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|"Francois Orsini" <francois.ors...@gmail.com>
|Re: Connection problems
|Thu, 14 Sep 2006 22:31:58 GMT
Hi Marl, Could you please post the exception you're getting when attempting to connect to the database. This would help to diagnose a bit more definitely. You should be able to open concurrent derby connections - Are you running Derby embedded or in a client-server topology? Am assuming it is embedded and at the end it does not really matter in terms of concurrent connections (by default) to a particular Derby instance, whether it is running in embedded or server mode. It would be great if you could post more details about the actual exception stack trace and error message - you should be able to get this from the Java console, if you're running your application within a web browser type of client app. The applet methods stop() and destroy() should get called as an applet terminates - at a minimum, destroy() should be called and this is where a Derby instance or database could be shutdown. Note that database connections can also be opened/closed during the applet's lifecycle start/stop methods You can find more information about the applet's lifecycle and the appropriate methods to call here: http://java.sun.com/docs/books/tutorial/deployment/applet/appletMethods.html Cheers, --francois On 9/14/06, Marl Atkins <email@example.com> wrote: > > Hi: > > I'm having problems connecting to the database sometimes. > I'm pretty sure it has to do with not successfully closing it. > If I reboot the problem seems to disappear. > > I've got a line in there that should close it down (taken from Francios > Orsini's demo) in the stop proc of the Applet. > I'm hoping that will help but I'd like to know a little more about the > rules of connection. > > How many concurrent connections are allowed? > Is there anything I can do to further ensure that it closes when the > applet > dies? > > The code I'm using to close is: > > public void stop() > { > DBaseConn.closeDBase(); > } > > public void closeDBase() > { > try > { > DriverManager.getConnection("jdbc:derby:;shutdown=true"); > > } > catch (Exception e) > { > //Shutdown was already completed > } finally > { > oCn = null; > ds = null; > } > System.gc(); > } > > > Marl K. Atkins > Microsoft Certified Professional > SoftLink Systems, Inc. > (407) 388-1886 > >
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The target date fund has the twin objectives of achieving an attractive rate of return while managing the risks for a cohort of investors who will be retiring on or about the fund's target termination date. As the fund holder's projected retirement date approaches, the fund manager's number one job is to maintain a stable value. Over the life of the fund, the objective is to earn an attractive return.
One's retirement income depends heavily upon what their retirement nest egg is worth when one retires. An ever-fluctuating market causes an ordinary stock mutual fund's value to move around, often in large increments. Such a fund's value could be up or, more problematically, down substantially on an individual's target retirement date. No one wants to see their nest egg's value sink dramatically in the last few years of their working life. An ordinary stock fund is, however, all too likely to lose substantial value in a bear market. And bear markets, which by definition see the market fall by 20% or more, are almost always unexpected.
Target date funds try to avoid a large near-termination value decline by shifting away from stocks toward bonds as the participants get older. The initial allocation ratio is heavily weighted in favor of stocks, but as the target date approaches, the ratio moves more and more toward bonds. Since the long-term rate of return on stocks is generally above that of bonds, the high percentage of stocks in the early years should yield an attractive overall rate of return. Notwithstanding its ups and downs, the stock market will generally produce an attractive long-term return. So, for example, over most 10-year periods, stocks outperform bonds.
In any given two- or three-year period, however, the stock market may not do particularly well. In an economic downturn that may cause a major decline in the stock market, however, bond (investment grade) values often hold up relatively well. Accordingly, increasing the portfolio's bond component as the participant's retirement draws near should help stabilize the fund's value at that crucial point in time.
A life cycle fund's portfolio management approach simply allocates value between stocks and bonds in a manner seeking higher returns in the earlier years and stability in the later ones. Most such funds invest the equity portion in a broad-based diversified portfolio of stocks that will perform much like an index fund.
Similarly, the bond part is put in a diversified portfolio of bonds that will perform much like an index fund of investment-grade corporate bonds.
The Impact of Expenses
Like all actively managed mutual funds, target date funds cost something to operate. Indeed, the target date fund charges both for expenses (commissions on trades, accounting, legal, etc.) and its management work (management fee). [In addition, those who invest through a broker will be assessed either an up-front sales load or a substantial 12b-1 fee (which takes out the sales fee over time).] The impact of these charges will vary from fund to fund, and there are a few very low-cost fund families, such as Vanguard, that offer low-expense target date funds. But it could be up to 1% of the amount invested annually. Thus, the net return to those who invest in the fund will be below the gross return by the amount of these costs.
With a bit of effort, however, an individual investor can produce the same kind of gross return investment performance as the target date fund manager and thereby save some of these investment management costs. The required tasks are straightforward and not particularly difficult or time-consuming. Indeed, most people will find putting the retirement money aside more difficult.
The specific formulas used to determine a target date fund's ratios of stocks to bonds involve no magic. One is about as good as another. They all start out with a portfolio of mostly stock and increase the bond component as time passes. Moreover, the selection of stocks and bonds going into their portfolios is also pretty basic and is easily duplicated with index funds. In other words, the management of target-date funds does not involve any particularly heavy lifting. Doing it yourself should not put off anyone who can balance their own checkbook. Let's explore just what is involved.
The Do-It-Yourself Approach
Whether one uses a target date fund or takes a do-it-yourself approach, an investment account would need to be established at a brokerage firm or a mutual fund family. Ideally, the account should be set up to qualify as a retirement account for tax purposes: A self-directed regular IRA, Roth IRA or a Keogh (for the self-employed).
Another possibility would be to invest through a 401(k) with one's employer (assuming the plan allows some flexibility in investment choices).
Each of the above types of retirement fund vehicles offers significant tax advantages. With the Roth IRA, aftertax funds go into the account, but withdrawals at retirement are tax-free. The other types of retirement vehicles allow the contributions (up to the allowed maximum) to be subtracted from one's current taxable income. At retirement, however, withdrawals are treated as taxable income.
Most people will qualify for at least one of the above-mentioned tax-sheltered retirement vehicles. But even if none of these tax shelters are available [IRAs are only available to those who either have no employer pension plan or whose incomes are below the government set threshold, Keoghs are only available to those with self-employment income, 401(k)s with an employer match are only available to those whose employer offers them], one can still set up and manage a fully taxed retirement account.
The next step is to begin funding by depositing a sum of money into one's retirement account each year. For example, under current law, one who qualifies and has sufficient earned income can place up to $4,000 per year into a Roth IRA. Each year's contribution could then be invested in a combination of stocks and bonds.
Next, we need to determine the appropriate stock-to-bond ratio with an easy-to-remember and simple-to-apply formula. Such a rule (that approximates that used by the target date funds) is to invest one's age in percentage terms in bonds and the rest in stocks. So, a 25-year-old would have one-fourth of his or her retirement funds in bonds and three-fourths in stocks. The portfolio would move toward 65% bonds and 35% stocks at a retirement age of 65.
A 25-year-old who just began his or her retirement account with a $4,000 contribution would invest $1,000 into a diversified investment-grade corporate bond fund and $3,000 into a stock index fund. Either a no-load mutual fund or an exchange-traded fund that maintains a broad-based index portfolio of common stocks (e.g., the S&P 500) would do just fine for the stock portion. A similar type of index-based corporate bond mutual fund or exchange-traded fund would work well for the bond part.
One should select efficiently managed low-management-fee funds for both the stock and bond components. The net returns of such funds are likely to be quite similar to the gross return on the target date fund portfolios, which should in turn approximate that of their benchmark indexes.
In succeeding years, the investor should use whatever cash income is produced by the portfolio, plus that year's contribution, to maintain the desired ratio.
How It Works: An Example
Let's see how this might work in actual practice. Assume, for example, that at the end of the first year, the bond fund's value increases to $1,060 (6%) and the stock fund grows to $3,300 (10%) with the income automatically reinvested in each fund. When the year-two contribution of $4,000 is added, the account's total would rise to $8,360.
The individual, who has aged by one year, would now be 26. Thus, 26% of the fund should be allocated to bonds. That amounts to $2,173.60 of the account's $8,360. Since the bond fund already has $1,060 in it, $1,113.60 of the new contribution would be allocated to bonds. That would leave $2,886.40 to be added to the stock fund. At that point, the stock and bond funds would represent $6,186.40 and $2,173.60, respectively.
