrawood grew up in Nashville, Tennessee, and earned her Bachelor of Arts in journalism at the University of Montana in Missoula and her Master of Education in English education from Vanderbilt University. She moved to Lexington, Virginia, in 1989 for her first teaching job with Rockbridge County Schools; earned a Master of Arts in creative writing from Hollins University; and has taught for 26 years in the same system, focusing on junior English, creative writing, expository writing and journalism. She founded the Rockbridge County High School student newspaper, The Prowler, in 1993 and started an online version of the paper this year. Divorced, she loves skiing and riding horses.
Niki Hively is a second-year journalism teacher at Newton High School in Newton, Iowa. She graduated from Central College in 2009 with a bachelor's degree in communication studies and English. She then completed a Master of Arts degree in secondary education in 2013 and began teaching high school journalism. She now teaches graphic design, photojournalism and introduction to journalism and advises two publications, The Cardinal Chronicle (newspaper) and The Newtonia (yearbook). She also coaches the speech team and does some freelance photography work. In her free time, she enjoys spending time with her family, camping and boating.
Michelle Huss has taught for nine years at two different schools. She currently teaches 21st century journalism, computer applications and computer graphics in addition to advising The Tiger Print newspaper and Reflections yearbook at Blue Valley High School in Overland Park, Kansas. After graduating from Kansas State University with a degree in journalism and business education, she earned her master's degree in business education from Emporia State University. In her spare time, Michelle enjoys photography and traveling. She also likes to work in the garden and spend time at the lake.
Jordyn Kiel just completed her first year of teaching and advising in the high school newsroom. After graduating from the University of Missouri in 2013, she came right back to her high school alma mater to take on an incredible opportunity teaching with her own high school adviser. She teaches all introductory-level journalism and photojournalism courses and advises the Excalibur yearbook. Although she's just beginning her teaching career, she's excited to see where the ever-changing world of journalism takes her. Her time away from students usually involves family and St. Louis Cardinals baseball.
Peter Laub advises The Lasso at George Mason High School in Falls Church, Virginia, where he also teaches journalism, creative writing and English. He has a Bachelor of Arts in communication from La Salle University and a Master of Education in English education from The Ohio State University. He devotes his free time to his garden, baseball games and trying to not be a total screw-up as a father.
Lina Mai has been an educator in New York City for over a decade. Currently, she teaches journalism and humanities at Frank McCourt High School, located in Manhattan. She advises the publication of a print and online student newspaper, McCourt News. Born in Belarus, she was raised near Princeton, New Jersey. She has a master's degree in education through the NYC Teaching Fellows program. In addition, she earned a bachelor's degree in English at Cornell University and a master's degree in journalism at the University of California, Berkeley.
Christina Mitro teachers English 10 at Langley High School in northern Virginia, where she also is the adviser for The Saxon Scope, Langley's student-run newsmagazine. She has an undergraduate degree in vocal performance from The Catholic University of America and holds her Master of Education from George Mason University. When she is not in the classroom, she enjoys spending time with her husband and her year-old daughter, Lucy. They enjoy spending time on the patio at Starbucks or splashing around at the local swimming pool.
Rebekah Morse has advised high school publications in Kansas for 10 years, three at McPherson High School and seven at Wichita High School Northwest. She teaches 21st century journalism, fundamentals of graphic design, photo imaging, digital media and technology, and project management for communications. She advises the Northwest Explorer newsmagazine and website, as well as Northwest's yearbook, the Silvertip. She is a mother of two, runs to manage her stress levels and enjoys photography.
Ryan Rivera earned a Master of Arts in journalism from the University of Southern California in 2008. In a very short journalism career consisting mostly of internships, Ryan reported for the Orange County Register; OC Weekly; Huffington Post; and The Cape Argus in Cape Town, South Africa. Ryan thought he left journalism behind in 2009 when he began teaching math, but when the veteran journalism teacher at Burbank High School retired in 2013, Ryan threw his hat in the ring and took over as adviser for The Burbank Bulldog student newspaper. His current teaching schedule consists of four periods of geometry and one period of journalism.
Lindsey Ross has been an adviser for five years and just completed her first year at Gardner Edgerton High School in Gardner, Kansas. She advises The Blazer newspaper and The Trailblazer yearbook and teaches 21st century journalism and teen leadership. Ross received her undergraduate degree in journalism from the University of Kansas and is working toward her master's in journalism education through Kent State University. She also works for the University of Kansas athletic department tutoring student athletes. When she is not working or doing homework, she enjoys watching TV/Netflix, reading and snuggling with her Yorkie, or attending KU sporting events.
