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Billy Howard commented 2016-09-13 01:22:39 -0400
What happens when Transformers gets all politically correct? A short, yet amazing cartoon answers the question.
In the video, antagonist Megatron hits a female Transformer who was shooting at him, causing his own team to abandon him. Why? Because it's 2016. Seriously. This cartoon even pokes fun at Justin Trudeau's infamous quote.
We're not going to give away the entire plot, but rest assured, if you're sick of political correctness, you'll get a kick out of this.
Feminism, race, safe spaces, trigger warnings and just about everything in the world of Tumblr is made fun of. Check it out!


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Afterschool Matters is part of the Afterschool Matters Initiative and is published 2-3 times per year by the National Institute on Out-of-School Time at Wellesley Centers for Women with support from the Robert Bowne Foundation.
Afterschool Matters Spring 2000
National Institute on Out-of-School Time
A Tale from the Youth Field: Using Stories to Understand Community-Based Youth Programs
By Sara Hill
A vivid portrait of a little girl, her mother, and their experience at a neighborhood agency demonstrates how stories taken from the field can illustrate the power of peer education and motivate staff toward more inspired educational after school programming. 8 pages.
The Power of Play: A Literature-Based After School Sports Program for Urban Youth
By Tom Zierk
A program that combines sports and literature can improve students' reading, writing, and comprehension skills. What's more, it promotes children's personal development and selfesteem, and forges a link between sports, literature, and their daily lives. 6 pages.
Creating an Agency Culture: A Model for Common Humanity
By Eileen C. Lyons
Children thrive individually when they feel part of a group. Thus every youth organization must intentionally create an agency culture that promotes positive values and relationships. Using social group work theory and her own experience as an agency director, the author proposes a Model for Common Humanity: nine principles that can guide the fostering of an agency milieu. 12 pages.
Making Learning Work
By Shirley Brice Heath
The worlds of business and youth-based community organizations share similar philosophies of creativity, collaboration and communication. Using research conducted at an urban youth theater program, the author demonstrates how young artists play organizational roles and act with a "sense of agency" comparable to that of the corporate world. 13 pages.
Naming Common Ground: Literacy and Community
By Jonathan Shevin and Chris Young
At a family service agency in the North Bronx, staff members have drawn a vital connection between community and literacy. The authors explain how their literacy program evolved from a basic tutoring opportunity into a curriculum using themes and information gleaned from the young participants' immediate community surroundings. 6 pages.
Check it Off ! A Youth Development Approach to Staff Training
By Jessica Mates and Arva Rice
An effective youth development-based training program includes such key elements as building trust, engaging participants, and setting high expectations. This article presents practical suggestions and a useful checklist for progam planners. 3 pages.
Passion & Practice by Paul Whyte
3 pages.
Afterschool Matters Spring 2003
National Institute on Out-of-School Time
Transformative Work in Programs for Children and Youth
By Lena O. Townsend
After school programs are uniquely suited to encouraging the kinds of sustaining work" that help children develop their special abilities and a sense of identity. 10 pages.
Art + Technology
Integration: Developing an After School Curriculum
By J. David Betts
In Tucson, Arizona, an innovative multimedia arts program for middle-school students comes to fruition. 10 pages.
You Don't Need a Weatherman...
By Susan Ingalls
Independent, Community-Based Organizations are threatened by the recent movement, supported by government money, to place after school programs in the same schools children attend all day. 9 pages.
Now More Than Ever: Changing Lives in an After School Theater Program
By Carol Macy
Teaching drama affords the opportunity to enrich the imagination, touching the heart and soul as well as the mind. 12 pages.
"We Think You Need a Vacation": The Discipline Model at Fresh Youth Initiatives
By The FYI Writing Team
The leaders of a New York City community service program reveal how their organization's culture helps participants learn self-discipline and gain confidence. 8 pages.
Suburban Myths
By Elizabeth C. Knight
Drugs and alcohol, free time and empty houses are readily available in affluent communities. But positive role models and meaningful activities are often in short supply. 4 pages.
Afterschool Matters Occasional Paper Fall 2003
National Institute on Out-of-School Time
Supporting the Literacy Development of Low-Income Children in Afterschool Programs: Challenges and Exemplary Practices
By Robert Halpern
Erikson Institute for Graduate Study in Child Development
While much of the current concern over the literacy development of low- and moderateincome children focuses on schools (and, to a lesser degree, on parents), many observers are arguing for a role for other institutions. In particular, funders are turning to afterschool programs to address this critical developmental task. This paper explores the roles afterschool programs can and do play in the literacy development of low-income children, drawing on surveys and observations of afterschool programs in Chicago, New York, and Seattle. 26 pages.
Afterschool Matters Occasional Paper Spring 2004
National Institute on Out-of-School Time
Community-Based Youth Organizations Negotiating Educational and Social Equity: A Case Study
By Sara Hill, Ed.D.
The Robert Bowne Foundation
This case study reveals how one community-based youth development organization in the northeastern United States advocated for social and educational equity for the low-income families it served by challenging the local school district's practice of referring low-income children of color to special education in disproportionate numbers. Because this community-based organization (CBO) is typical of many such youth-serving organizations, the case study shows how the assets CBOs bring to their communities can help them negotiate with schools to achieve greater social and educational equity for low-income families. The challenges and opportunities of school-CBO collaboration are outlined, with particular attention to the need to appropriate CBOs' strong, culturally competent relationships with their program participants. 22 pages.
Afterschool Matters Spring 2004
National Institute on Out-of-School Time
Perils and Promise: Afterschool Programs on School Territory
By Joseph L. Polman
Situating community-based afterschool programs on school grounds has its risks, but there can be significant rewards as well. 10 pages.
Leveraging Resources to Promote Positive School-CBO Relationships
By Christopher Wimer, Margaret Post, and Priscilla Little
Analysis of the Harvard Family Research Project's database of program evaluations suggests ways community-based afterschool programs can negotiate with schools to share financial, physical, social, and intellectual resources. 9 pages.
Acts of Invention: The Afterschool Program as a Site for Building Community
By Kirsten Cole
An afterschool program struggles to foster kindness and civility among youngsters whose environment too often fails to promote such values. 6 pages.
Civic Spaces: Retooling Public Libraries to Attract and Engage Teens after School
By Lisa Wahl Moellman and Jodi Rosenbaum Tillinger
Public libraries are uniquely poised to provide meaningful opportunities for teens to learn and grow outside of school—if they listen to what teens want and need. 9 pages.
Youth-Adult Partnerships: A Powerful Force for Community Change
By Shuan Butcher
A nationwide initiative involves youth and adults as equal partners in projects that improve community life. 7 pages.
In Addition Afterschool Mathematics Program: Principles, Practice, and Pitfalls
By Judith McVarish and Patricia Birkmeier
Afterschool math learning goes beyond worksheets and drills to engage young people in exploring the math principles that surround them in their communities. 8 pages.
Rites of Passage: Preparing Youth for Social Change
By Susan Wilcox, Khary Lazarre-White, and Jason Warwin
A unique program empowers urban teenagers to define themselves as leaders who are committed to their community. 9 pages.
Afterschool Matters Occasional Paper Fall/Winter 2004
National Institute on Out-of-School Time
The Four Cs of Afterschool Programming A New Case Method for a New Field
By Gil G. Noam, Ed.D., Ph.D. (Habil) with Susanna Barry, Lisa Wahl Moellman, Leigh van Dyken, Carol Palinski, Nina Fiore, and Rob McCouch
Growing public and policy interest in the use of afterschool time has led to a need for research methods that allow investigators and stakeholders to examine and refine program models and activities. The case study method offers promise for afterschool research, but case study models must be refined in order to adequately study afterschool programming, which is characterized by collaboration among numerous stakeholders. "The Four Cs"—collaboration, communication, content, and coherence—provide one such framework. This method allows researchers who study afterschool education to respect its unique characteristics as an intermediary space that must accommodate the needs of many stakeholders and as a transitional space that serves the needs of children and youth in their various stages of development. 19 pages.
Investing in Social Capital Afterschool Activities and Social Affiliation in Immigrant Youth
By Marc Camras, Ph.D.
The 2000 Census indicates a significant increase in foreign-born and first-generation students in public schools, at a time when multicultural communities are challenging long-held notions about civic participation in America. This study of Teen Educators Advocating for Community Health (TEACH) illustrates how an innovative afterschool program attempted to nurture social capital and a sense of belonging in immigrant youth. Drawing on Robert Putnam's distinction between the bonding and bridging forms of social capital, the study argues that afterschool programs can help immigrant youth develop affiliations with diverse others outside their own communities by developing relevant programming that engages youth with children and adults in a variety of informal settings. The study examines the particular TEACH activities—community service, career development, and a class on public health issues—and features that worked to foster new relationships, attitudes, and feelings of responsibility toward others: Focusing on social affiliation and its role in promoting civic engagement, the study explores how participation in such activities can help immigrant youth attend to the welfare of their own community and of the larger society. 27 pages.
Afterschool Matters Occasional Paper Spring 2005
National Institute on Out-of-School Time
In between Work and School: Youth Perspectives of an Urban Afterschool Multimedia Literacy Program
By Katherine Schultz, Edward Brockenbrough, and Jaskiran Dhillon
In recent years, afterschool programs have come to be envisioned as sites for addressing the failure of urban schools to provide adolescents with the requisite skills and knowledge to participate in a rapidly shifting social, political, and economic landscape. The purpose and nature of such educational endeavors has taken many varied forms, as a growing number of stakeholders become invested in shaping the direction and implementation of afterschool programming. However, youth, as the recipients of these programs, have rarely been looked to as sources of experiential knowledge about the potential roles of afterschool programs in their personal development and academic education. Drawing on data from a yearlong ethnographic project documenting a media arts program housed in an urban comprehensive high school, this article foregrounds outh perspectives on their experience in an afterschool program, addressing in particular the ways in which this arts-based program functioned as a hybrid space between work and school. An investigation of youth perspectives invites us to rethink the potential of such educational spaces to enhance the learning of students who are most often marginalized in traditional school settings. It also raises important questions about knowledge production, skill development, and youth empowerment in afterschool programming. 18 pages.
The Connection between Afterschool Programs and In-School Success: The Science Mentoring Project
By Cheri Fancsali and Nancy Nevárez
This study investigated the ways in which the Science Mentoring Project, an afterschool program with a youth development focus and mentoring component, helped fifth-grade participants develop key competencies in five areas: personal, social, cognitive, creative, and civic competencies. Development of these competencies, in turn, positively affected participants' school experiences. Using program observations, teacher interviews, student surveys, a student focus group, and mentor feedback forms, researchers studied how—not just whether—the project's youth development activities affected school performance. The study's evidence suggests that developing the key competencies affected three areas of participants' school experiences: engagement and motivation, including increased interest in possible science careers; constructive behaviors, including positive risk-taking; and academic skills and knowledge, including increased awareness of environmental issues and vocabulary. The role models provided by high school mentors also helped build a critical foundation for student success. The findings of this study suggest the importance of including a youth development focus in afterschool programs. 17 pages.
Afterschool Matters Spring 2005
National Institute on Out-of-School Time
So You Want to Be a Superhero? How Making Comics in an Afterschool Setting Can Develop Young People's Creativity, Literacy, and Identity
By Sarita Khurana
A unique afterschool class in making comic strips and comic books, taught by a professional comic artist, encourages both literacy development and identity development in adolescent participants. 9 pages.
"It Means Thank You": Culturally Sensitive Literacy Pedagogy in a Migrant Education Program
By Theresa McGinnis
Multilingual and multimodal literacy practices in a out-of-school migrant education program support Cambodian (ethnic Khmer) youth in using diverse modes of communication, revealing the intimate connections among literacy, language, culture, and identity. 7 pages.
Co-constructing Space for Literacy and Identity Work with LGBTQ Youth
By Mollie V. Blackburn
Adult facilitators in afterschool programs can work with LGBTQ youth to construct a safe space in which the youth can validate their identities in the process of doing literacy work. 7 pages.
Fabulous Fashions: Links to Learning, Literacy, and Life
By Anne L. Thompson
Students will apply themselves to learning if the context interests them. Focusing on a subject close to middle school students' hearts, such as fashion, rather than on specific academic tasks such as writing or researching, builds intrinsic motivation for learning. 9 pages.