One practical point to note is that this example presents a level of precision that is really unnecessary. Your account at any point in time can stray, with a bit more or less in bonds, and still do the job, for example, you may want to adjust your percentage allocation every five years. What is important is that the ratio of stocks to bonds declines over time such that the portfolio is more heavily invested in bonds as retirement approaches.
In the third year, the target ratio would be 27% bonds and 73% stocks and that year's contribution would be allocated so as to achieve this overall ratio.
This process would continue year after year. For the first few years, all of the needed allocating is likely to be doable with fresh money. Eventually, however, the amount in the account may grow so large that, even if all of the new contributions were allocated to the underweighted component, the desired stock-to-bond ratio would not be achieved. Thus, in a later year, a strong overall stock market performance may cause the stock portfolio to grow by say 20% while the bond component would rise much less. Or, the stock portion may decline substantially while the bond fund holds its value.
In either of these circumstances, maintaining the desired ratio may require some rebalancing. If the bond (stock) component is significantly underweighted, selling some of the stock (bond) fund and buying of more of the bond (stock) fund may be required. In the later years particularly, the portfolio will need to be rebalanced toward bonds. But note: You do not need to rebalance more than once a year, and you should do any rebalancing in a tax-efficient manner if your funds are not in a retirement account.
Potential Savings
Let's now compare the outcomes from the two (target date fund and do-it-yourself) approaches.
Historically, stocks have tended to generate a return of around 10% and corporate bonds around 6%. If the future is to be like the past, a blend of stocks and bonds such as the one we are discussing should generate a gross long-term return of around 8%. The target date fund's gross return is likely to approximate the blended return earned by the two funds (stock and bond) that the individual would have chosen. But if the target date fund would incur an additional cost of approximately 1% in fees and expenses, its long-term net return would be reduced to 7%.
How much difference does that one percent of return make?
Assume one starts the program at age 25 and continues it until 65 (40 years), contributing $4,000 a year to the account. At a 7% rate of return, the account would grow to $798,520. At 8%, in contrast, it would grow to $1,035,620, a difference of $237,100. Thus, you could potentially increase your nest egg by more than a fourth by being a do-it-yourself investment manager, or by selecting a target retirement fund with very low expenses.
What kind of annual income would that savings buy?
You can get an estimate by comparing the amounts you could receive from a life annuity (immediate annuity) purchase. Such an annuity would provide an income whose payments would continue as long the person lived (although there are many other kinds of contract options). The size of the payments in relation to the amount purchased would depend upon the person's gender, age and state of the market when the policy was purchased.
In the present market conditions, such annuities for a newly retired person (male, age 65) would provide an annual income in the range of 8% of the amount purchased. Thus, one could buy a lifetime income of $80 per year for each $1,000 of annuity purchased. In the above example, the smaller sum (about $800,000) could buy a lifetime income of around $64,000 whereas the larger sum (about $1,040,000) could purchase a lifetime income of more than $83,200.
So, again, we see how much difference that extra one percent of return makes. The do-it-yourself approach achieves almost $20,000 more in retirement income in this example.
Here are some important points to keep in mind if you are going to use this approach:
- Use low-cost index funds for both your stock and bond portions. The do-it-yourself approach will not save you any money if the underlying funds you are investing in are costly.
- Make sure the stock index fund (or funds) you use covers a broad-based index, such as the S&P 500 or, even better, the Wilshire 5000.
- Make sure that the bond index fund you select covers a high-grade bond index (investment-grade or better) of intermediate-term or longer maturities.
- Don't worry about pinpoint precision when making your annual allocation determination. More important is the trend of the ratio of stocks to bonds should decline over time, such that the portfolio is more heavily invested in bonds as retirement approaches.
It doesn't take a lot of difficult work to adopt the do-it-yourself approach to target date investing. The index funds do all of the actual selecting, buying and selling of the individual stocks and bonds. All you need to do is to allocate each annual contribution and occasionally rebalance to keep the portfolio in line with our formula. And with a little bit of effort, you can potentially end up with a substantially greater retirement nest egg and retirement income.
This article was written by Ben Branch for the September 2008 issue of the AAII Journal. At the time, Branch was a professor of finance at the Isenberg School of Management at the University of Massachusetts, Amherst. He is also an expert in bankruptcy investing, bankruptcy management, and valuing distressed assets.

subset: commoncrawl


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Faith Is Discovering God Truly Loves YOU
Quote: Romans 8:16: The Spirit himself testifies with our spirit that we are children of God.
Mike F. was one of the neighbors I wanted to reach for Christ. He spent several years in prison. He abused women. He had been a street tough, a drug-user, a drunk. A big guy, six-four, two-hundred-fifty pounds, he was the kind of guy you want on your side in a fight, the kind of person you're careful never to anger.
We talked about Jesus for over a year. Mike'd listen, argue, admit it when I made a good point, laugh when he felt he'd cornered me. For a long time, he just couldn't believe God could forgive him for all the sins he'd committed. "I've done bad things, Mark," he told me one day.
"Have you committed adultery?"
"Have you persecuted Christians?"
"Probably." He laughed, then shrugged. "At least I think they were Christians. But maybe they were just nice on the outside."
I had to laugh. "Have you ever murdered anyone?"
"Well, no, not exactly."
"What do you mean?"
"I've beaten people up, but I never killed any of them. They came close, but not all the way."
I laughed again. I told him, "Mike, read the Bible. You'll see people in there who perpetrated all kinds of evil. King David committed adultery with Bathsheba and then had her husband murdered to cover it up. Abraham almost led his wife Sarah into adultery by lying that she was his sister. He did that twice. And the Apostle Paul persecuted Christians all over the Middle East. He had them thrown in jail, and was even party to the murder of some of them. As people stoned one Christian named Stephen, Paul stood by keeping watch over their clothing. Do you think any of these sinners would say God couldn't forgive them?"
"I don't know, Mark," Mike said, his face dark and confused. "I just don't know."
I kept trying, but Mike seemed convinced he was the worst of the worst.
Then one day he visited me at church. "I did it," he said with shy enthusiasm. "I accepted Jesus."
Astonished, I embraced him, amazed at what God can do with even the hardest of hearts. We became fast friends.
But even though Mike accepted Jesus, for some reason he doubted God really loved and forgave him. He kept telling me, "You just don't know all I've done."
"God knows," I said.
"That's what troubles me."
I – and God – couldn't seem to break through.
Then one day, while playing with his one-year old son, Jason, in his apartment, something happened. As Mike watched the boy, he was suddenly filled with that warm fatherly affection and pride that all fathers experience. He whisked Jason up, kissed him and told him over and over how much he loved him.
That was when it happened. Mike said to me, "It was like God spoke right there in my heart. I could hear the words – not out loud or anything. But just inside me. He said, 'You know how you feel about Jason, Mike? That's how I feel about you.'"
Mike stared at me, his pocked cheek trembling. "I broke up right there," he said, his voice tender. "I thought of all those years I spent being a hell-raiser. Hurting people. Prison. How I hated everyone. God, too. But that's how he feels about me, like how I feel about my son. He really loves me, and I'm really forgiven. For all of it. Past, present, and future. I know that now. It's amazing."
Mike laughed, and his wide, scarred face broke into a broad smile. "No one ever loved me like that," he said. "And now it will never end."
I can't forget the look on Mike's face that day. I saw the joy there for the first time. His burden had disappeared. He and God were now friends, real friends, forever friends. And it was all because of one little word of assurance, spoken in a tender moment, when Mike could truly understand and receive it.
Great Truth: God truly loves you personally, and he will assure you of it at moments when you most need it.
When to Use It: If you're unsure about God's love for you, ask him to show you – from the Bible, and in your heart.
Application: You are much loved; don't take it for granted, but don't forget it either.
Prayer: God, I praise you for loving me the way you have. Let me always remember how great your love is! Amen.
This blog is written by Mark Littleton, a Christian author with many books in print. You can find most of his books at Amazon.com under his name.
Mark Littleton is represented by Glass Road Public Relations. For additional inquiries, please contact Danielle Douglas at email@example.com.
To interview Mark Littleton also, please contact Danielle Douglas.
If you have received this blog in error or do not want to continue receiving it, please send an e-mail to that affect to email@example.com.