Julie Rowse teaches journalistic writing, photojournalism and publication design, and popular culture studies at Bellevue West High School in Bellevue, Nebraska. She advises the print newspaper, The West Wind, and the news website, The Thunderbeat. She received her Bachelor of Science in secondary education, language arts endorsment, from the University of Nebraska-Omaha, and her Master of Arts in popular culture from Bowling Green State University. Julie also teaches piano lessons and serves on the education committee of a local nonprofit cinema. She enjoys reading and watching movies, and she loves watching sports.
Jacob Savishinsky is a New York native, now in Seattle at Raisbeck Aviation High School. He is a co-founder of the school (2004) and founder of the school's Phoenix Flyer newspaper in 2009. In addition to journalism, he has taught social studies, civics, government and modern world history to freshmen and sophomores and literature to sophomores and juniors. He is nationally board certified in social studies and facilitates cohorts of teachers pursuing their certification. Outside of school, he is a professional musician and music producer, as well as a husband and father of a beautiful 2-year-old daughter.
Sharon Schmidt is a teacher and associate union delegate to the Chicago Teachers Union at Steinmetz, a neighborhood high school where she teaches English and journalism and advises the Steinmetz Star. She has a Bachelor of Arts in English education and a Master of Arts in reading. She is a reporter for Substance, a newspaper covering public education, edited by her husband. She has a 26-year-old stepson and two sons, ages 10 and 13, who she has opt out of most standardized tests. She coaches park district baseball, teaches Sunday School at Loop Church, reads lots of fiction and is devoted to her dog.
C.E. Sikkenga recently wrapped up his 23rd year teaching at Grand Haven High School in West Michigan. For the past 15 of those years, he has advised THE BUCS' BLADE, GHHS' student publication. A past president of the Michigan Interscholastic Press Association, he currently serves as the organization's newspaper chair. A 1992 graduate of Michigan State University, he roots rabidly for the Spartans and Detroit Tigers. With what's left of his free time, he can often be found crate-digging as he haunts his favorite record stores or enjoying leisurely strolls with his ancient beagle, Booker.
Matthew Smith advises the Cardinal Columns and Fondy Today at Fond du Lac High School, where he has taught English and journalism since 2010. Before becoming an educator, he spent two years as a reporter for a weekly newspaper in suburban Washington, D.C. He earned a journalism degree from the University of Missouri and a Master of Education from the University of Maryland, College Park. He is also currently a member of the board of directors for both the Kettle Moraine Press Association and the Northeastern Wisconsin Scholastic Press Association and a member of the JEA Principal Outreach Committee.
Kelly Sparks, a 24-year veteran teacher, has taught English and journalism at South Ripley High School in Versailles, Indiana, all of her teaching career. She currently teaches English 9, English 9 Honors, beginning journalism and advanced journalism. The Raiders Riot is the publication she advises and is in her first full year of publishing an online school newspaper. She is a graduate of Hanover College with a communications major and an English minor. Hobbies include watching her children compete in a multitude of sports and other activities and scrapbooking.
Nichole Stanford currently teaches English and creative writing at Madison High School in Rexburg, Idaho. She is excited to start a journalism program this upcoming year. Her students will be running their publication through the school's website and social media pages. She has her Bachelor of Science in English education and feels lucky to have worked as a newspaper editor for a year after graduation. One of her most interesting experiences was starting a small newspaper run by her students while teaching at a juvenile corrections facility. Her hobbies include following her four children around in their activities and reading.
A jack-of-all trades, Rob Sterner has taught thirteen different courses in his 11 years of teaching English at Hershey High School. Currently, he teaches college preparatory English 10, Journalism I and science fiction literature. Next year, he takes on Journalism II and the school newspaper, The Broadcaster, which is moving online. He is an assistant cross country coach and a blogger for the Center for Teaching Quality, a national education research and policy nonprofit. He found his way to teaching journalism through his technical background thanks to stints as a wedding photographer's assistant and as a self-taught digital filmmaker.