Embedding Seeds for Better Learning: Sneaking up on Education in a Youth Gardening Program
By Jrène Rahm and Kenneth Grimes
A 4-H program embeds science learning in an entrepreneurial program in which youth plant, harvest, and market their own produce. 9 pages.
"Doing Hair" and Literacy in an Afterschool Reading and Writing Workshop for African-American Adolescent Girls
By Daneell Edwards
African-American adolescent girls who expressed little interest in literacy activities nevertheless enthusiastically engaged in reading and writing around a topic that mattered to them—doing hair—particularly when they were allowed to determine the format of the literacy activities. 9 pages.
Afterschool Matters Spring 2006
National Institute on Out-of-School Time
Youth Media Citizenship: Beyond "Youth Voice"
By Elisabeth Soep
In stories about democratic society that take place in a democratically structured environment, Youth Radio walks the fine line between professional journalism and youth development in ways that question the automatic equation between "youth voice" and freedom of expression. 11 pages.
Creating Engaged Citizens: Using Young Adult Novels and Thematic Units to Encourage Democratic Action
By Mary Cipollone
Pairing age-appropriate novels with thematic units on the civil rights movement and the presidential election allows one afterschool practitioner to bring democracy to life for inner-city middle school students. 8 pages.
Growing Leaders in Native American Communities: An Interview with Gerald Eagle Bear
By Sara Hill
An annual conference gathers young Native Americans from several states and many tribes to celebrate their culture, deal with issues they face in their communities, and get involved in tribal and state political issues. 3 pages.
Democracy in Action: Experiential Civics Learning in Afterschool Advocacy Days
By Susan Blank with Lucy N. Friedman and Kathleen Carlson
Annual trips to the state capital to advocate for afterschool funding not only allow young people to participate in the democratic process but also foster youth development by focusing on educational goals. 7 pages.
Toward a Movement: Uniting Organizers and Direct Service Providers in a Movement for Juvenile Justice Reform
By Ruben S. Austria
In the juvenile justice reform movement, the principles of youth organizing can help bridge the gap between the goals of social justice and individual youth development. 11 pages.
Afterschool Matters Spring 2006
National Institute on Out-of-School Time
From Promise to Participation: Afterschool Programs through the Lens of Socio-Cultural Learning Theory
By Meredith I. Honig and Morva A. McDonald
Studies of the effects of afterschool programs on student learning have yielded equivocal findings. This paper argues that such findings stem from weak conceptualizations of the relationship between afterschool programming and learning. The authors use socio-cultural learning theory to reveal specific dimensions of afterschool programs that have positive impact on learning, drawing on almost 200 documents from the afterschool literature to substantiate and elaborate these dimensions. Findings illuminate why afterschool programs that provide "more school after school" significantly limit students' opportunities to learn. 26 pages.
Afterschool Matters Occasional Paper Spring 2006
National Institute on Out-of-School Time
Many Versions of Masculine: An Exploration of Boys' Identity Formation through Digital Storytelling in an Afterschool Program
By Glynda A. Hull, Nora L. Kenney, Stacy Marple, & Ali Forsman-Schneider
Both scholarly literature and popular media often depict predominantly negative and one-dimensional images of boys, especially African-American boys. Predictions of these boys' anticipated difficulties in school and adulthood are equally prevalent. This paper reports qualitative research that features case studies of nine urban boys of color, aged nine to eleven, who participated in an afterschool program where they learned to create digital multimedia texts. Drawing on an analysis of the children's patterns of participation, their multimodal products, and their social and intellectual growth over time, the study revealed that these children demonstrated many versions of male selves, and that their digital stories narrated these identities in ways that often challenged hegemonic versions of masculinity.
Afterschool Matters Occasional Paper Fall 2006
National Institute on Out-of-School Time
The Art of Democracy / Democracy as Art: Creative Learning in Afterschool Comic Book Clubs
By Michael Bitz
Over the past three years, hundreds of community-based afterschool comic book clubs have been launched in cities across the United States. These clubs have drawn in thousands of underserved youths in grades 1–12. In these clubs, children plan, write, sketch, design, and produce original comic books and then publish and distribute their works for other children in the community to use as learning and motivational tools. This synthetic and analytic research project explores the dynamics, outcomes, and impacts of afterschool comic book clubs. 20 pages.
Civic Connections: Urban Debate and Democracy in Action during Out-of-School Time
By Georgia Hall
This paper examines the approach of urban debate leagues, and specifically the New York Urban Debate League, to democracy skill building and civic engagement. In the face of concerns about lack of civic engagement and knowledge among young people, such out-of-school-time programs can often reach youth bypassed by traditional sources of civic and democracy development, providing a vision of what "democracy in action" for underserved youth might look like. Such democracy skill-building experience can empower youth to become engaged learners and participating citizens. 17 pages.
Afterschool Matters Occasional Paper Spring 2007
National Institute on Out-of-School Time
How Did You Spend Your Summer Vacation? What Public Policies Do (and Don't Do) to Support Summer Learning Opportunities for All Youth
By Ron Fairchild, Brenda McLaughlin, and Brendan P. Costigan
Despite robust research literature on the need for and benefits of summer learning programs, surprisingly few federal policies target summer specifically as a time to support healthy youth development and advance learning. Providing appropriate childcare and enriching activities during the summer has traditionally been viewed as the private responsibility of families. While this arrangement may be sufficient for wealthier children, who typically access a wide variety of resources that help them grow over the summer, poorer families often struggle to access such basic resources as healthy meals and safe, appropriate childcare. 25 pages.
Afterschool Matters Spring 2007
National Institute on Out-of-School Time
Keeping the Faith: How Moving from School to Afterschool Kept Me an Educator
By Lily Rabinoff-Goldman
A personal essay by a former public school teacher in the Teach for America program highlights the differences between school and afterschool education. 5 pages.
After the Last Bell: The Multiple Roles of Principals in School-Based Afterschool Programs
By Lanya Samuelson
Principal involvement is a critical component of schoolbased afterschool programming. A logic model of six potential roles principals can play in afterschool programs offers a basis for consensus between principals and afterschool coordinators on this vital issue. 9 pages.
Growing Our Own: Former Participants as Staff in Afterschool Youth Development Programs
By Susan Matloff-Nieves
The common but under-researched practice of hiring participants as afterschool program staff presents unique challenges but has clear advantages for programs, participant staff members, and communities. 10 pages.
Focusing In: Evaluators Reflect on Focus Groups in Afterschool Settings
By Nicole Schaefer-McDaniel, Kimberly Libman, Sarah Zeller-Berkman, and Kira Krenichyn
As program evaluations become increasingly popular (and necessary), afterschool program evaluators seek
appropriate evaluation methods. Focus groups with participants and staff offer a great deal of promise, but they also offer specific challenges that must be addressed in order to use this method successfully. 10 pages.
Boyz 2 Men: Responsible Empowerment for Inner-City Adolescent Males
By Jon Gilgoff
A support program helps young males of color escape from "the man box." Addressing pervasive sexist and homophobic expressions and attitudes can help free young men for fuller self-expression, though the process is never easy. 9 pages.
Afterschool Matters Spring 2008
National Institute on Out-of-School Time
When the Divide Isn't Just Digital: How Technology-Enriched Afterschool Programs Help Immigrant Youth Find a Voice, a Place, and a Future
By Rebecca A. London, Manuel Pastor, Jr., and Rachel Rosner
Of course community technology centers (CTCs) help bridge the digital divide for immigrant youth in disadvantaged neighborhoods. But a study of six CTCs in California shows that these centers also promote positive youth development for young people who are challenged to straddle two cultures. 11 pages.
Growth in Motion: Supporting Young Women's Embodied Identity and Cognitive Development through Dance After School
By Mira-Lisa Katz
Dance classes provide a model for afterschool and in-school education where multiple, "embodied" modes of teaching and learning enhance development and where risk-taking is rewarded rather than punished. 11 pages.
Media Gangs of Social Resistance: Urban Adolescents Take Back Their Images and Their Streets through Media Production
By Linda Charmaraman
A youth media program not only helps participants combat negative stereotypes of urban teens but also gives them a sense of group solidarity that enables them to function as responsible media producers when they venture out into the community. 11 pages.
The Curtain Rises: How Community-Based Arts Contribute to Youth and Community Development
By Jennifer Fuqua
Community-based arts education serves the best of youth development practices and principles. In an era when school-based outcomes drive much afterschool programming, the value of the arts in building young people's skills and abilities deserves wide support. 9 pages.
Book Review: Robert Halpern's Critical Issues in After-School Programming
By Ivana Espinet
2 pages.
Afterschool Matters Occasional Paper Fall 2008
National Institute on Out-of-School Time
Youth Engagement and Quality of Experience in Afterschool Programs
By David J. Shernoff and Deborah Lowe Vandell
Research on middle school participants' engagement in afterschool programs shows that such programs often serve as developmental contexts for promoting "flow" experiences. Compared to when they are in other settings after school, participants in afterschool programs are more likely to experience high concentrated effort and intrinsic motivation, experiences consistent with Csikszentmihalyi's concept of flow. Organized sports, arts enrichment, and academic enrichment activities were found to be particularly engaging program activities, in contrast to homework completion. The importance of high levels of engagement in promoting learning in afterschool programs leads to implications for practice and policy. 14 pages.
Bringing in the Community: Partnerships and Quality Assurance in 21st Century Community Learning Centers
By Charles Smith and Laurie Van Egeren
As a matter of policy, 21st Century Community Learning Centers rely heavily on community organizations to provide a variety of instructional programs. In this way, 21st Century sites tap the depth and breadth of knowledge available in their communities to provide non-traditional learning experiences that can better meet young participants' need for engagement and relevance than can a simple extension of school-day routine. However, the inclusion of multiple partners along with school-based site staff at any given 21st Century site means that the quality of instruction can be extremely uneven. How do school districts that receive 21st Century grants, and the coordinators of each of their sites, ensure high quality across a wide variety of offerings led by staff from many different organizations? 19 pages.
Afterschool Matters Spring 2009
National Institute on Out-of-School Time
Making the Most of the Middle: A Strategic Model for Middle School Afterschool Programs
By Holly Morehouse
Building on—ratherthan trying to overcome—the unique characteristics of early adolescence, Vermont's 21st Century Community Learning Centers are using the "five Rs of program design" to improve middle schoolers' attendance and youth development outcomes. 10 pages.
Preparing Youth for the 21st Century Knowledge Economy: Youth Programs and Workforce Preparation
By Graham R. Cochran and Theresa M. Ferrari
By emphasizing work-based learning, youth programs can not only meet their youth development goals but also prepare young people for success in the knowledge economy of the 21st century. 15 pages.
The Girl Game Company: Engaging Latina Girls in Information Technology
By Jill Denner, Steve Bean, and Jacob Martinez
A program that teaches middle-school Latinas to program their own computer games seeks ways of overcoming the growing shortfall of both Latinos and women in IT education and careers. 10 pages.
It's All Happening at the Zoo: Children's Environmental Learning after School
By Jason A. Douglas and Cindi Katz
This study focuses on the combined role of zoos and an out-of-school-time program focused on environmental issues in influencing children's relationship with and sense of responsibility toward animals and the environment. 10 pages.
Putting Our Questions at the Center: Afterschool Matters Practitioner Fellowships
By Sara L. Hill, Susan Matloff-Nieves, and Lena O. Townsend
Practitioner research fellowships help transform out-of-school-time practitioners from consumers of others' research to makers of knowledge based on their own experience and practices. 5 pages.
Afterschool Matters Fall 2009
National Institute on Out-of-School Time
How Is the Afterschool Field Defining Program Quality? A Review of Effective Program Practices and Definitions of Program Quality
By Kristi L. Palmer, Stephen A. Anderson, and Ronald M. Sabatelli
A review of studies on what constitutes high-quality afterschool programming concludes that the field is reaching consensus on its definitions of quality— which means that funders, policymakers, and providers increasingly have a sound basis on which to make informed decisions. 12 pages.
Does Your Organization Welcome Participants with Disabilities? A New Assessment Tool
By Fred Galloway and Mary McAllister Shea
Afterschool programs that strive to be inclusive should remember to welcome participants with disabilities. A new instrument can help afterschool programs determine how well they are doing at including kids with disabilities and assess whether those providing the services—leaders and staff—overestimate their organization's inclusiveness as compared to those who use the services. 7 pages.
The Differential Role of Youth Development Program Participation for Latina/o Adolescents
By Ingrid Nelson
The notorious achievement gap for Latina/o youth can't be explained only by ethnic and socioeconomic factors—and can't be overcome by schools alone. Out-of-school time programs can also make a difference. The question is, how much of a difference can they make, and for which young Latina/os? 14 pages.