Tags: conversions, Faith, friendship with God, God's love


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Resources for Parents
UU Principles & Sources for Children
Kids learn the seven Unitarian Universalist principles and purposes, our agreement for how we will treat one another in community, by describing them as a "rainbow" of values. The first letter of each principle stands for the first letter of the corresponding color of the seven colors of the rainbow: red, orange, yellow, green, blue, indigo, and violet.
- Respect the importance and value of each person
- Offer fair and kind treatment to everyone
- Yes to spiritual growth and learning together
- Grow by exploring ideas and finding your own truth
- Believe in your ideals and voice your vote
- Insist on justice, freedom, and peace for all
- Value our responsibility in the web of life
Unitarian Universalists find inspiration from six sources. The stories and lessons we offer in religious education are drawn from these foundations of our faith:
- the sense of wonder we all share.
- women and men long ago and today — people whose lives remind us to be kind and fair.
- the ethical and spiritual wisdom of the world's religious.
- Christian and Jewish teachings which tell us to love all others as we love ourselves.
- the use of reason and the discoveries of science the harmony of nature and the sacred circle of life.
Story of the Flaming Chalice
The flaming chalice is the symbol of Unitarian Universalism. The flame is a symbol of truth, helpfulness, and sacrifice; the chalice symbolizes being in community. The two circles represent Unitarianism and Universalism, and our world. The flaming chalice has been a symbol of liberal religion since the 15th century, dating to John Hüs of Transylvania, a Catholic priest who was burned at the stake as a heretic for making religion more accessible to lay people. It also reminds us of the Christian heritage of our tradition.
The flaming chalice was first adopted as a UU symbol by the Unitarian Universalist Service Committee (UUSC) in 1941. During World War II, the UUSC worked to help people flee from Nazi persecution and provide food, shelter, and medicine to refugees. Hans Deutsch, whom the UUSC helped escape from imprisonment and flee to the United States, designed this symbol in appreciation for the humanitarian work of the UUSC.
Chalice Lighting Words
For younger children
We are Unitarian Universalists.
(Make U's by cupping each hand)
We are the church of the open mind,
(Touch your hands to your head)
The loving heart,
(Put your hands over your heart)
And the helping hands.
(Put your hands in front of you palms up)
Together we care for our earth
(Make a circle with your arms over your head)
And work for friendship and peace in our world
(Hold hands with your neighbors)
∼ Gaia Brown
For older children
We light this chalice for the light of truth.
We light this chalice for the warmth of love.
We light this chalice for the energy of action.
∼ Mary Anne Moore
Prayers and Meditations for Children
Prayers are thoughts or words that connect us with a higher power, which has different names for different people. People pray to give thanks, to say sorry, to ask for help, or to express awe or wonder. Meditation – thinking quietly and deeply about something, or nothing – is used to quiet the mind. Here are some words to try when praying or meditating with your family:
There is love
Holding me.
There is love
Holding you.
There is love
Holding all.
I rest
In this love.
∼ Rebecca Parker, Unitarian Universalist
May all beings in the world be happy.
May all the beings in the world be at peace.
May all beings in the world be free from suffering.
May all the beings in the world be well.
∼ Buddhist Loving Kindness Meditation
Dear God,
May I be kind,
Strong and brave,
Joyful, useful, loving,
Honest and healthy.
∼ Meg Barnhouse, Unitarian Universalist
Oh, the earth is good to me.
And so I thank the earth.
For giving me the things I need.
The birds and the bees and the apple trees.
Oh, the earth is good to me.
∼ Traditional
Religious Education Library
We have lots of great books and videos for all ages that share what it means to be a Unitarian Universalist, live our principles, and find inspiration in our sources. Books are available for loan to parents, too.
Click here for a list of Religious Education resources to borrow.


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Woodstock's Pizza is partnering up with BPE PTA to host a dine and donate event on Thursday, October 16th from 11am to 7pm. Whether you dine in or take out, Woodstock's will donate up to 25% of your order total when you present the flyer sent home in red folders Tuesday.
Don't feel like cooking? Then bring the family down to Woodstock's in PB and support BPE at the same time.
Hope to see you there. Don't forget your flyer!


text: These dome ear studs have been handcrafted here at my workshop in Peterborough. Made from sterling silver they have be domed to create their concave shape. I have then added a sterling silver 9mm peg on the back along with a butterfly fastening. The studs have been tumble polished to achieve a high quality shine. I have then applied liver of sulpher to the inside of the domes to oxidise them & create a beautiful contrasting dark grey colour. These earrings are suitable for variety of ages and outfits. Packaged on a white card and inside a black pillow type box this product would be perfect as a gift.


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MGrotusque wrote:That head sculpt! that's the head i wanted for Sunstreaker dammit.
Exactly my thoughts.
Usually I'm not a huge fan of repaints, however these Diaclone-inspired Masterpiece figures (Cordon, Exhaust and so on) are very interesting, at least in my opinion.
Still I would kill for a show accurate Reflector Masterpiece to complete my 1st wave Decepticons diorama...


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Bulk .357 Ammo
With excellent stopping power, the .357 Magnum works well for both self defense and small-to-medium game hunting. This particular cartridge can be used with both handguns and rifles, giving it great versatility. Bullets range from 110 to 180 grains, and Tactical Gear Ops is pleased to offer the option to purchase .357 Mag cartridges in bulk to help you save as you stock up on this popular round.
$539.991000 Rounds of .357 Mag Ammo by Fiocchi - 142gr FMJTC Learn More


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Non-Profit Organization Serving Punta Gorda Since 1983.
Our Mission, Vision & Values
We're Preserving Historic Buildings
The Punta Gorda Historical Society protects historic properties representing our diverse cultural experience by taking direct action and inspiring broad public support.
We are a privately funded nonprofit organization, working to preserve Punta Gorda's historic homes and buildings. We are the cause that inspires others to preserve the places where history happened. The cause that connects us to our diverse pasts, weaving a multi-cultural area together. The cause that transforms the places where we live into a community that we love. As the leading voice for preservation, restoration, and education, we are the cause for people preserving historical homes and buildings.
Mission: Our mission is to protect significant historic properties representing our diverse cultural experience by taking direct action and inspiring broad public support. And how do we do it? By fostering a deep sense of community, commitment, and passion for saving these historic houses and buildings.
Vision: Enriching and transforming lives through unparalleled access and education of our historical properties and their stories.
Values: We believe that increasing the public's knowledge of history has profound societal, cultural, and economic benefit.
Phone: 941.639.1887
501 Shreve Street
Punta Gorda 33950


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Course Offerings
As an International Baccalaureate World School St. Joan Antida High School is dedicated to an "IB for All" philosophy, preparing high school girls for higher education in a supportive learning environment. Through IB, SJA provides each student a rigorous world-class educational program, encouraging academic achievement, intellectual confidence, and personal growth.
Please see below for the courses offered in each department. Please refer to the graduation requirements page for a list of all required credits that must be taken in each of the academic areas listed below.
2018-2019 St. Joan Antida High School Course Selection Course Guide:
- There are no half-day programs at St. Joan Antida High School, nor is there early graduation. All students are required to select a minimum of 8.0 units for each year. All students have a study period during advisory activities.
- Courses are selected for the entire school year, unless indicated otherwise. Corrections and/or program adjustments, if possible, are made at the beginning of each semester. Unforeseen programming problems should be brought to the attention of the guidance department as early as possible.
- The student is responsible for obtaining necessary signatures for any course marked "consent of instructor (and/or department chairperson) required."
- Art Courses
- Engineering (PLTW) Courses
- English Courses
- Mathematics Courses
- Physical Education Classes
- Science Courses
- Social Sciences Courses
- Theology Courses
- World Languages Courses
Art Courses
Art Foundations 1.0 Credit
Prerequisite: None, recommended for 9th Grade- may be taken at any level
A year-long basic visual arts course concentrating on the Seven Elements of Art. This course provides and appreciation and knowledge of the Visual Arts within the context of Art History. A variety of art forms are introduced including painting, drawing, printmaking, and sculpture. This course is required before admittance into any Visual Art class.
This course includes all mediums- some are focused on below:
- Drawing is universal to all the arts. This course is designed for students who wish to explore the world of drawing. During this course, students will build skills and understanding of basic concepts of Drawing including still life, perspective, figure studies, landscape, and portraiture. A broad range of materials and subject matter will be explored.