TJ VanDyke has been teaching high school for six years and is currently teaching advanced English 10 and journalism. He holds a Bachelor of Science and a Master of Science in education from the University of Tennessee. TJ returned to teach at his alma mater, Dyersburg High School, just two years ago and was bestowed the honor of being named sponsor of the Trojan Torch, an award-winning newsmagazine, when its long-standing sponsor retired. When not working with his students, TJ acts as youth minister at his congregation and loves spending time at home with his four daughters, ages 2-12, and his wonderful wife of 15 years.
An English teacher for 10 years at Penn-Trafford High School, Jason Wawrzeniak has also taught journalism and been adviser of the school newspaper, The Warrior, for the past nine. Prior to his teaching career, Jason worked in public relations for four years after graduating with a political science and English degree from the University of Pittsburgh. He currently resides in suburban Pittsburgh with his wife, Heather, and two children, Truman, 5, and Harper, 2, where he remains stubbornly loyal to Pitt's perennially disappointing football and basketball teams.
Stephanie Weiss joined the teaching ranks 11 years ago at McDowell High School in Erie, Pennsylvania, where she uses her degree in journalism/mass communications, master's degree in education and past experience as a writer/editor to create a hands-on atmosphere for her students. Her classes launched the school's award-winning Trojan Times Online website in 2011. Others create video news for the Trojan News Network that broadcasts to McDowell classrooms daily. A recent addition to McDowell Media has been The Trojan Blitz, a bi-weekly sports news channel on YouTube. When she is not teaching, she enjoys photography and being crafty.
Joanne Wyant teaches ninth grade enriched English and writing for media at Stow-Munroe Falls High School, located in Stow, Ohio. She just completed her 14th year of teaching, and during this time, she has been been the adviser of the high school's newspaper, The Stohion. She also taught and advised the news program, Stow Student News, her first six years as a teacher. She received both her bachelor's degree in education and her master's degree in administration from the University of Akron. She enjoys coaching her daughters' softball teams and being involved with her four children's activities.


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Getting Wasted
Why College Students Drink Too Much and Party So Hard
Paperback, 215 pages, New York Univ Pr, List Price: $19.95 |purchase
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Excerpt: 'Getting Wasted'
An Introduction to College Drinking
It's 2 AM and the bars just closed. There are dozens of young men and women gathered in the gas station parking lot in the bar district. A young woman has fallen and she can't get up without help from her friends. I can't tell if she is crying or laughing. Maybe both. It's loud out here (shouting, singing). Two young men are locked up, fighting. Each one has a hold on the other's shirt front. A young woman (his girlfriend?) is trying to pull one of them away, pleading with him to stop. Young men stand near the fight watching. They are amused. Up and down the street people are walking (some staggering) in clusters of 3 to 5. No one seems to notice me, even when they almost knock me down as I take notes. This feels a little like "Night of the Living Dead." They are zombies unleashed by the bars into a world inhabited by a few sobers (me and the few cops I see out here). I wouldn't want to have to control this. I've heard students refer to the Shit Show and this is it. This is the Shit Show! (Field notes, Fall 2008)
Many college students like to get wasted, train-wrecked, obliterated, hammered, destroyed, and fucked up. The terms that university students most commonly use to describe severe alcohol intoxication share a common theme: destruction. But what is it that they are trying to destroy? Are heavy drinkers tearing down one version of their self and constructing another? Are they obliterating the boring, everyday, unproblematic world in which they live and replacing it with The Shit Show, where anything can happen? The Shit Show refers to a chaotic drinking episode characterized by dramatic drunkenness, human wreckage, and primitive behavior. It is a party train that has gone off the rails. When students refer to the Shit Show it is with equal parts disgust and delight. Yes, things got out of hand, but in an entertaining sort of way. Here, a 22 year-old male student explains the versatility of this concept:
"Something always gets broken. Somebody dropped a glass, you know, somebody knocked over a cup, somebody broke our thermostat. As the night goes on people tend to get rowdier and rowdier and guys want to get in fights. Girls want to start yelling at their boyfriends. You know, that kind of stuff, as the night goes on... the funny people get funnier, either because they're drunk or everyone else is...It's a good time, you know?"
Collective drunkenness, then, can be a mixed bag of violence, histrionics, and good times. While the Shit Show may not represent all or even most college drinking experiences, it is a useful image. The "Show" is a widescreen, amplified image of the duality of college drinking — it captures the euphoria and the frustration, the laughter and the vandalism, and the emergent affection and the rising violence of group intoxication. But the Shit Show is more than just a useful image; it lives in the scholarly research on college drinking as well. Thanks to a large body of data we know that, in general, college students drink a lot and that getting drunk is related to a variety of negative outcomes. But why do they do it? How do they accomplish drunkenness and how do they manage its ill effects? What is the function of serial alcohol intoxication? This study is an attempt to address these questions, and more.