Defining Our Terms: Professional Development in Out-of-School Time
By Nancy Peter
Professional development, training, workshop, technical assistance—from program to program or region to region, these can mean the same, or quite different, things. Let's start a conversation toward consensus in the OST field on common definitions of our professional development terms. 8 pages.
Rowing and Growing
We talked with Kennise Farrington, a September 2009 senior at John Bowne High School in Queens, out-of-school time rowing in Meadow Lake, Queens. 2 pages.
Afterschool Matters Spring 2010
National Institute on Out-of-School Time
Moving Forward and Growing Together: Interview with Sylvia Lyles
Afterschool Matters talked with Sylvia Lyles, Ph.D., program director of the Academic Improvement Programs Group in the Office of Elementary and Secondary Education at the U.S. Department of Education in Washington, DC., about providing high-quality learning experiences for children and youth. 3 pages.
Right Time, Right Place: Building an Online Learning Community for Afterschool Practitioners
by the You for Youth project team
Responding to the expressed needs of the field, the U.S. Department of Education is building You for Youth (Y4Y), an online learning community whose modules will enhance the professional development of afterschool practitioners and program managers. 7 pages.
Body and Soul: Reflections on Two Professional Development Credential Pilots in Massachusetts
by Georgia Hall and Ellen Gannett
The example of two pilot credentials in Massachusetts underscores the importance of credentials for afterschool practitioners and can guide efforts toward establishing a national credential. 9 pages.
Shared Research Dialogue: One College's Model for Professional Development of Youth Practitioners
by Dana Fusco and Ivana Espinet
The "shared research dialogue" that emerged from the collaborative atmosphere of inquiry in a college OST certificate course suggests that developing the capacity for reflective practice is an important component of OST professional development. 6 pages.
Using E-learning to Train Youth Workers: The BELL Experience
by Matthea Marquart, Zora Jones Rizzi, and Amita Desai Parikh
BELL (Building Educated Leaders for Life) cut training costs by two-thirds and improved outcomes for students in its summer program by developing e-learning modules for program staff and managers. 9 pages.
Enhancing Program Quality and Care through Supervision
by Heather Olsen and Christopher L. Kowalski
Afterschool staff need to be able to supervise young participants so they can engage safely in a variety of activities. Afterschool programs should create a strong procedural plan to protect young people from harm and the program from liability. 7 pages.
Afterschool Matters June 2010
National Institute on Out-of-School Time
High-Impact Afterschool for All: A Statewide Quality Framework
By Jennifer L. Siaca
Building on increasing consensus on the definition of quality in afterschool programming, the New York State Afterschool Network developed a quality framework and related assessment tools that can be used to promote program quality. 6 pages.
Getting the Right Mix: Sustainability and Resource Development Strategies in Out-of-School Time Youth Arts Programs in Massachusetts
By Christine Proffitt
A study of high-quality youth arts programs, supported by the literature on sustainability, suggests strategies OST programs can use to build a solid financial foundation. 8 pages.
Project Exploration's Sisters4Science: Involving Urban Girls of Color in Science Out of School
By Gabrielle Lyon and Jameela Jafri
Getting girls from historically underrepresented groups involved in science means learning from the girls themselves and from girl-centered theory and practice. 9 pages.
Promoting Physical Activity in Afterschool Programs
By Aaron Beighle, Michael W. Beets, Heather E. Erwin, Jennifer Huberty, Justin B. Moore, and Megan Stellino
Even with limited space and equipment, afterschool programs can fight childhood obesity and contribute to the public health by promoting participation in physical activity. 9 pages.
The Arts Matter in Afterschool: Community Youth Arts and Out-of-School Time
By Lori L. Hager
Awareness of the value of community youth arts could help support more formal partnerships between arts learning and afterschool organizations. 9 pages.
Nana for a New Generation
By Denise Sellers
The author's "Nana" was grandmother to an entire neighborhood of children. Today, her afterschool program fulfills a similar set of needs for 21st century children and their parents. 4 pages.
Afterschool Matters Fall 2010
National Institute on Out-of-School Time
Participation Over Time: Keeping Youth Engaged from Middle School to High School
By Sarah Deschenes, Priscilla Little, Jean Grossman, and Amy Arbreton
Attention to the differing developmental needs of adolescents-not only between middle school and high school but even among older and younger youth in each bracket-is the key to retention in OST programs. 8 pages.
Using Professional Development to Enhance Staff Retention
By Denise Huang and Jamie Cho
What keeps dedicated afterschool workers on staff? Ongoing, informal professional development is one of the most powerful incentives. 8 pages.
The Changing Landscape of Afterschool Programs
By Kathryn Hynes and Felicia Sanders
The amount of OST programming available has increased significantly in the last decade-but are enough programs available in the right places, and are children realizing the potential benefits of participation? 11 pages.
Honoring 15 Years of the 21st Century Community Learning Centers Program: A Polity-Centered Analysis
By Sarah Fierberg Phillips
A polity-centered approach to the history of 21st CCLC funding can help inform afterschool advocates' responses to President Obama's current proposals. 9 pages.
A System That Works: Highlights of Effective Intervention Strategies in a Quality Improvement System
By Diana Sinisterra and Stephen Baker
Prime Time Palm Beach County has implemented a quality improvement system that is creating a community of afterschool practitioners who value high-quality programming. 8 pages.
New Faces, New Places: A 4-H Science Learning Program in Urban Out-of-School Settings
by Walter A. Barker, Eric Killian, and William P. Evans
"Butter making" becomes "chemical reactions" when 4-H youth development moves from its rural roots to provide hands-on science and technology learning in urban settings. 6 pages.
Can We Talk? Creating Effective Partnerships between School and Afterschool Programs
By Lisa Sweet Dilles
If the schools can provide the instructional boost and afterschool can offer the engaging enrichment, students will have what they deserve: the best of both worlds. 4 pages.
Afterschool Matters Spring 2011
National Institute on Out-of-School Time
In this issue:
Networks Analysis of a Regional Ecosystem of Afterschool Programs
By Martha G. Russell and Marc A. Smith
Social network analysis of a local afterschool ecosystem reveals programs' relative isolation from one another and their dependence on just a few funding sources. 11 pages.
Building an Afterschool Workforce: Regulations and Beyond
By Patricia Cole
If afterschool is to become a system at the program level and a profession at the staff level, we need to examine what qualifications are appropriate for the staff who make a difference in children's lives. 10 pages.
The Effect of Afterschool Program Participation on English Language Acquisition
By Rebecca London, Oded Gurantz, and Jon Norman
An innovative data source that tracks students across school and non-school settings provides insights about how afterschool participation may improve students' English language abilities. 8 pages.
Self-Assessment of High-Quality Academic Enrichment Practices
By Jenell Holstead and Mindy Hightower King
Self-assessment can be a powerful tool for evaluating program quality, yet the available self-assessment instruments do not comprehensively address practices that promote academic enrichment. 8 pages.
Don't You Want to Do Better? Implementing a Goal-setting Intervention in an Afterschool Program
By Amy Hallenbeck and David Fleming
The ability to set and work toward goals is not inborn. This study examines how an afterschool program worked to help elementary-age children learn goal-setting strategies. 11 pages.
Growing Boys: Implementing a Boys' Empowerment Group in an Afterschool Program
By Georgia Hall, Ph.D. and Linda Charmaraman, Ph.D.
Single-sex empowerment groups can help boys from disadvantaged backgrounds make healthy choices. What qualities does an adult leader need to facilitate boys' empowerment? 3 pages.
Book Review: Science in the Making at the Margin
by Rahm, Jrene
Reviewed by Sara Hill
2 pages.
Afterschool Matters Fall 2011
National Institute on Out-of-School Time
English Learners and Out-of-School Time Programs: The Potential of OST Programs to Foster EL Success
By Julie Maxwell-Jolly
OST programs can benefit the growing population of English learners in U.S. public schools by giving them the gift of time in which to learn both English and subject matter content. 12 pages.
Learning English and Beyond: A Holistic Approach to Supporting English Learners in Afterschool
By Jhumpa Bhattacharya and Jimena Quiroga
English learners are a diverse group with diverse experiences and needs. While schools focus on teaching them English, afterschool programs can build on their strengths to address their social and emotional needs. 7 pages.
Éxito: Keeping High-risk Youth on Track to Graduation through Out-of-School Time Supports
By Tracey Hartmann, Deborah Good, and Kimberly Edmunds
An intensive intervention including project-based learning and case management services keeps at-risk ninth-and tenth-graders engaged and helps them overcome barriers to school success. 10 pages.
You Are Here: Promoting Youth Spaces through Community Mapping
By Kathrin C. Walker and Rebecca N. Saito
Youth Action Crews map the youth development programs and places in their neighborhoods in order to raise public awareness of the opportunities-and of where such opportunities don't exist. 10 pages.
A Place for the Arts: Lessons Learned from an Afterschool Art Experience with Reclaimed Materials
By Angela Eckhoff, Amy Hallenbeck, and Mindy Spearman
A three-day art project in an afterschool program with no specific arts component illustrates the potential-and the challenges-of engaging children in creating art using recycled materials. 8 pages.
Power Sharing: Building Community School Relationships from Friendship to Marriage
By Carol R. Hill
What happens when the relationships among a Beacon center, its school, and an intermediary organization move from mere friendship into dating and eventually even marriage? 4 pages.
Researcher's Notebook: Converging issues in an Out-of-school Time Program for African Refugee Children
By Michelle Porche
Field notes from a study of a family support program for African immigrants reveal some of the challenges faced by these parents and their adolescent children. 3 pages.
Afterschool Matters Spring 2012
National Institute on Out-of-School Time
Systemwide Implementation of Project-Based Learning: The Philadelphia Approach
By Jason Schwalm and Karen Smuck Tylek
Citywide implementation of project-based learning highlights the benefits—and the challenges—of promoting exemplary practices across an entire OST network. 8 pages.
Healthy Eating in Out-of- School Time: The Promise and the Challenge
By Jean L. Wiecha, Georgia Hall, Ellen Gannett, and Barbara Roth
OST programs can be part of the solution to the growing epidemic of child obesity. A first step is to understand current practices and learn about supports for—and barriers to—providing nutritious foods in afterschool programs. 7 pages.
Dealing with Behavior Problems: The Use of Positive Behavior Support Strategies in Summer Programs
By Brian C. McKevitt, Jessica N. Dempsey, Jackie Ternus, and Mark D. Shriver
Positive behavior support, with its emphasis on teaching desired actions rather than punishing undesirable actions, can be a powerful tool for managing young people's behavior. 10 pages.
Engaging Library Partners in 4-H Programming
By Nia Imani Fields and Elizabeth Rafferty
Kids are already in the public library after school. The library is thus a natural venue for 4-H youth development programming. 6 pages.
Empowering Youth Work Supervisors with Action Research Strategies
By Margo Herman
Five suggested strategies for conducting action research can help youth work supervisors to find new directions for themselves and their programs. 6 pages.
A New Approach to Accountability: Creating Effective Learning Environments for Programs
By Wendy Surr
A new paradigm for accountability envisions afterschool programs as learning organizations continually engaged in improving quality. 10 pages.
Collaboration between Afterschool Practitioners and In-school Teachers
By AnnMarie Schamper
A school-day teacher discovers how collaboration with her afterschool counterpart benefits their students. 4 pages.
University- Community Partnership
By Kristen E. Fay
A book review. 2 pages.
Afterschool Matters Fall 2012
National Institute on Out-of-school Time and Wellesley Centers for Women
Understanding the "How" of Quality Improvement: Lessons from the Rhode Island Program Quality Intervention
By Elizabeth Devaney, Charles Smith, and Kenneth Wong
The question is not only whether programs improve but how quality interventions effect change in afterschool program practices. 10 pages.
Exploring Self-Esteem in Girls' Sports Program: Competencies and Connections Create Change
By Ellen Markowitz
We say our programs "build self-esteem," but we struggle to document the changes we see taking place in youth. Shifting the focus from how youth feel to their competence and connections may help. 10 pages.
Helping Youth Prepare for Careers: What Can Out-of-School Time Programs Do?
By Kathryn Hynes, Kaylin M. Greene, And Nicole Constance
Exemplary career programming overcomes the obstacles to engaging older youth and shows them how to find the "next rung on the ladder." 10 pages.
Supporting Youth with Special Needs in Out-of-School Time: A Study of OST Providers in New Jersey
By Jane Sharp, Elizabeth Rivera Rodas, and Alan R. Sadovnik
A survey of OST administrators and staff shows that professional development can influence providers' willingness and ability to include children with special needs in their programs. 11 pages.
Human Resources: Staffing Out-of-School Time Programs in the 21st Century
By Ron Asher
Offering low-wage, part-time jobs is a systemic feature of the afterschool landscape. Now what? 6 pages
Beyond the Pipeline: STEM Pathways for Youth Development
By Gabrielle H. Lyon, Jameela Jafri, and Kathleen St. Louis
Empowering underrepresented groups to pursue STEM interests is less a matter of repairing a "leaky pipeline" than of building pathways for meaningful participation. 10 pages.
Build IT: Scaling and Sustaining and Afterschool Computer Science Program for Girls
By Melissa Koch, Torie Gorges, and William R. Penuel
"Co-design" - including youth development staff along with curriculum designers - is the key to developing an effective program that is both scalable and sustainable. 9 pages.