- Painting is a course that provides students an opportunity to explore a variety of painting media and materials. Students will learn concepts of watercolor, acrylic, tempera, and ink. Surfaces and subject matter will be different with each piece produced. Students will use Masonite, paper, canvas, wall mural, and wood for our surface layouts. Students will study historical and contemporary painters while developing their own style.
- Students will learn how to construct clay pottery and ceramic sculpture pieces through a variety of hand building skills. Students will learn different properties of clay and how to correctly prepare a piece of a fire. Color Theory is an important part of the glazing processes as well where students will learn finishing techniques and how to use good craftsmanship.
Investigational Art 1.0 Credit
Must take for Admittance to IB ART Junior and Senior Studios
Prerequisite: Art Foundations
IB Art is a program driven by research and investigational studies. In this class students will learn how to create sketchbooks from scratch. They will explore the many facets of Art History. This course heavily depends on independent research and development of personal ideas. Students will be introduced to a variety of media and materials. Students will be required to produce six pieces of art per semester and one complete investigational workbook (IWB) over the duration of the year. This is a mandatory class for admittance to the IB Art Program. Units included in this course listed below.
- Gothic Period
- Renaissance
- Impressionism
- Realism and Art Nouveau
- Surrealism
- German Expressionism
- African Art
- Current Exhibit at Milwaukee Art Museum
IB Art 1 (Junior Studio) (1.0 Credit)
Prerequisite: Art Foundations, Investigational Art or Approval from Department Head
IB Visual Art is a rigorous pre-university course that leads to completion of the IB visual art examination. It is a comprehensive two-year curriculum that allows students to earn college credit in national and international educational systems. IB Visual Art places emphasis on practical production by the student and exploration of a range of creative work in a global context.
With consent of the instructor, students work in the studio area of their choice, producing a portfolio of artwork. Beginning students may be assigned specific artistic exercises, and as students advance, they are expected to develop their own direction and set their own artistic objectives. Students are required to keep an 'Investigation Workbook' that contains a written record of the student's development in the IB art program. The workbook also demonstrates student's critical awareness of the meaning and function of visual arts in the student's native culture as well as the cultures of others in a global context.
All IB visual Art students mount an exhibition of their portfolio and submit their research workbooks to an external examiner, who examines the student's materials, conducts an oral examination, and scores the candidate according to criteria used in IB schools worldwide. The examiner forwards all scores to the IB Organization.
This course will challenge you to
- Explore
- Experiment
- Reflect
HL- This course will run over the course of two academic years. In this course students will produce a larger body of work and demonstrate a deeper consideration of how their resolved works communicate with a potential viewer. Students will be required to have experience working with at least three different art-making forms selected from a minimum of two columns in the chart below. Students will be assessed each marking period on their portfolio pieces and their process and reflection in their visual journal. During the second year of the HL Visual Arts course, the student will write a Comparative Study. Students will analyze and compare different artworks by different artists. Students will also be responsible for a Process Portfolio. Students will submit carefully selected materials which evidence their experimentation, exploration, manipulation, and refinement of a variety of visual arts activities during the two-year course. Finally, students will submit for assessment a selection of resolved artworks from their student exhibition held spring of their second year.
Two-Dimensional Forms
Three Dimensional Forms
Designed Objects
Site Specific/ephemeral
Lens Based, electronic, and screen-based forms
Time-based and sequential art
Lens Media
Digital/Screen Based
Assessments in detail:
Part 1: Comparative Study 20%
Students submit 10-15 screens which examine and compare at least three artworks, at least two of which need to be by different artists. The works selected for comparison and analysis should come from contrasting texts (local, national, international and/or intercultural)
Students submit 3-5 screens which analyze the extent to which their work and practices have been influenced by the art and artists examined.
Students submit a list of sources used.
Part 2: Process Portfolio 40%
Students submit 13-25 screens which evidence their sustained experimentation, exploration, manipulation, and refinement of a variety of art-making activities. Students submit work that must have been created in at least three art-making forms, selected from a minimum of two columns in the table above.
Part 3: Exhibition 40%
Students submit a curatorial rationale that does not exceed 700 words.
Students submit 8-11 works from their exhibition.
Students submit exhibition text(stating the title, medium, size, and intention) for each selected work.
Students submit two photographs of their overall exhibition.
Engineering (PLTW) Courses
Introduction to Engineering Design (IED) 1.0 Credit
Prerequisites: none
The major focus of IED is the design process and its application. Through hands-on projects, students apply engineering standards and document their work. Students use industry standard 3D modeling software to help them design solutions to solve proposed problems, document their work using an engineer's notebook, and communicate solutions to peers and members of the professional community.
Principles of Engineering (POE) 1.0 Credit
Prerequisites: IED and permission of instructor
POE is a survey course that exposes students to major concepts they'll encounter in a post-secondary engineering course of study. Topics include mechanisms, energy, statics, materials, and kinematics. They develop problem-solving skills and apply their knowledge of research and design to create solutions to various challenges, document their work and communicate solutions.
Digital Electronics (DE) 1.0 Credit
Prerequisites: IED, POE or permission of instructor
Digital electronics is the foundation of all modern electronic devices such as mobile phones, MP3 players, laptop computers, digital cameras and high-definition televisions. Students are introduced to the process of combinational and sequential logic design, engineering standards and technical documentation.
Engineering Design and Development (EDD) 1.0 Credit
Prerequisites: IED, POE, and permission of instructor, limited to seniors only
In this capstone course, students work in teams to design and develop an original solution to a valid open-ended technical problem by applying the engineering design process. Students perform research to choose, validate, and justify a technical problem. After carefully defining the problem, teams design, build, and test their solutions while working closely with industry professionals who provide mentoring opportunities. Finally, student teams present and defend their original solution to an outside panel.
English Courses
English 9 (1.0 Credit)
Prerequisites: None
English 9 is designed as a literary genre study. During the year, students will study short fiction, poetry, mythology, a novel, nonfiction texts, and a Shakespearean drama.
English 10 (1.0 Credit)
Prerequisites: None
English 10 is designed as a thematic study. During the year, students will evaluate the loss of innocence cycle, social justice topics, the individual in conflict with society, and the obligation of family and tradition. The course will feature short fiction and nonfiction, a major research essay, a comparative novel study, and a Shakespearean drama.
IB Literature I (1.0 Credit)
Prerequisites: English 9 & 10
IB Literature I is designed as a world literature course that teaches students to evaluate texts according to their cultural, social, and historical context. Students will engage in literary criticism and learn how to form independent literary judgments while studying a variety of novels, plays, and non-fiction texts.
IB Literature II (1.0 Credit)
Prerequisites: English 9, 10 and IB Literature I
IB Literature II is designed as an extension of the world literature study first conducted in English 11. Students will continue to evaluate texts based on context and values while also engaging in literary criticism. The course features classic American and African novels, the writings of Martin Luther King Jr., and noteworthy poetry, including the work of Gwendolyn Brooks.
Mathematics Courses
Math Enrichment
Prerequisite: None
The Title 1 Math Enrichment class develops skills in mathematics operations, problem-solving, vocabulary, and higher order thinking skills. In addition to providing review and support of Algebra 1 concepts, it also enhances skills in a wide range of pre-Algebra topics through the use of in-class instruction and the online ALEKS math software program. Pre-algebra topics include: comparing and ordering numbers; rounding numbers; operations (addition, subtraction, multiplication and division); simplifying fractions; fraction operations (addition, subtraction, multiplication, division); conversion of percentages, decimals, and fractions; calculating the percentage of a number; calculating interest; absolute value; order of operations; evaluating algebraic expressions; solving equations; simplifying radicals and exponents; scientific notation; solving inequalities; and solving proportions.
Algebra (1.0 Credit)
Prerequisite: None
This course is designed to give students the requisite skills that provide a foundation for all future mathematics courses. Students will explore writing and solving linear equations, powers and exponents, quadratic equations, polynomials and factoring, graphing and solving linear inequalities and functions. Introduction to use of graphing calculators will also be covered. Emphasis is placed on problem solving, critical thinking skills and application principles. Students must bring a calculator to class daily. A TI-84 Plus Silver Edition calculator is recommended for this course, but is not mandatory.