To be fair, some university students do not drink at all and "getting wasted" does not describe all (or maybe even most) college drinking. Some drinkers are just looking for a nice "buzz," and many others claim they are "responsible" drinkers. Popular media images of the hell raising, Viking helmet-wearing fraternity lout surely do not capture the full range of alcohol users on our college campuses. But extreme intoxication and its effects are what college administrators, social critics, and parents are most concerned about. In "Binge: What Your College Student Won't Tell You," a recent book about the current college drinking culture, Barrett Seaman provides a graphic list of hazing-related drinking fatalities, tragic deaths caused by alcohol poisoning, and other stories that suggest that excessive university alcohol use has reached dangerous levels with catastrophic consequences for some students and their families. In a recent attempt to respond to this perceived "culture of dangerous, clandestine binge-drinking" on our nation's campuses, a group of university presidents circulated a petition known as the Amethyst Initiative. The initiative called for a unified effort to fight the problems generated by college drinking by lowering the drinking age. According to the authors of the initiative, "21 is not working." By 2009, over one-hundred college and university presidents had signed the petition, sparking a hostile response from activist groups, like Mothers Against Drunk Driving (MADD), who claim that raising the drinking age to 21 has saved thousands of lives. According to a MADD press release:
As students head back to school, more than 100 college and university presidents have signed on to a misguided initiative that uses deliberately misleading information to confuse the public on the effectiveness of the 21 law. The initiative is led by another organization with a political agenda of lowering the drinking age in the name of reducing college binge drinking. Mothers Against Drunk Driving (MADD) National President Laura Dean-Mooney said, "Underage and binge drinking is a tough problem and we welcome an honest discussion about how to address this challenge but that discussion must honor the science behind the 21 law which unequivocally shows that the 21 law has reduced drunk driving and underage and binge drinking." MADD, the Insurance Institute for Highway Safety (IIHS), the American Medical Association (AMA), National Transportation Safety Board (NTSB), Governors Highway Safety Association and other science, medical and public health organizations, and all members of the Support 21 Coalition call on these college and university presidents to remove their names from this list and urge them to work with the public health community and law enforcement on real solutions to underage and binge drinking. Additionally, MADD is asking the public to write letters to their Governors and college presidents to support the 21 law and ask those on the initiative list to remove their names.
The Amethyst Initiative's petition is just one example of countless strategies aimed at curbing the college drinking problem. University prevention and treatment programs have taken the form of brief motivational interventions, cognitive-behavioral skills training, feedback-based interventions, computer-administered alcohol prevention approaches, and programs aimed at college drinkers who have been caught and mandated to undergo alcohol education. In general, these attempts to reduce problem drinking behaviors have, at best, resulted in small, short-term reductions in alcohol abuse. Other highly touted programs, like "A Matter of Degree" (a systems based approach focused on the interaction between college students, drinking norms, and alcohol-related access and availability) have been credited with making only modest gains in the battle to reduce college alcohol abuse. People are getting desperate about college alcohol abuse and yet no one seems to agree on the solution.
Excerpted from Getting Wasted: Why College Students Drink Too Much And Party So Hard by Thomas Vander Ven. Copyright 2011 by Thomas Vander Van. Reprinted with permission of NYU Press.


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A substantial sauce that will stand up to whole wheat pasta. You can use any color of lentil you like- red, brown or yellow- they all add that extra boost of protein. This recipe comes to us from Rich of Greenmaking.
Serves 6
- 2 cups lentils
- 30 oz tomatoes, canned or fresh
- 1 1/2 cups tomato paste
- 2 1/2 cups water
- 2 teaspoons salt (to taste)
- 5 teaspoons dry oregano
- 1/2 teaspoons black pepper
- 1/8 teaspoons dried basil
- 1/8 teaspoons red pepper and/or cayenne
- 1 clove garlic, minced
- 1/3 cup olive oil
- 1 lb whole wheat spaghetti
Clean lentils and put in sauce pan, covering them with water about 1/2 inch above the lentils. Bring to a boil then reduce heat to simmer.
Cover the pot and cook for about an hour, or until lentils are soft, while the rest of the sauce is cooking.