subset: commoncrawl


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Horse Hair all natural colors horshair colors Bulk horsehair (1 pound)
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- Perfect for the unusaul look in your Crafts Projects
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Company Name: HCL Technologies Limited
About Company: HCL Technologies Limited is a global IT services company, headquartered in Noida, Uttar Pradesh, India. Originally the research and development division of HCL Limited, it emerged as an independent company in 1991 when HCL Limited ventured into the software services business.
Detailed Description of Job Opening: HCL Excellent Freshers Drive - On 29th Jan 2016 for Chennai location.
Required Skills: Customer Support Executive Non Voice Process
Good Communication Skill
Year of Experienced : 0 to 1 Yrs Freshers
Educational Qualification: Any Graduates
Location: Chennai Are you looking for Jobs in ( Gurgaon, Hyderabad, Bangalore?)
Today Latest Fresher Job .....Loyalty Methods Mega Drive Freshers : BE / B.Tech / ME / M.Tech / MCA : On 29th Jan 2016
Walk-in Date: 29th Jan 2016, Time: 10 AM to 2 PM
Job Last Date: 29th Jan 2016
Walk-in Venue Contact Details
HCL Career Development Center
No.316,Sri Devi Towers,
5th Street Extention,
(Behind Kalyan Silks)
Gandhipuram, Coimbatore.
Walk-in Venue Contact Details
HCL Career Development Center
No.316,Sri Devi Towers,
5th Street Extention,
(Behind Kalyan Silks)
Gandhipuram, Coimbatore.
Resume Submission Link
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- WINIT Software Excellent Walk-in Event Freshers : Trainee Software Engineers : On 6th Feb 2016
- Dena Bank Recruitment 2016 - Various Post (Last Date: 6th Feb 2016)