Geometry (1.0 Credit)
Prerequisite: Successful completion of Algebra
This course is designed to emphasize the study of the properties and applications of common geometric figures in two and three dimensions. It includes the study of transformations, translations and rotations in a plane. Inductive and deductive thinking skills are used in problem solving situations, and applications to the real world are stressed. A "hands-on" approach is favored in this course. Students must bring a calculator to class daily. A TI-84 Plus Silver Edition calculator is recommended for this course, but is not mandatory.
Algebra 2/Trigonometry (1.0 Credit)
Prerequisite: Successful completion of Algebra and Geometry with a grade of "B" or higher AND a teacher signature or concurrent with Geometry with department chair approval
Algebra 2/Trigonometry is for accelerated students who plan to maximize the amount of mathematics studied in high school. Students will study, in greater depth, linear and quadratic functions, Venn diagrams and simple probability, radicals with complex numbers, and conic sections. Also covered is a 12 week unit investigating the 6 trigonometric functions as they relate to the unit circle using radians and degrees to simplify trigonometric expressions, solve equations and applications, and graph both basic and translated trigonometric functions. A TI-84 Plus Silver Edition calculator is recommended for this course, but is not mandatory.
IB Math Studies 1 SL (1.0 Credit)
Prerequisite: Successful completion of Algebra and Geometry AND a teacher signature
IB Math Studies 1 is the first year of a two year program. It is a rigorous math course, but its intended audience is for students who do not intend on pursuing a career rich in mathematics. It offers students opportunities to learn important concepts and techniques and to gain an understanding of a wide variety of mathematical topics and helps prepare the student for a college algebra course. The syllabus is organized giving greater emphasis to developing students' mathematical reasoning, to enhance critical thinking, solving mathematical problems embedded in a wide range of contexts, and using the graphing calculator effectively. Several small mathematical projects will be covered in the scope of this course. A TI-84 Plus Silver Edition calculator is recommended for this course, but is not mandatory.
IB Math Studies 2 SL (1.0 Credit)
Prerequisite: Successful completion of IB Math Studies 1 SL or Algebra 2/Trigonometry AND a teacher signature
IB Math Studies 2 is the second year of a two year program leading to the IB Math Studies SL exam. The course includes project work, a feature unique to Mathematical Studies SL. Each student completes a project based on their own research; that is guided and supervised by the teacher. Each student planning on taking the IB Math Studies SL exam must complete a project based on their own research. This project (internal assessment, IA) is performed inside and outside of class time and supervised by the teacher. The IA provides an opportunity for students to carry out a mathematical study of their choice using their own experience, knowledge and skills acquired during the course allowing them to take sole responsibility for a part of their studies in mathematics.. Topics covered in this course include two variable statistics, logic, probability and Venn diagrams. A TI-84 Plus Silver Edition calculator is recommended for this course, but is not mandatory.
IB Math SL 1 (formerly Pre-Calculus) (1.0 Credit)
Prerequisite: Successful completion of Algebra 2/Trigonometry with a grade of "B" or higher AND a teacher signature
IB Math SL is a mixed junior and senior level course for students intending on pursuing a mathematically based career. It includes an in-depth exploration of common functions (polynomial, linear, exponential, logarithmic, and trigonometric), probability, and introduces the concept of limits. The use of technology and applications are integral parts of this course and students should have a TI-84 Plus Silver Edition calculator. Each senior student planning on taking the IB Math Studies SL exam must complete a project based on their own research. This project (internal assessment, IA) is performed outside of class time and supervised by the teacher. The IA provides an opportunity for students to carry out a mathematical study of their choice using their own experience, knowledge and skills acquired during the course allowing them to take sole responsibility for a part of their studies in mathematics. Students should have a TI-84 Plus Silver Edition calculator for this course.
IB Math SL 2 (formerly Calculus) (1.0 Credit)
Prerequisite: Successful completion of IB Math SL 1 with a grade of "B" or higher AND a teacher signature
IB Math SL is a senior level course for students intending on pursuing a mathematically based career. This introductory course focuses on the major topics of calculus and their applications. The course begins by reviewing Algebra 2/Trigonometry and IB Math SL 1 topics from a point of view which leads to the development of the derivative as a rate of change. Limits and continuity are introduced intuitively and numerically, but without rigorous proof. The students will study the mechanical methods of calculating derivatives, as well as applications of derivative functions and their graphs. Each student planning on taking the IB Math SL exam must complete a project based on their own research. This project (internal assessment, IA) is performed outside of class time and supervised by the teacher. The IA provides an opportunity for students to carry out a mathematical study of their choice using their own experience, knowledge and skills acquired during the course allowing them to take sole responsibility for a part of their studies in mathematics. Students should have a TI-84 Plus Silver Edition calculator for this course.
Physical Education Classes
Comprehensive Health Education (0.5 Credit)
Prerequisite: none
This health education course includes stress management, personal wellness, human growth and development, drug and alcohol information, nutrition, disease prevention, and environmental health. Course includes cardiopulmonary resuscitation (CPR), first aid, and automated external defibrillator (AED) training.
Comprehensive Physical Education (0.5 Credit)
Prerequisite: none
This course will be the culmination of the basics of many individual and team sports and will reinforce wellness related health education experiences with a physical education laboratory experience. This would include self-testing in strength, flexibility, muscular endurance, and cardiovascular and cardio-respiratory endurance.
Fit for Life I (0.5 Credit)
Prerequisites: Comp P.E.
This course is designed for 11th-grade class. This is the second of the core PE courses at SJA. This course emphasizes health relate mind and body fitness. At the conclusion of the subject offerings, students will have experienced a wide variety of fitness activities that they will be able to replicate on their own. Students will have an understanding of their own fitness level, how to assess their fitness and how to improve their health-related fitness.
Life Sports (0.5 Credit)
Prerequisites: Comp P.E.
This course is designed for 12th-grade class. This is the third of the core PE courses at SJA. This course emphasizes activities considered within the realm of lifetime sports. At the conclusion of the subject offerings, students will have experienced a wide variety of activities that will enable them to participate actively in a recreational/therapeutic pursuit throughout their lives.
Science Courses
Biology (1.0 Credit)
Prerequisites: none
Biology is a laboratory-based course designed to introduce students to the science processes, skills, and understandings related to a wide range of biological topics. During this course, students will learn to identify the basic questions and concepts that guide scientific investigation and to design and conduct their own investigations. Important skills to develop throughout this course include microscopy, graphing and measurement, identification of research questions, making connections, and the ability to be a self-directed learner.
Chemistry (1.0 Credit)
Prerequisites: Biology and Algebra
Chemistry acquaints students with the basic properties of matter. The course emphasizes concepts using body/kinesthetic, interpersonal activities and mathematical problem solving. A solid understanding of the basic principles leads students to apply chemistry to their everyday lives. Topics covered in the class include Nature of Chemistry, Energy and Matter, Atomic Structure, Bonding and Quantitative Chemistry. These topics will be studied through a combination of lecture, activities and laboratory.
Architecture 100 (On-Line Course through UWM) (0.5 Credit)
Prerequisites: Junior or Senior Standing, Recommendation from Art and/or Engineering Instructor
Course Description: This semester long course aims at laying a foundation for a general understanding of Architecture. Through fundamental principles spanning the education, the profession, the art, the science, and the current spirit of Architecture, the student will encounter a broad survey of vocabularies and conceptual processes. Lectures, readings, interactive digital video, examinations, and projects will provide the means of exploration.
IB Biology 1 SL/HL (1.0 Credit)
Prerequisites: Biology and Chemistry
IB Biology 2 SL/HL (1.0 Credit)
Prerequisites: Biology, Chemistry and IB Biology 1
IB Biology 1 & 2 SL/HL Course Description: It is the aim of this course to provide opportunities for scientific study and creativity within a global context which will stimulate and challenge students. This course will also provide a body of knowledge, methods and techniques which characterize biology and the biological science. This course will enable students to apply and use a body of knowledge, methods and techniques which are characteristic of biology and biological research. Students will develop an ability to analyze, evaluate and synthesize scientific information. Students will also engender an awareness of the need for, and the value of, effective collaboration and communication during scientific activities. Throughout the school year, students develop experimental and investigative skills, develop and apply the students' information technology skills in the study of the subject. This course will help students raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology. By the end of this course, students will develop an appreciation of the possibilities and limitations associated with science and scientists encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method.