While lentils are cooking, combine tomatoes, tomato paste and water in a large sauce pan. Add salt. Start cooking on medium heat.
Add salt, oregano, black pepper, basil, red pepper, garlic and oil when it starts to bubble. Stir to combine spices and reduce heat to simmer. Cook for at least one hour, stirring occasionally to keep ingredients mixed.
About 30 minutes before the sauce and lentils are complete, bring a large pot of salted water to a boil. When boiling, add spaghetti and cook to package directions. Set aside.
When lentils are thoroughly cooked, add them to the tomato base to complete the sauce. Spoon sauce over the whole wheat spaghetti and enjoy.
This Recipe's Ingredients:Basil, Garlic, Green Pepper, Pasta, Red Pepper, Tomato, Yellow Pepper
Nutrition Information
Spaghetti with Lentil Sauce
Servings per Recipe: 6Amount per Serving
Calories: 553
Calories from Fat: 125
Total Fat: 14g
Saturated Fat: 2g
Cholesterol: 0mg
Sodium: 1306mg
Potassium: 1305mg
Carbohydrates: 92.2g
Dietary Fiber: 14.1g
Protein: 23.0g
Sugars: 10.3g
The U.S. Food and Drug Administration (FDA) recommends 2000 calories a day as a reasonable average guideline for most American adults. Click here to learn how you can use the Monday 2000 to reset the calorie budget you have to spend each day. For specific calorie recommendations based on your age, metabolism and medical history, consult your doctor or nutritionist.


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Mastoloni Fashion ring R3328-8W
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Mastoloni Fashion ring R3328-8W
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Morgan Stanley auto analyst Adam Jonas has established himself as a Tesla bull. In May he said all electric vehicles were on life support save those of the Palo Alto-based automaker. Then in June, he recounted how a BMW engineer had told him Tesla had "reinvigorated the spirit of automobile innovation."
Today, he again makes the case that Tesla is the only automaker you should care about.
But first he summarizes the state of the industry, which has seen — on the surface at least — impressive sales growth in 2014. But Jonas isn't buying it.
"The US auto cycle has clearly moved from a 'need to buy,' to an 'I just want to buy' type of consumer mindset," he writes. "Forgive our contrarian instincts if this alignment of factors makes us want to head in the opposite direction."
Why is this problematic? Jonas has previously written that while dealers are banking more deals, they're doing so on overly generous terms. Today he reiterates this:
The 2 most unsettling (and underreported) trends in the US cycle include extended loan maturities and inflated residual values. The resulting low monthly payments create the image of affordability, enabling the purchase of bigger, higher priced cars. The monthly data shows rising ATPs, suggesting improved pricing, when precisely the opposite is occurring. Consumers buy cars like they buy houses - lower payment, bigger car. There is a dark side to all this.
He also argues that traditional automakers have become heavily dependent on growth in China, where there is a heavy risk of getting undercut on prices. And many are now finding themselves in a spending "arms race" that will see capex climb inexorably, putting pressure on those who invest efficiently.
As a result, he likes none of the big automakers. Who does he like? Tesla, obviously. But also, companies that are going to lead the driverless-car revolution:
The race for autonomous cars creates some of the most exciting supplier investment opportunities and pair trades in a generation. The logical conclusion of connected vehicles is a future that liberates human beings from the boredom, the burden and the dangers of driving. We see great amounts of wealth being created and unevenly redistributed across the supply base as the role of software engulfs the value of the vehicle. [Delphi] (MS Best Idea), [TRW Automotive] and [BorgWarner] are our key secular picks. We see [Tesla] both as an autonomous hegemony-setter and the only car manufacturer with meaningful upside. [Magna International] (top pick) and [Lear] offer more cyclical upside with optimization of cap structure.
Tesla reports earnings on Thursday.


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A rhinoplasty is most often used to change the appearance of the nose for cosmetic reasons, although it may occasionally be used for medical reasons in Laguna Hills as well, such as in the case of an injury. While many are familiar with traditional western rhinoplasties, most have not heard of ethnic rhinoplasties, which address the same concerns for people of Asian, Middle Eastern, Hispanic or African American heritages. These individuals typically have a different size or shape of nose than those of western descent have. Therefore, they typically require a different style of procedure that shapes the bones and cartilage of the nose in a different way.