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Cinderella (2015) – A Revisited Quick Capsule Review
Phil's Quick Capsule Review:
As old school and classic Disney as you can get, Kenneth Branagh's retelling of the classic Cinderella is a charming, funny and beautiful film that will be loved by older children and just about tolerated by most parents! Actually that's pretty harsh – the filmmaking craft alone on display here is worth watching (sumptuous visuals, glamorous clothing and stunning sets), as are the central performances of Lily James, Cate Blanchett and Game Of Throne's Richard Madden. And in fact whilst it's pitched, and often feels like classic straight Disney the Cinderella as presented here is no wallflower, instead a strong, independent Disney princess up there with some of the best of them. So overall whilst you'll be dragged along by the kids, you'll probably end up secret quite enjoying it. I did.
Best Bit: The Ball
Cinema, Stream, Avoid: Buy (for the kids)
If You Liked this Try: Enchanted, In The Woods, Maleficent
Follow us on Social Media:
Phil Hobden is the former Film Editor & Writer for renowned martial arts focused COMBAT MAGAZINE in the UK. He is also a filmmaker in his own right, having produced two cult Independent action films in LEFT FOR DEAD and TEN DEAD MEN. He was the host for the award nominated Filmsploitation podcast for 4 years, currently co-hosts Ross And Phil Talk Movies and is a writer/editor for his own blog Phil's Quick Capsule Review…


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.NET Foundation Courses Coming to ILT
Originally created only for eLearning, we are now in the final stages of getting and instructor led version of 2956 out the door. This is good news for those who prefer their training in a classroom environment.
2956 is the the course to use for preparing to take Microsoft exam 70-536. This exam is the core requirement for all the new developer certification on the .NET platform.
This course contains enough material that it could not be delivered in a single 5 day session so it will be split into two series, 2956 and 2957. 2956 will offer the core or "basic" understanding of the various components of the .NET framework such as base classes, generics, collections etc. 2957 will form part of the "advanced" areas for this exam such as threading.
Check with your local Microsoft official learning provider for when this course will be available.


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China December Exports Fall Most Since 2016
China's exports and imports in December declined at the worst rates in two years, adding to evidence of a rapid slowdown in the economy amid the trade war with the US and weakening global activity.
Exports dropped 4.4 percent year-on-year in December, figures from the General Administration of Customs showed on Monday. That was in contrast to the 3 percent gain economists had predicted.
Imports decreased 7.6 percent from a year ago, defying expectations for a 5 percent rise.
Both exports and imports outcome was the worst since 2016. In December, the trade surplus was $57.1 billion.
"This [decline in exports & imports] is likely to continue into 2019 due to falling foreign demand, including demand for Chinese-made electronic products," ING economist Iris Pang said.
For 2018 as whole, exports grew 9.9 percent imports rose 15.8 percent, resulting in a trade surplus of $351.8 billion, which was over 30 percent lower than a year ago.
The trade with the US yielded a surplus of $323.3 billion, which according to Reuters was the highest on records dating back to 2006.
The record trade surplus is likely to prompt the US to put more pressure on China to change its trade practices.
Exports to the US rose 11 percent in 2018, while imports were unchanged.
Early January, the Chinese and US officials held talks to diffuse the trade tensions. Talks were aimed at persuading the US to cancel its plan to raise tariffs on imports from March 2.
Reports suggested that the talks went well, but details are yet to emerge.
"The US will likely experience a slowdown later in the year due to a combination of weakening fiscal stimulus and higher prices of inputs stemming from tariffs," ING's Pang said.
"Major European countries are also struggling to maintain growth and combined with a weaker US, provides a challenging external demand backdrop for China's exports in 2019," the economist added.
China's government is reportedly planning to set a growth target of 6-6.5 percent for this year, which is lower than the about 6.5 percent aimed for 2018.
Source: Read Full Article


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Businessman Güzel Wrote for Washington Times: How U.S.-Turkey Relations Grow Stronger
By Murat Güzel - In the aftermath of the NATO Summit in Brussels, I have reflected on the importance of strong trans-Atlantic bonds and how this critical alliance has paved the way for economic growth which has benefitted both sides of the Atlantic. In an unstable world, we need strong trade alliances like the U.S.-Turkey one. We need a robust NATO as well. This week also marks the tragic anniversary of the darkest chapter in Turkey's recent history, the July 15 failed coup. I am not a politician or an expert on international relations. I am a first-generation Turkish American who has built a multinational business. I am a "commercial" diplomat.
- Published in Politics1


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So I'm actually currently a Nursing student and have already started to be exposed in the clinical area. One thing that the higher levels have warned us about are those 'maldita nurses'. I actually thought that this is some kind of exageration because my mom is a nurse and is not maldita (when she's not pissed) and even her fellow nurses are not maldita. So I casually just shrugged it away.
When I was exposed to the DR, I immediately understood what those higher-levels meant. Our CI's kept on telling us to greet nurses and wards men and guards and everyone we meet at the hospital. So naturally,we do that, because of respect to them professional. A simple nod or smile may have been okay but even those are not given by some nurses. When we greet, many smiles back but some just snob us as if no one talked. And they wonder why no one tries to greet them?
At the Ward, that is the place where I experienced that nurse that's ill-mannered. Before a shift ends, the nurses who will go home will endorse a patient to the upcoming nurses. So of course, since we're going on duty, we need to be there during the endorsement for us to be able to know what would be the special things to do to render care for our client. But seriously? I have already been to an endorsement only once and the nurse that handled it wasn't even that nice. There were 2 nurses, a male and female who were having the endorsement and the female kept on endorsing to the guy while we're trying to catch up. She completely ignored us and that what rages us most. When we go on duty, it can mean that we're actually helping them and lessen their job like vital signs taking, terminating IV and things that SN's can do.
I really hate ill-mannered nurses. They just bring bad name to the profession. In this way, nurses can be viewed as terrors in the hospital rather than angels in the sickroom.


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FLAT ROCK, Mich. - Joe Hinrichs is playing catch-up. But as automaking challenges go, this is the type of problem executives relish.
FLAT ROCK, Mich. � Joe Hinrichs is playing catch-up. But as automaking challenges go, this is the type of problem executives relish.
Ford�s midsize vehicles, namely the Fusion sedan and Escape sport-utility vehicle, are in short supply, and executives say sales would be even higher if they could squeeze out more production.
�We could have sold more if we had more,� Hinrichs, Ford president of the Americas, said at Ford�s Flat Rock assembly plant, which began Fusion production Thursday after months of training and prototypes.
Ford�s facility in Hermosillo, Mexico, will continue to make about 250,000 Fusions on three shifts while Flat Rock will add about 100,000 Fusions a year on two shifts. The automaker has added 1,400 workers at Flat Rock, where it also assembles the Ford Mustang.
Hinrichs would not say whether it is more costly to make Fusions in Michigan than in Mexico, but Ford�s top two executives, CEO Alan Mulally and Chief Operating Officer Mark Fields, basked in the publicity MSNBC�s �Morning Joe� showered on the company by broadcasting their Thursday show from the factory.
Wages are lower in Mexico, but all but 100 to 150 of the 1,400 additional jobs in Flat Rock are second-tier, which means they pay $15.78 an hour. The rest of the 1,700 Flat Rock employees are first-tier workers, who make $28.50 an hour. Freight costs are less from Michigan than from Mexico to most U.S. dealerships.
�We wouldn�t do it if it wasn�t profitable growth,� Hinrichs said of the $555 million Flat Rock investment and addition of a second shift.
Flat Rock is preparing to add the next-generation Ford Taurus and Lincoln MKS full-size sedans, now built in Chicago. The new body shop is capable of making seven different vehicles from different underpinnings.
�I don�t think we�re done yet,� said UAW Local 3000 Chairman Tony Bondy, hinting at more products to come.
Hinrichs would not comment on whether Flat Rock could make the Escape in the future to address shortages of the compact utility vehicle.
Other speculation has been that Ford will move Fiesta production out of Mexico to free capacity for other stronger-selling vehicles.
�We�re going to continue to look at where we need to move product around to leverage all the assets to meet the growing demand for our products,� Hinrichs said.
�I�m spending a lot of time working on the manufacturing plan,� said Hinrichs, who rose up the ranks with a number of manufacturing jobs.
Jimmy Settles, head of the UAW Ford division, said the company�s growth could lead to 8,000 more jobs than the 12,000 the automaker has promised by 2015, but he later called that prediction wishful thinking.
�All of our assembly plants are full, but some of our components plants are not,� Settles said. �We�ll take work wherever we can get it.�
Settles noted that a few years ago the Flat Rock plant, operating with a single shift, was on the chopping block. �We didn�t know if this plant would stay open. Look at us now.�
Hinrichs also said that the new Mondeo (the Fusion�s twin) goes on sale Thursday in China. But the car does not have a larger backseat because it tends to be bought by Chinese who like to drive, as opposed to the many cars sold to Chinese buyers who prefer to be driven.
�2013 Detroit Free Press
Visit the Detroit Free Press at www.freep.com
Distributed by MCT Information Services
PHOTOS (from MCT Photo Service, 202-383-6099): AUTO-FORD-FUSION
Topics: t000026915,t000026911,g000362665,g000221937