IB Biology 1 SL/HLTopics – Statistical Analysis, Cells, Chemistry of Life, Genetics, Ecology and Evolution, Human Health and Physiology
IB Biology 2 SL/HLTopics – Statistical Analysis, Nucleic Acids and Proteins, , Ecology and Conservation, Evolution (HL Topics), Plant Science, Cell Respiration and Photosynthesis, Group 4 Project, Individual Assessment
IB Environmental Systems and Societies 1 SL (1.0 Credit)
Prerequisites: Biology and Chemistry
IB Environmental Systems and Societies 2 SL (1.0 Credit)
Prerequisites: Biology, Chemistry and IB Environmental Systems and Societies 1
IB Environmental Systems and Societies 1 & 2 SL Course Description: Environmental Systems and Societies is an interdisciplinary course which is unique in that it contains various sciences, coupled with a societal viewpoint, all intertwined to help students understand the environment and sustainability. The purpose of this course is to expose students to the interrelationships of the environment and societies, as well as the nature of their interactions, so that they can make an informed personal response to a wide range of pressing global issues. While this course involves many labs, it is a unique science course in that students will be encouraged to engage in discussions and thoroughly read various documents to develop personal viewpoints. As we study each topic in this course, you will be encouraged to think about the interactions between humans and the environment. It is a personal goal of mine to encourage students in Environmental Science to gain a new perspective on the world around us and understand that each of us impacts the environment in various ways.
IB Environmental Systems and Societies – Year 1 SL
– Environmental Value Systems, Ecosystems and Ecology, Biodiversity and Conservation, Climate Change and Energy Production
IB Environmental Systems and Societies – Year 2 SL
– Water and Aquatic Food Production, Soil Systems and Terrestrial Food Production, Atmospheric Systems and Societies, Human Systems and Resource Use, Group 4 Project, Individual Assessment
IB Chemistry 1 SL/HL (1.0 Credit)
Prerequisites: Biology and Chemistry, Concurrent enrollment in Adv. Algebra/Trig
IB Chemistry 2 SL/HL (1.0 Credit)
Prerequisites: Biology, Chemistry, and IB Chemistry 1
IB Chemistry 1 & 2 SL/HL Course Description: IB Chemistry is a continuation of Chemistry 1 Pre Diploma and is completed over the course of two years. The course begins with a review of earlier topics such as Matter, Atomic Structure, Bonding and Quantitative Chemistry and follows with a detailed study of Energetics, Kinetics, Equilibrium, Reactions, Acids and Bases, and Organic Chemistry. Students are required to complete a multidisciplinary project with students from other experimental sciences. The course also offers a variety of options including Analytical Chemistry and Environmental Chemistry. IB Chemistry HL includes all topics from IB Chemistry SL but to a greater depth with more detail.
IB Chemistry – Year 1 SL/HL – Measurement and Data Processing, Quantitative Chemistry, Atomic Structure, Periodicity, Bonding, Energetics, Kinetics, Equilibrium
IB Chemistry – Year 2 SL/HL – Equilibrium (HL Topics), Acids and Bases, Oxidation and Reduction, Organic Chemistry, Group 4 Project, Individual Assessment
Social Sciences Courses
World History (1.0 Credit)
Prerequisites: None
This is a survey course of Western and Eastern Civilization from the 15th century to the present. Students will compare and contrast the developments of modern revolutions and nationalist movements including: the French Revolution, Russian Revolution, Chinese Revolution, as well as the rise of nationalism in Germany and Italy. Students will also explore the roots of colonialism and imperialism in Africa, as well as the history of modern conflicts in the Middle East.
In order to insure that all students obtain civic/economic competency, special emphasis will be placed on the evolution of the relationship between the governmental and economic systems. Students will observe how scarcity, supply and demand, and the search for markets affect the growth or decline of a civilization or historical period, as well as their function in contemporary times. This course also provides students will fundamental social studies like document analysis and writing skills.
American History and Government (Requirement for Graduation) (1.0 Credit)
Prerequisite: World History
This is a rigorous American History and Government course designed to challenge students to move beyond memorization of facts and analyze the relationship between historical events in the Americas and American governments. This course, like World History, continues to develop civics and economic competency in students, as well document analysis and writing skills. Major topics include American independence movements, nation building and the challenges that come from forming new nations, the United States Civil War, the development of modern nations in the Americas, the emergence of the Americas in global affairs and the Great Depression. This class also focuses on the formation of the American Government including: state, local and national government, the U.S. Constitution, U.S. Supreme Court cases, political parties, as well as foreign and domestic policy.
IB Global SL (1.0 Credit)
Prerequisite: World History, American History and Government
IB History is a survey of modern world history, with a strong emphasis on Europe and that continent's vital impact on the rest of the world in the modern era. This course traces a chronology of European events from 1750 to the present, with a focus on 20th century history. Within that chronology major themes of history are explored to prepared students for Higher Level History class and the HL History exam. The first major theme includes the causes, practices and effects of 20th Century wars like World War I, World War II and various other conflicts from around the world including the Kosovo War and the Rwanda Genocide. The second major theme is the history and impact of the Cold War, including the collapse of Communism in Russia. The third major theme is research in history. Students will write an Internal Assessment, a 2,500 word research paper based on the historical inquiry topic of their choosing. Students also will continue to focus on document analysis and writing skills.
IB History of the Americas HL (1.0 Credit)
Prerequisite: IB History SL
Americas is required course for students talking the higher level IB History examination. It will incorporate the American experience (Canada, the U.S. and Latin America) into the picture of modern world history, continuing with the study of historical themes established in the IB Global History SL course. Major emphasis will be on the Cold War, Civil Rights and social movements in the Americas post‑1945, the Americas (1980–2005) and America's involvement in the Kosovo War. This course requires the submission of the Internal Assessment written during IB Global History SL. Students will continue to focus on document analysis and writing skills. Topics can be carried over from IB Global History SL.
Theology Courses
"Introduction to Theology" – Theology 9 (1.0 Credit)
Prerequisite: None
Students explore specific and vital ways to answer God's call to growth in maturity. It looks at the questions and concerns of young adolescents regarding growth in faith and a belief in God. The students are helped to deal with the many changing emotions they experience at this time of their lives. An emphasis on character, responsibility and freedom are connected to how one is helped through the teachings and practices of Jesus and the Church. The course is designed to better understand God's revelation in each individual's life and explores beliefs and practices at the heart of Christianity. Christian theology from the perspective or the lens of Catholic teaching. At the same time, it encourages students to get a deeper understanding of their own faith tradition in dialogue with Catholic Christian thought. This class enables students to consider what it means to be a Christian and helps them integrate a sense of their own identity as believing Christians.
"Scripture" – Theology 10 (1.0 Credit)
Prerequisite: None
The goal of this two-semester course is for the student to learn about Scripture. Fall semester concentrates on Hebrew Scripture (Old Testament) The objective is to help students explore Hebrew Scripture, as a record of the people's experience of God's revelation to them. Students will develop a working knowledge of Scripture, its stories and their meaning; the sources used; and what it means for us today. They will do this through the use of biblical scholarship. The Spring Semester continues the study of Salvation History as revealed in Christian Scripture – (New Testament). The objective is help students explore Christian Scripture; to understand its historical context; the connection with the Hebrew Scripture and the role of evangelists in creating and editing their Gospels. Students will explore how each Gospel portrays Jesus in a unique way. They will learn about the incarnation, the life, the message and call of Jesus. Students will reflect on its meaning in their own lives and what it means to live a Christian life. In order to explore the themes in depth, students will learn about and how to use Biblical Criticism.
"Christian Morality" - Theology 11 (0.5 Credits)
Prerequisite: None
This course is all about what it means to become morally mature. The class will look at Christian moral principles using the Bible and Church teachings as a basis. The class will focus on the development of virtue and character. The class also seeks to explore how values, conscience, and attitudes are formed and to develop critical thinking about what society and today's culture suggests regarding moral principles. This class encourages discussion as well as self-reflection.