A rhinoplasty may address only skin, bone or cartilage of the nose, or it may address all three. The doctor will discuss the desires of the individual and the potential for change during the initial appointment. He can even provide digital simulations of a postoperative look using our state-of-the-art 3D computer technology in Laguna Hills.
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IAVA | August 21, 2017
IAVA Daily News Brief – August 21, 2017
Today's Top Stories
President Donald Trump signed a bill Friday night authorizing the construction of a privately funded Global War on Terrorism Memorial in Washington, D.C. In signing the "Global War on Terrorism War Memorial Act" passed by the House and Senate, Trump did not designate a site but authorized a memorial somewhere on "federal land in the District of Columbia," the White House said. | Military.com >>
For years, there has been increasing concern about infections linked to endoscopes, the flexible, lighted tubes that doctors use to peer inside patients' bodies. The devices are notoriously difficult to clean, and require myriad steps to prepare for reuse in another patient. Organic residues often remain after manual cleaning, and contamination can persist even in institutions with documented adherence to reprocessing guidelines, research indicated. | The Buffalo News >>
The officials said the VA isn't considering the difficulties the vets and their families will face traveling into Manhattan, forcing them to delay or forgo necessary medical treatment. "Our veterans have sacrificed enough, and it's unacceptable for any past or present service member to lose access or go through increased hurdles to get the medical services they rely on," Donovan said in a statement. | Brooklyn Daily Eagle >>
Iraq and Afghanistan
Iraqi security forces launched on Sunday an offensive to take back the city of Tal Afar, their next objective in the U.S.-backed campaign to defeat Islamic State militants, Prime Minister Haider al-Abadi said. "You either surrender, or die," Abadi said in a televised speech announcing the offensive, addressing the militants. | CNBC >>
Speaking to reporters on a military plane en route to meetings in Jordan, Mattis said it is up to President Trump to announce the details of a review of U.S. policy in Afghanistan and South Asia. The results have been delayed amid concerns that, more than 15 years after the United States invaded, an international coalition working together with Afghan forces are not winning the fight against the Taliban and al-Qaeda. | The Washington Post >>
Iraq's Kurds may consider the possibility of postponing a planned Sept. 25 referendum on independence in return for financial and political concessions from the central government in Baghdad, a senior Kurdish official said. A Kurdish delegation is visiting Baghdad to sound out proposals from Iraqi leaders that might convince the Kurds to postpone the vote, according to Mala Bakhtiar, executive secretary of the Patriotic Union of Kurdistan (PUK) Politburo. | Reuters >>
Military Affairs
Debate is heating up throughout the country over what to do with Confederate statues and memorials. But it appears, at least for now, that 10 major U.S. Army bases will keep the names of Confederate soldiers. The Army refused to answer questions last week on whether those bases – including Fort Bragg in North Carolina, Fort Hood in Texas, and Fort Benning in Georgia – will keep their names, the Charlotte Observer reported. | Fox News >>
A US Navy guided-missile destroyer collided with a merchant ship east of Singapore early Monday, the Navy's 7th Fleet said in a statement. The USS John S. McCain collided with the merchant vessel Alnic MC while the destroyer was making its way to a port visit in Singapore, the Navy said. | CNN >>
The Pentagon was awaiting a final announcement by Trump on a proposal to send nearly 4,000 more U.S. troops to Afghanistan. The added forces would increase training and advising of the Afghan forces and bolster counterterrorism operations against the Taliban and an Islamic State group affiliate trying to gain a foothold in the country. | Stars and Stripes >>
The artwork – which includes abstract paintings, photos, multimedia pieces and decorated masks – brings veterans' confrontations with mortality, physical and mental suffering, and trauma into focus. The pieces are categorized under three themes: patriotism, pain and identity. | The Washington Post >>
After three days of waiting, I began wandering the camp, and that's when I met Margaux's team, named Mission Memorial Day. Margaux was the only woman and a former Army Military Police. The three guys were Brian, a retired Marine; Nick, a former Airborne medic; and Josh, a former SEAL and the MMD team leader. Their mission was to carry that American flag, covered in the names of KIA, to Denali's summit for a victorious picture. | The War Horse >>
Sponsored by the Billings Breakfast Exchange Club and Singh Contracting, MontanaFair honored the nation's two million female veterans during a 30-minute ceremony. Veterans and active-duty military were admitted free to the fair and also to Friday evening's Yellowstone River Roundup PRCA Roundup. | Billings Gazette >>