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Moderator: luciderous
silverkitty23 wrote:Killing it from Task Manager (even with admin privs) doesn't make it disappear
silverkitty23 wrote:Yes, End Process Tree doesn't do the thing.
Could this be because of my anti-virus software? That's the only thing on the system I'd call "unhealthy", but it also claims to have a "game mode" that causes it to get out of the way for certain white-listed apps, and I did add sis64.txt to that list.
silverkitty23 wrote:My guess is: you're gonna load it and hit "next turn" it's gonna work just fine, but since it freezes rather than crashes properly, I don't know how else to give feedback that might determine what's going on
silverkitty23 wrote:Avast seems really keen on trying to upsell me to their extra-fancy edition. I don't like it, so I'm kinda hoping it's a problem so I have an excuse to replace it with another anti-viral
silverkitty23 wrote:I have "simplified graphics" turned in SiS, but my computer does occasionally throw nvlddmkm.sys blue screens in other games.
silverkitty23 wrote:My "logs" directory is pretty small, though (since I had just erased everything right before running the game), and the 'errors' file in it might even be from this very crash (the timestamp on the error looks like it might have been from 3-4 minutes before the crash, but it's hard to tell how much time I wasted before I looked at the clock), so I've included the whole logs dir with the offending save game in http://silverchat.com/~silver/sis/crash3-4.zip
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Mudcrab Pests is a House Redoran quest potentially undertaken by the Nerevarine during the events of The Elder Scrolls III: Morrowind.
When speaking to Neminda in Ald'ruhn about duties, she will say that a Redoran member's guar herd has been recently attacked. Drulene Falen, owner of the small herd, has said that the culprits of the attack were mudcrabs and she needs them to be removed.
Dealing with the pestsEdit
Falen's hut is located quite a bit west of Ald'ruhn, near to the coast at the point where West Gash region and the swamp marshes meet. Once there, Falen will say that a pair mudcrabs dragged one of her guars southwest and she needs the Nerevarine to dispose of them. A dead guar can be found to the southwest, guarded by the pair of hostile mudcrabs. The Nerevarine must kill the two mudcrabs before returning to Falen in order to tell her the good news.
The Nerevarine's quest will be completed once they have spoken to Neminda back in Ald'ruhn.
|Mudcrab Pests – HR_MudcrabNest
|Journal Entry
|Neminda told me to speak with Drulene Falen. Mudcrabs have been bothering Drulene's guar.
|I was told that to get to Drulene Falen's herd, I should take the road to Gnisis, take the left fork as soon as I enter the hills, then take the next fork to the right. Drulene is almost due west of Ald'ruhn.
|Drulene Falen told me that some mudcrabs killed one of her guar and dragged it southwest towards the coast.
|Drulene Falen thanked me for killing the mudcrabs. I should report back to Neminda.
|I killed the mudcrabs that were bothering Drulene Falen's guar.
|I told Neminda that Drulene Falen was dead.
- If Falen dies before the quest, disposition with House Redoran will be lost.
- If she dies during the quest, the Nerevarine will be expelled from Redoran.
- This quest can be completed by non-Redoran members.
- The same is true for Falen's other House Redoran quest, "Trouble with Bandits."
- The quest will be immediately finished if the Nerevarine has previously killed the mudcrabs before speaking to Neminda.


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East Lothian has been a strategic military site since some of its earliest history, but it has also produced soldiers and strategists, and in this section we will gradually add articles about these people, where we have interesting material in our collections. We start with John Penn, who took part in the ill-fated 'Charge of the Light Brigade' during the Crimean War (1853–56).
If you have suggestions about people you would like to see featured in this section, please leave a comment below. If you'd like to contribute an article yourself, please use our simple template and send it to us.
3 thoughts on "Military"
My great aunt Janet erskine Dods was born in Glasgow in 1868 to George Dods who became minister at Garvald in the 1870s. After training as a nurse at the Edinburgh Royal Infirmary she joined the army nursing reserve and went to the boer war in south africa in1900. On returning to Britain she joined theQAIMNS as a sister.
In August 1914 she went to France with the British Expeditionary Force. During WW1 she was mentioned in despatches twice, and was awarded the Royal Red Cross and a bar to the RRC. She left the army in 1922. I dont know what she did then, but she retired to live in Gullane with her sister Helen Erskine Dods who was a teacher in Gullane. She died in 1942.
I feel she is an unsung hero whose roots were very much in East Lothian!
Dear John,
I read with intrest your comment and started to research your great aunt. Her war records are some of the few that have survived in the National Archives! I would like to tell her story in our exhibition and wondered whether you perhaps have any photographs of her that you would be willing to share with us to be reproduced? I look forward to hearing from you at your earliest convenience.
Many thanks,


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Brandon Triche and James Southerland combined for 37 points in the final home game of their careers, and No. 17 Syracuse beat DePaul 78-57 on Wednesday night to snap a three-game losing streak.
Syracuse (23-7, 11-6 Big East) broke a rare two-game losing streak in the Carrier Dome. No. 5 Georgetown started it 11 days ago with a 57-46 win that stopped the Orange's 38-game winning streak, the longest in the nation at the time.
Cleveland Melvin had 15 points and eight rebounds for DePaul (11-19, 2-15), which lost its fifth straight and moved into a tie for last in the conference with South Florida.
The Orange's three-game slide came in a span of a week against Georgetown, No. 8 Louisville and No. 15 Marquette. The setbacks sent Syracuse plummeting out of the top 10 and out of contention for its second straight Big East regular season title. The Orange's only remaining regular season game is at Georgetown on Saturday.
It was Senior Night for Triche and Southerland.
Southerland struggled, going 5 of 19 from the field and 1 of 10 on 3-pointers. But he made all 11 of his free throws for 22 points in his first start of the season and just the third of his career.
Triche finished with 15 points and five rebounds, and C.J. Fair had 16 points, his 20th game in double figures this season. Michael Carter-Williams had 10 points, five assists and four steals.
Brandon Young had 12 points for the Blue Demons, Moses Morgan added nine, and Jamee Crockett eight on 2-of-10 shooting.
Syracuse outscored DePaul 40-26 in the paint, 17-6 off turnovers, and went 24 of 31 on free throws to offset another tough shooting night from long range. The Orange went 2 of 18 on 3-pointers.
DePaul struggled at the free-throw line, going 12 of 24 from the foul line, and hurt its chances of staying close with a 9-for-20 performance from the line in the second half.
The Orange took control with a 20-3 first-half spurt, led 35-26 at halftime, and never let the Blue Demons get closer than six points in the second half.
Fair converted a lob from Carter-Williams and Triche fed Southerland and Rakeem Christmas for two more dunks - all in a span of less than a minute - to boost the lead to 59-42 with 6:56 to play.
DePaul entered the game shooting 30.1 percent from 3-point range and Syracuse was tied with Providence for the stingiest defense against the long-range game in the Big East, allowing 28.9 percent.
That didn't deter the Blue Demons, who gained an early lead by victimizing the Orange's perimeter defense three times in a span of just over 2 minutes. Crockett started the long-range surge with a 3 and finished it with another after Morgan had hit from behind the arc.
Young's layup gave DePaul a 21-15 lead at 12:26 and then the Orange stormed back with their big run that included three three-point plays.
Fair's two-handed slam dunk tied it at 24-all, and Southerland and Triche followed with three-point plays. Fair's 3 from the left corner ended the run and gave Syracuse an 11-point lead.
The Blue Demons missed seven shots, committed four turnovers that included a shot-clock violation, committed two fouls and had two shots blocked during the Syracuse rally as the Orange built their nine-point halftime lead.
Syracuse senior walk-ons Griffin Hoffmann and Matt Lyde-Cajuste were also honored in a pregame ceremony.


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Blog Archives
Welcome to the Clarity Corner!
Here at Clarex, we are all about eliminating mental limits. With no caffeine or side effects, our all natural product promotes "the intelligent workout" or the perfect hangover relief.
Our blog will be featuring posts from Dr. Eugene Chan, Harvard MD and scientific innovator. Dr. Chan was voted one of the top 10 minds under 35 in the world by Esquire magazine. He is the innovative mind behind Clarex. There will also be posts from Eric Ballenger, fitness enthusiast and former competitor bodybuilder. They will both have weekly posts discussing their areas of expertise, and how Clarex should become a part of your daily routine.
Check back often, there's always new content being posted.
You can reach us online at www.clarexonline.com.
Check us out at:
Our next post will introduce each team member and allow you to ask questions about how Clarex can help you in your daily life.
Have a day filled with focus, and eliminate mental limits with Clarex!
-Team CLAREX


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How to Transfer 35mm Slides to a PCby ContributorUpdated July 21, 2017
35 mm slides were a popular way of developing pictures into a format that could be projected onto a screen. The rise in digital technologies over the past few decades has made the slide and slide-projector technology obsolete. Converting old 35 mm slides into a digital format is a straightforward process, provided you have the appropriate hardware -- in this case a film scanner. Flatbed scanners often cannot scan in as high a resolution as film scanners, and should be considered a second choice.
Purchase or rent a film scanner. This is a scanner that specializes in sending film images to the computer for digital conversion, rather than a flatbed scanner, which works better with developed photos.
Connect the scanner to the computer and install the necessary software. Generally this will be a scanner driver, as well as a proprietary scanning program, and will come on a disc with the scanner. After installation turn the scanner on.
Wipe down the slides before scanning by rubbing them gently with a smooth cloth. This will reduce the dust and scratches, which can look quite pronounced when dealing with small 35 mm slides.
Fit the slides into the plastic tray and snap it shut. Load the tray into the front of the machine, just until the machine registers the tray and pulls it in slightly. A green LED indicator light may flash once the tray has been inserted properly.
Launch the scanning program on the computer and indicate that you will be scanning slides (as opposed to film negative). Often there will be a box to check off in the program window. Press "Preview" in the program to being the scan. The scanner will begin analyzing the slide.
Preview the scanned slides in the program window. Use the cropping tool (dashed-line box) and drag it around the image you wish to scan. Once you have finished, press "Scan." The machine will then scan a high-resolution scan of the slide.
Save the file onto your computer by naming it and clicking "Save" in the pop-up window. Be sure to save the image in a high-quality format like TIFF or a less compressed JPEG.
Photo Credits
- slides and loupe image by tim elliott from Fotolia.com


text: There are many benefits to doing art, including improving connections in your brain. Whether you are looking for a book to open and start doodling with while you have your coffee or advanced color theory, or a gift for an artist friend, look no further. I have read and extensively http://tyleriaur360blog.blogocial.com/About-My-Muse-Calls-15608444