"Christian Lifestyles" - Theology 12 – Fall Semester (0.5 Credits)
Prerequisite: None
In the first semester, we will explore living a Christian Lifestyle. What is a lifestyle? What goes into making or choosing a lifestyle? What is a healthy lifestyle? Is it something you choose or something that just happens to you? What makes up a lifestyle? We will explore issues of vocation, friendship and relationship, sexuality, community, spirituality and prayer; discernment, identity;, personal power, the Dignity of Work: communication; empowerment; having a Philosophy of Life; lifelong learning; – Where does money fit in? What does it mean to be fully alive? What is the difference between freedom and license? What does it mean to live a life in Christ? This is a class to explore a student's own possibilities and to reflect on shaping her future; living in the present; living according to what each student says she believes.
"Catholic Social Teaching" – Social Justice - Theology 12 - Spring Semester (0.5 Credits)
Prerequisite: None
This course looks at the Churches teaching on Social Justice based on the Gospel Values. It begins with the basic understanding of our human dignity which comes from the fact that we each are created in the image and likeness of God. It explores the teaching key themes: Respect for Life. Family and Community; Rights and Responsibilities, Option for the Poor; Dignity of Work and Workers; Solidarity and Stewardship of the Earth. Social Justice approaches areas in today's society that are not consistent with the biblical idea of justice and the Gospel values. This study will explore alternative ways to oppressive or unjust situations. It will explore what our responsibility is; and what positive actions can we take to promote justice. The class will promote study and discussion on these topics. Students will be encouraged to be sure they have accurate information and have an understanding of the broader issues involved. Student outreach planning and project(s) are required.
Requirement: Grade 12 Spring Semester – part of Theology 12.
Students are required to participate in a school retreat every school year a student is enrolled at SJA. Required for 9, 10, 11 and 12th grades.
World Languages Courses
Spanish 1 (1.0 Credit)
Prerequisite: None
First year Spanish develops skills of understanding and speaking through emphasis on fundamental language patterns based on everyday life situations. Drills are used to help pupils master these patterns, correct punctuation, and characteristic intonation of Spanish. Cultural enrichment materials develop an understanding and appreciation of Spanish and Latin American civilization.
Spanish 2 (1.0 Credit)
Prerequisite: Spanish 1
This course continues to emphasize skills needed to understand and speak Spanish.
Spanish 3 Pre-Diploma (1.0 Credit)
Prerequisite: Spanish 2
In third year Spanish, pupils enlarge their vocabularies and review grammar essentials. Emphasis is placed on communication both in speaking and in writing. Collections of stories, short novels, or plays are read and discussed in Spanish. Writing skills are expanded through guided sentence construction and free composition. The history of
Spanish 4 (1.0 Credit)
Prerequisite: Spanish 3
This course continues to develop understanding of speaking, reading and writing skills. Principles of pronunciation are reviewed and added stress is placed on achieving intonation as used by Spanish-speaking people. Stylistic improvement in language use is developed through pupil research, study and discussions of literature, periodicals, and newspaper. A wide variety of writing practice is pursued.
IB Spanish 1 SL (1.0 Credit)
Prequisite: Two years of Spanish and Junior standing
The IB Diploma Programme language B course –or IB Spanish 1 SL gives the students the tools they need to become advanced speakers of the language, to acquire additional linguistic skills, to develop their reading and writing abilities, and to promote an understanding of other cultures. Language B has been designed for students who already know Spanish at an intermediate level. This course will prepare you for the IB Spanish Exam (SL), and for testing at universities that have a language requirement. This course involves the writing of different kinds of essays. Orally, you will be expected to explain and defend your opinions, hypothesize on current events and hypothetical events.
The International Baccalaureate World Language program requires a student to demonstrate proficiency in the four communication skills of reading, writing, understanding and speaking. These skills are developed by IB candidates during their third and fourth years of World Language study. The IB classes provide a thorough review of grammar, reading experience in a literary text and in a book on the history and political structure of the country, oral experience through conversation and formal presentation of reports, and writing experience through essays and compositions. All reading speaking and writing is conducted in the World Language.


text:
This may go down as one of the greatest commercials of all time!
– Fat, middle-aged CEO hires a washed-up model (didn't Dennis Rodman, her husband at the time, call her a "sperm receptacle? Ouch.) to go ga-ga over him.
– She talks about "fast enlargements" with a straight face.
– Wait…Carmen Electra, Photographer??
– I KNOW Carmen has at least 50 or 60 options for "big, big enlargements." Ritz MUST be good, then!


text:
Trevor Bayliss hints England will be unchanged for third Ashes Test
Already 2-0 down in the Ashes ahead of the third Test, England coach Trevor Bayliss has indicated he will play with an unchanged line-up at the WACA in Perth.
Despite failing to take 20 wickets in either of the first two matches, Bayliss was full of praise for his bowlers on Saturday.
"I thought the four pace bowlers we had in the last match went pretty well," said Bayliss.
"[Stuart] Broad and [James] Anderson, they're going to bowl well anywhere. [Chris] Woakes looked good and I thought [Craig] Overton in his first game was outstanding; batting, bowling and in the field. He's got a hunger within him so I can't see us making a change there."
Rather, the coach singled out his batsmen as being the key issue, with James Vince's 83 at Brisbane the tourists' best score of the series thus far.
"As I said after the last Test our batters have all showed they can all actually play at this level but we've just got to do it for longer," Bayliss said.
"Making 20s, 30s, 40s, 50s at this level is not good enough."
Bookmakers Neds rate England a $4.25 chance of keeping the series alive, while Neds are paying $1.55 to see the Aussies ensure they win back the urn.
However, helping the current contingent to keep their places was the lack of a standout performer for England in their tour match against a Cricket Australia XI in Perth on the weekend.
Stand-in skipper Moeen Ali was the only Test incumbent to feature in the tour match, and showed how destructive he can be with the willow, scoring a rapid 47 runs from 41 balls.
Neds have the all-rounder at $3.75 to go three better and score a 50 in the first innings at the WACA.
Of the leather-flingers, Ali said paceman Mark Wood had done his selection chances no damage.
"It was a slow pitch and I felt like he bowled quite quick - obviously he was the quickest of both teams," Moeen said.
"His pace was right up there compared to how quick we know he can bowl. It wasn't just the pace, his control was fantastic as well.
"He feels very confident in his own game and feels like he's ready and back to his best. I was really impressed with how he bowled."
However, Bayliss was less impressed with Wood's form, describing his performance as "OK".
"To be honest he probably didn't really threaten to take a wicket. There were one or two appeals," Bayliss said.
This content brought to you by Neds, odds correct at time of publication


text:
But today I have a tutorial for you! How to create and add butterfly wings to a backpack. Is it a backpack or book bag? Dora says backpack but I say for school it is called a book bag. I will probably call it by both names off and on for the rest of this post. What do you think? Cute right??
Monday, July 18, 2011
butterfly bookbag tutorial
But today I have a tutorial for you! How to create and add butterfly wings to a backpack. Is it a backpack or book bag? Dora says backpack but I say for school it is called a book bag. I will probably call it by both names off and on for the rest of this post. What do you think? Cute right??
Posted by Tai Bender at 7:05 PM
26 comments:
- Unknown said...
YAY for a new blog post! LOVE, the last picture of your cutie, Lauren! AWESOME job on the butterfly! LOVE. Butterflies! :) :)
- July 18, 2011 at 7:15 PM
- Brit said...
What an awesome idea, and just in time to start getting ready for back to school! Love how it turned out, my daughter is going to think this rocks. Thanks for sharing.
- July 19, 2011 at 6:09 AM
- SouthernScraps said...
Fabulous! I adore your butterfly book bag.
- July 19, 2011 at 9:03 AM
- Staci said...
Love! What a cute idea!
- July 19, 2011 at 7:01 PM
- Evan Becky said...
Oh now that's cute!
- July 19, 2011 at 7:09 PM
- Coley said...
Oh my gosh, that's adorable! Too bad I don't have a daughter! ;)
- July 19, 2011 at 10:34 PM
- Katie said...
This is super cute & original! I'd love if you would join us over at Sew Woodsy and link up this project!
- July 20, 2011 at 6:24 AM
- Chameleon Girls said...
This is soooo cute. I wish I had a little one to make one for.
- July 20, 2011 at 7:20 AM
- Melanie said...
I love this post! Might look for some mark-down bookbags after the post-back-to-school-season sales start to make these for all my nieces!
- July 20, 2011 at 7:39 AM
- Mariel@ www.sexymodeststyle.com said...
what a great way to dress up that book bag!!! love how girly it made it!
come link it to my woot woot wednesday linky party!