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I believe you are born with powers unique to you that brings the world to where it should be. And the part to be played is only unique to you. It builds a niche that can be filled only by you. And every second that you don't put that talent of yours to use, that niche is growing….
The world needs your unique talents to get where it should be.
To change the world with your unique powers, you get to be in a power position. Power position in your own mind and power position around other people, in your private and in your professional life. That starts with getting to know yourself, knowing your values, your strengths, what you enjoy, what you don't really like. It continues with getting comfortable with talking about yourself and your ideas, getting comfortable and enjoying the process of showing yourself and your work in an authentic way, in your unique way. This is my mission.
Let me guess...
You were raised as a well-behaved child. You respected the rules. You did not raise your voice. You were modest, you still are. You do not talk much about your knowledge and accomplishments, you don't want to show off. You strive for getting better, being a better person and learning from mistakes. You are kind, you want to be kind. Sometimes you are even too kind that you do things you find useless just not to offend other people, you suck up things that bother you just not to bother other people.
If you are where you want to be, where you believe you deserve to be, perfect! Congratulations!
If you are not, you might be feeling it in the following ways:
What opportunities did you miss for being too kind? Being too modest? Making yourself small? Being too focused on self improvement rather than trusting in your abilities and going for it? What did these cost you? What will it cost you if you continued to act like you do? What will it cost your loved ones? What will it cost to your children, your grandchildren? What will it cost the world when you stay small and don't take the power positions to shape the world only you can do?
Select the Coaching Package to start your revolution
This is for you if you love what you do but you feel you don't have the salary, promotion or projects you deserve. Or you are in a new role where you don't feel comfortable yet. Make yourself at home in your new role and start leading. Get the projects, promotion and salary you deserve.
The moment I started my coaching sessions, there was a thorough change happening in both my personal and professional life. I was having extreme discomfort and was not able to understand what was the cause of this and how I could come over it. During the sessions, I realized and accepted first of all my negative feelings and discomfort. Then questioning my feelings and their root causes, I came across to the reality that it was my work that caused so much anxiety at me. It was challenging and tiring sometimes, because the truth is not always pleasant but you have to learn, to accept and to move forward. With Isil's facilitation, I was able to rebuild my professional and personal pillars. I am grateful to have these sessions with her and look forward to implementing what I learned from this process throughout all my life.
ASHAL Y. // Department Director
I was living some anxiety moments and having doubts about starting my company.
Isil and I engaged into deep conversations and I felt comfortable to open myself to her. She had good questions and was able to discern my difficulties. She guide me in pragmatic ways, how I could observe life's moments from a different angle. Very effective! Right after, I felt empowered and lighter. The coaching gave me tools and reflexions that I could use on a daily basis. What blew me away, was the clarity that I gained. I now know how to deal with emotional flows when they come. Instead of re-acting I can be proactive. That takes a lot of weight of my shoulder. Isil's coaching style is effective and powerful. I felt confident and fully understood. She left me the space to present myself and my believes.
ANNIE LEBRUN // Entrepreneur
Before I started working with Isil I was preparing to apply for a position. I had the feeling I needed support to prepare for that. During our work together I received guidance and input that allowed me to rethink how I 'brand' myself, plus hands-on help on my application materials. In result of our coaching sessions, I realized that I can position my assets to the market. I could see better the value I can add to a company. I like Isil's non-instructive approach and the space she provides for the coachee to think and reflect. I felt comfortable and had the feeling that I do not need to be perfect, but show my assets.
S.B. // Consultant
Are you ready to experience the power of coaching yourself?
I want to help good people (like you) come to power positions so they can change the world in their unique ways and the world gets where it deserves to be.
I believe the best way to serve you is through coaching and I take it very seriously. I hold an ACC credential from the International Coach Federation (ICF) and I am committed to the professional and ethical standards of ICF.
I am Turkish and hence my name. It means shiny and I want to shine. I believe we all shine when we are truly, naturally, authentically ourselves and our light changes our surrounding, the people around us and the world.
I enjoy learning about life through books and through stories of people. I love deep conversations, asking questions, writing, travelling and dancing.
*I currently live in Munich, Germany which I moved through love and I write about this city on my blog Move to Munich. Apart from coaching and writing in the blog of Younich, I am also the co-founder of BeCoach Academy which provides professional coaching training in English in Munich.
Would you like to be the first to know when I publish a new article?
Sign up to become a Younich Insider and you will be the first to know when there is a new article, workshop, webinar or a new e-book. You will also get special discounts on the coaching packages and trainings.*
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I can literally hear you asking that question right now.
It is a good question and I love good questions. This is actually something think makes me different too. My coachees and people I work with often tells me that I do ask very good questions. Partly due to my coach training and experience but mostly due to my unique talent of noticing areas of importance and digging deeper.
Let me come back to your question and answer you with data. Yes, there are many coaches out there but not that many who have trustable credentials. I am one of the 180 coaches in Germany who holds a credential from ICF.
Isil always asked me the correct questions through which my awareness was facilitated and most importantly in a very gentle way. With her gentle approach, she provided me the secure environment where I travelled within myself. During this, I always felt secure and taken care of without any offense.
Ashal Y.
Project Manager
Isil as a coach listens carefully and is always focused which makes it easier for who's talking to share. She always brings the discussion on track and doesn't let the point of the session get lost. She challenges the discussion when things being said seems to be contradictory to previous affirmations – this helped me a lot to think over again and understand the reason of the contradiction and it might help in answering some questions.
Marco P.
Product Manager
Isil's coaching style is effective and powerful. I felt confident and fully understood. She left me the space to present myself and my believes
Annie Lebrun
Isil's coaching style is engaging which lets me to self discover, as if having an honest conversation with myself.
Dr. Tarik Bozoglu
Isil is a good listener. The way she summarizes, filters and reflects my own words, made them sound even better. She is empowering, motivating and energising.
Firat Vural
Isil's way of coaching is Inspiring, courageous and passionate.
Select the Coaching Package to start your revolution
As a Younich Insider you will read the articles like the ones above first
*By signing up to the newsletter you will get regular e-mails with inspirational content and personalized offers to motivate you to take action for your life. You can unsubscribe any time. See our Privacy Policy for details.


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- Classroom Resources | Grades 3 – 12 | Calendar Activity |  March 15
Beware the Ides of March!
Students discuss and categorize superstitions, define a superstition, and compare the similarities and difference between proverbs and superstitions.
- Classroom Resources | Grades 4 – 8 | Lesson Plan
Beyond History Books: Researching With Twin Texts and Technology
Students in grades 48 activate prior knowledge and research information about a historic event through fiction and nonfiction literature and exploration of relevant websites.
- Professional Development | Grades K – 5 | Professional Library | Book
Beyond Reading and Writing: Inquiry, Curriculum, and Multiple Ways of Knowing
The authors offer theory-into-practice techniques, insight into how such a curriculum actually worked on a day-to-day basis, suggestions on how educators can better support and understand their students, and, insights the authors gained by undertaking this inquiry.
- Classroom Resources | Grades 3 – 5 | Lesson Plan | Standard Lesson
BioBags: Linking Literature and Life
Students create BioBags, a collection of texts that mark special times in their lives. BioBags provide a way for students to share a variety of events and texts.
- Classroom Resources | Grades 3 – 12 | Student Interactive | Organizing & Summarizing
Bio Cube
Bio Cube is a useful summarizing tool that helps students identify and list key elements about a person for a biography or autobiography.
- Classroom Resources | Grades 3 – 5 | Lesson Plan | Standard Lesson
Biographies: Creating Timelines of a Life
In this lesson students explore a number of sources to create a biographical timeline about a selected person. Students collaboratively research and resolve conflicting information they find during their investigation.
- Classroom Resources | Grades 3 – 12 | Calendar Activity |  March 30
Black Beauty author Anna Sewell was born in 1820.
Through Sewell's novel, students explore the cruelty to animals and extend the discussion to current events, eventually presenting the information.
- Classroom Resources | Grades 1 – 12 | Calendar Activity |  October 17
Black Poetry Day is celebrated.
Books and webpages are gathered that focus on the work of African American poets and students explore the resources and find a poem to contribute to a poetry reading.
- Classroom Resources | Grades 3 – 5 | Lesson Plan | Standard Lesson
Blending Fiction and Nonfiction to Improve Comprehension and Writing Skills
Students use a text set to increase understanding of content area material and demonstrate what they have learned by writing an original piece that blends together narrative and expository elements.
- Classroom Resources | Grades 2 – 5 | Lesson Plan | Standard Lesson
Blogging in the Primary Grades? Yes, Indeed!
Give students an authentic reason to read and write by researching blogs written by their peers around the world and then writing their own.


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Reject Non-Racism, Embrace Anti-Racism (ROUND 1)
Marlon James, author of the 2015 Man Booker Prize-winning Brief history of Seven Killings, argues that it is not enough to be 'non-racist'.
We might feel mortally secure in our non-racism by not doing or saying anything overtly racist, but James urges us to evolve from non-racists into anti-racists, to challenge the inherent racial discrimination that is woven into our cultural and institutional fabric. Prevailing whiteness is a core feature of our social structure, reinforced over centuries, and cannot simply be sidestepped. Compiling a lexicon of racial slurs and eschewing their use is far from being enough. Anti-racism doesn't call for the simple avoidance of racism; it insists upon an active search and disarmament.
Citizen: An American Lyric, Claudia Rankine's fifth collection of poems, powerfully narrates occasions, personal and public, when racism has gone unchecked and allowed to exert its malevolence, instances when there has been a fundamental absence of anti-racism. Structured into seven sections, the book begins with a series of vignettes, some of which are Rankine's personal anecdotes and others are those of her close friends and colleagues, ranging from a neighbour calling the police after mistaking a black babysitter for a burglar, to negative opinions about affirmative action, to a white mother's lack of reaction at her child's unwillingness to sit next to a person of colour on an airplane: 'The girl, looking over at you, tells her mother, these are our seats, but this is not what I expected. The mother's response is barely audible—I see, she says. I'll sit in the middle.'
By highlighting these quotidian micro-aggressions, Rankine asks the reader to position themselves in the scene, to consider their own actions and reactions, to self-implicate. The book's second-person point-of-view cleverly removes the distance between the reader and the victim; the reader becomes the victim. Only then does the complicity of seemingly well-meaning people (us) become apparent. As with its contemporary, the National Book Award-winning Between the World and Me by Ta-Nehisi Coates, Citizen's profound success comes from asserting the relevance and heart-breaking reality of racism in the most emotionally visceral ways to those who aren't ordinarily victims of it.
As with her previous book, Don't Let Me Be Lonely, Rankine employs a form she calls 'an American Lyric' – a hybrid of techniques masterfully employed to create a poetry of activism. The American lyric can be traced back through Robert Hayden, Audre Lorde and Etheridge Knight, and their ability to convey the African-American experience, and has a similar flavour to the political/philosophical/critical prose poetry of Maggie Nelson. Like Rankine, Nelson began her career writing poems that adhere to a more traditional idea of the form but now embraces a cross-genre style that resists pigeonholing to create books brimming with ideas and calls-to-action.
The uncertainty surrounding Citizen's form – and the certainly of its quality – is exemplified in the long list of awards the book has won on both sides of the Atlantic, claiming the Forward Poetry Prize for Best Collection and the National Book Critics Circle Award for Poetry but also claiming titles in categories as diverse as best nonfiction, best criticism and best politics book. Debate has continued over whether Citizen is poetry, some preferring the labels of lyrical essay, memoir, meditation, mixed-media non-fiction, political treatise, etc. This is irrelevant: these are poems because Rankine, the poet, identifies them as such. Moreover, the magnificent power of the book lies not in its form but in its message.
From its initial personal anecdotes that demonstrate the breadth of racism, Citizen shifts the spotlight onto more public instances of intolerance, evolving to examine the depth of the problem: the escalating frequency with which young black men are being shot dead by the police and the media's negative portrait of superstar athlete, Serena Williams. For example, during an interview with Piers Morgan, 'Serena responds incredulously by asking if she looks like a gangster to him. Yes, he answers.'
The text is spliced with art and photography, from J. M. W. Turner's painting "The Slave Ship" to scene of smiling white people at a 1930s lynching in the Southern States of America, which provide added context and despair to the poems. They serve to illustrate just how deeply ingrained racial fear and hatred are in our communities, and just what a monumental effort it will take to expel them.
If we, as British residents, are tempted into believing that Citizen is an American book about American problems, Mark Duggan, whose 2011 death by police shooting prompted riots across London, is featured. Parallels are drawn between his demise and the unlawful fatal beating of Rodney King in L.A. We are reminded of our nations' shared history and joint perpetration: 'Mark Duggan, you are part of the misery.'
Originally released in 2014, in the wake of the murders of Michael Brown and Eric Garner, it feels as though little has improved. As we fight through the xenophobic aftermath of Brexit and President Trump's executive order to ban incoming visitors (and US residents) travelling from Muslim-majority countries, Citizen is as relevant as it ever was. Too often collections of contemporary poems are labelled with the unwarranted platitudes of urgent, important, necessary, but this book truly is urgent, important, necessary and, essentially, uncomfortable. This is how literature can push back against its environment.
Most hauntingly, perhaps, is that the book refuses completion. 'In Memory of' is a poem that lists the names black men killed by the police, and which grows with every new edition and reprint. Unoccupied spaces run down the page, fading through the grey-scale, waiting to be filled by another unjust tragedy.
If the merit of literature can be gauged upon its ability to alter the reader's view of the world, catalysing self-inquiry and reordering personal values, then Citizen: An American Lyric is of the highest order.
Tim Craven is a PhD student at the University of Edinburgh studying Creative Writing. He previously worked as an assistant agent at New York literary agency, Writers House. Between 2012 and 2014 he edited the literary journal, Salt Hill.


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Another take on qualifications – thought about the Microsoft IT Academy?
Average full article read:
If you're running the ICT systems in your school, and NOT running the curriculum ICT, then you may want to forward this onto the ICT Curriculum Co-ordinator. Although it's got 'IT' in the title, the IT Academy is actually all about curriculum development and helping your students/staff to gain commercially valuable qualifications.
I've mentioned the Microsoft IT Academy scheme a few times recently, but not gone into the detail. Basically the scheme offers schools the chance to deliver Microsoft's IT training and qualifications to your students and staff. The qualifications that you can deliver will help your students (or even parents in your community) raise their skills to prepare for business roles, or potentially for technical employment as web developers or systems administrators.
The chart on the right (click on it to see the BIG version) shows the routes to the qualifications that students can attain. And because the qualifications are instantly recognisable in the commercial sector – like MCSE qualifications – it is an instant help with preparing for employment.
But this isn't just about student qualifications – it can also be used to provide training and qualifications for the wider community, and this is exactly how some of the current IT Academies use it – which is either helping to generate a revenue stream, or to increase parental engagement.
Once you've signed up to be an IT Academy, the scheme includes all of the following resources:
- Over 300 Microsoft eLearning courses
- A bunch of software licences
- Discounts on Microsoft Certifications and Courseware
- An MSDNAA & TechNet Plus Subscription
- Microsoft Certified Trainer Membership
And yet it doesn't cost a fortune (just over a couple of thousand dollars a year for a typical high school)…
Find out more about IT Academy
ps You may not want to tell the curriculum side, but it's also a great way to get yourself an inclusive MSDNAA and TechNet Plus subscription if you're having difficulty getting it paid for otherwise!
We welcome your feedback
Let us know if you enjoyed this article and we'll share similar content


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We have a local NAS which it's hard drives is yet again about to go.
Instead of getting another NAS and several drives, are there any other good alternatives people are using instead?
At the moment we have about 4TB of space which we are currently utilising around 400GB.
I'm currently working on the feasibility of moving onto a public cloud service such as AWS or Azure using their compute and block storage services along with SoftNAS software to handle the behaviour and interface.
Although this is looking to be very expensive per month for a large amount of data being stored (though with this being a cloud service, it's easy to scale on demand).
This solution wouldn't be beneficial at the moment due the broadband connection currently available, however with the availability of FTTP coming in the next month or so (well hopefully, but that's another story) then the connection issues would be less a problem.
What are your thoughts and ideas?


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A student has been accused of bringing a loaded gun to a Sandy Springs middle school with the intention of shooting someone.
An assistant principal confronted the 13-year-old student on Monday after classmates alerted school officials that he had a gun.
Police said in an arrest report that the 9 mm weapon was loaded and that the student was carrying extra ammunition. The student told police that he was part of a street gang and needed protection. The teen, whose name was not released, has been removed from the school and faces felony charges.
Fulton County Schools Superintendent Robert Avossa said the district is investigating why an assistant principal confronted the student instead of an armed police officer, as required under district policy.


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Senior led Horned Frogs to win over No. 6 Oklahoma State
FORT WORTH, Texas (Sept. 26, 2017) – A subset of the Davey O'Brien National Selection Committee has voted TCU's Kenny Hill as the Davey O'Brien Quarterback of the Week for his week four performance Saturday against No. 6 Oklahoma State.
Hill steered the Horned Frogs to a 44-31 victory over the Cowboys, the team's first triumph in Stillwater, Okla., since 1991. The senior finished the afternoon 22-of-33 passing for 228 yards and a score.
The Horned Frogs led by as many as 20 points in the fourth quarter and controlled the ball for more than 39 minutes in the contest.
In four games this season, the senior from Southlake, Texas, has thrown nine touchdown passes against three interceptions, while completing 72.6 percent of his passes (85-of-117). Hill joins three-time honoree Trevone Boykin (Oct. 28, 2014; Sept. 29, 2015; Nov. 4, 2015) as recent Quarterback of the Week winners from TCU.
The other "Great 8" quarterbacks in week four were: J.T. Barrett of Ohio State, ULM's Caleb Evans, Ryan Finley of NC State, West Virginia's Will Grier, Kellen Mond of Texas A&M, Baylor's Zach Smith and Manny Wilkins of Arizona State.
Since its founding in 1977, the Davey O'Brien Foundation has distributed more than $1 million in scholarships and university grants to help high school and college athletes transform leadership on the field into leadership in life.
The Davey O'Brien National Quarterback Award winner will be announced on Dec. 7 during ESPN's The Home Depot College Football Awards. The winner is not required to have won a weekly award during the season. A list of 16 semifinalists will be announced on Nov. 7, while the three finalists will be named on Nov. 21.
The Davey O'Brien Fan Vote, now in its 11th year, gives fans a chance to play a role in determining the award winner. Visit VoteOBrien.org daily to vote.
2017 Week-by-Week Winners:
Sept. 7 – Josh Rosen (UCLA)
Sept. 12 – Baker Mayfield (Oklahoma)
Sept. 19 – Nick Fitzgerald (Mississippi State)
Sept. 26 – Kenny Hill (TCU)


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