- July 20, 2011 at 10:47 AM
- Michelle @ Delicate Construction said...
LOVE THIS!!! So cute!!!! I am visiting from Someday Crafts and I am a new follower!! Hope you have a great week and that I see you around soon!!
- July 20, 2011 at 11:44 PM
- Unknown said...
Genius!! I wish my daughter was still young enough to love this..... I am going to show her this and see if she wants to do it. Fingers crossed.
- July 21, 2011 at 5:10 AM
- the cape on the corner said...
oh my gosh, HOW adorable!
- July 21, 2011 at 11:32 AM
- Unknown said...
Absolutely adorable!!!! I'm adding this to my Back To School Inspirations post, which I'll share in the next week or two. Thanks so much for sharing this at For the Kids Fridays at Sun Scholars. I'm thrilled to have you as part of our community! :)
- July 23, 2011 at 10:43 AM
- Rose and Heather said...
So cute I love it so much. I think I will make the wings for my 1 year old to ware on Halloween.
now following you
Rose and Heather http://sewstylishboutique.blogspot.com/
- July 24, 2011 at 5:27 AM
- Donna Baker said...
how cute! I bet my 5yo niece would LOVE this, she loves butterflies...thanks for sharing!!
- July 24, 2011 at 6:57 AM
- The Autocrat: Haley said...
Oh my goodness!! That is so super cute!
- July 25, 2011 at 8:00 AM
- Unknown said...
Cute! I love the tutorial as well... the directions are very clear. I would love it if you would stop by the crafty link party I am just starting and link up this post!
- July 25, 2011 at 5:52 PM
- Confessions of a Stay at Home Mommy said...
This is the cutest thing EVER! I would be thrilled if you would link up to my Tuesday Confessional linky party going on now: http://www.craftyconfessions.com/2011/07/tuesday-confessional-link-up-party.html
See you soon!
- July 25, 2011 at 7:09 PM
- Karima said...
What a great idea! saw you on link party, now following you via google and fb, Karima x www.karimascrafts.com
- July 26, 2011 at 5:09 AM
- Honey I'm Home Blog said...
What a creative idea. AND I didn't even know about fusible quilter's batting! Awesome. Thanks so much for linking it up to Fab Friday!
Warmly, Michelle
- July 26, 2011 at 9:11 PM
- Amanda said...
This is so precious!
I run Fun Family Crafts, a library of craft tutorials geared at kids of all ages. I would love it if you'd stop by and submit this to be featured! (I link to you, I don't post your tutorial on the site) Feel free to submit as many kid friendly craft tutorials as you like! http://funfamilycrafts.com/
- August 2, 2011 at 10:17 AM
- Melanie @ bear rabbit bear said...
Love this post and your blog! I'm your newest follower- I'd love if you'd stop by and follow, too!
I am having my first linky party on Thursday and would love for you to come link your awesome craft! It's a party only for kids and teens crafts, so this is perfect to share on Thursday for our first "Crafts for the Under Twenty-Something" linky party!
Thanks for sharing!
- August 9, 2011 at 12:58 PM
- Jacque said...
I love this idea! Course; my girls are not yet old enough to go to school but when they do, I will have to do this with their backpacks.
Thanks for sharing!
I'm your newest follower.
Jacque @ Jacque's Soda Parlor
Feel free to stop by my blog anytime. I would love to see you there!
P.S. I host a link party every Sunday, if you care to join me. I'm sure the ladies would love to see any of your crafts!
- August 11, 2011 at 12:31 PM
- AmyH said...
Still one of my absolute favs- Thanks for auditioning for American Crafter!
- September 15, 2011 at 2:41 PM
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- November 13, 2012 at 6:03 PM


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PACT has Impact
Here's Food for Thought . . . PACT has impact.
PACT – People Acting in Community Together – is a coalition of 26 churches of all faiths – Protestant, Catholic, Hebrew, Muslim, Unitarian – working to empower the powerless in low-income communities throughout Silicon Valley. With 60,000 engaged families, PACT truly makes an impact.
With the Central Labor Council, they created the Children's Health Initiative, a national model that now ensures that 96 percent of all children in Santa Clara County have affordable, quality health insurance.
With concerned parents, pact has championed the small schools initiative, to ensure that kids get a quality education to achieve their goals.
There is an old saying – "I never said it would be easy; I only said it would be worth it."
The work of PACT, led for the past 13 years by Matt Hammer, has never been easy. It breaks down barriers of poverty, language, culture and distrust. It builds up faith, families, communities and individuals. It has given a voice to the voiceless, with 350 active and engaged neighborhood leaders.
Silicon Valley is an amazing place – the epicenter of the earth for technological innovation. It is also an amazing place, thanks to groups like PACT, because we never forget that we are at our best when we reach out and help the least.
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Villanova University
NSF Scholarship Recipient
Born on October 11th 1994, Indigo was always a very passionate and curious person. She always wondered how things worked and was very inquisitive. She remembers playing on her mother's Gateway computer and discovering what all it's programs and functions were purposed for as well as being fascinated by the internet. In elementary school she found that she had a passion for acting and exploring the lives of others so she started performing in plays and musicals at school, church and local theatres. In middle school she found a new interest: computers. Her favorite class was called 'Computers 1' and it was where she learned the basics of computers and practiced improving her wpm. In high school she was able to take multiple classes related to technology, which really inspired her. In the Fall of 2012 Indigo entered Villanova University as an undecided Freshman. With a lot of inward reflection on what it was that she liked, what she wanted to do with her life, and talking to several computer science majors and people in the Department of Computer Science, she decided that she wanted to pursue it. In the Spring of 2013, she declared Computer Science as her major. In the Summer of 2013 she applied for an Information Technology internship at HOPE Worldwide and was accepted on the spot at her interview. Though she hadn't much experience she was excited to learn. She was able to learn a lot about computers and how they work as well as gain valuable office experience. Since then her love of computers has grown stronger. She was also awarded a scholarship to attend GHC and she is looking forward to attending in the fall.
"I think it's important for me to attend GHC because I believe in order to be successful one has to look at the people that have gone before them and learn from them. I also think it is important to celebrate the accomplishments of those who inspire you."


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Council member David Yassky, one imagines, must feel a little like Al Gore these days.
Like the former Vice President, Mr. Yassky, a 43-year-old Councilman from Brooklyn, lost a "big election." (That's how he now refers to his unsuccessful, highly scrutinized bid for Congress last year.)
And like Mr. Gore, his reaction to the loss—after a brief recovery period—was to immerse himself in the details of an environmental agenda that he had been pushing for years, with only modest results.
Suddenly, Mr. Yassky's locally focused, relentlessly detailed plans for cleaning up the environment are highly topical. It started from the moment last week that Mayor Michael Bloomberg, standing next to a floppy-haired, bespectacled Councilman that few people outside of his neighborhood in Brooklyn could possibly have recognized, announced on The Today Show that the city is going to replace every Crown Victoria in its fleet of yellow taxis with a hybrid vehicle. "And most importantly," he said, gesturing towards his colleague, "this is City Councilman David Yassky, who's been leading the environmental fight here in the city."
Mr. Yassky had been pushing the idea for five years, to be precise—almost since the moment he joined the Council.
"People at that point didn't have the vision to see that the taxi fleet was broken, in the sense that it was belching out many more tons of carbon dioxide than it needed to, and it was a problem that was invisible to many people five years ago," he said this week.
A wonkish ex-law professor, Mr. Yassky didn't dwell long on the attention that his proposal has finally received, other than to say there was "a fabulous reaction."
"There's a ton more to do to build on this initiative and keep trying to take the sustainability vision the Mayor has put forward and make it more concrete and immediate," he said.
He'll have to work fast—term limits are going to force him, along with most of his colleagues, to leave office in 2009.
"I have a bill we haven't even introduced yet to put green standards into the bidding process, to change the rules for awarding city construction contracts so the environmental impact would be one factor," he said.
Another policy he's pushing, along with Council colleague Jim Gennaro and the Bloomberg administration—a policy that also finally seems to be gaining some traction—would be to "get some level of biofuels into the heating-oil stream."
"One of the arguments—somewhat similar to the taxis two or three years ago—is that "it sounds good, but you can't tell me to buy biodiesel because there is none out there,'" he said.
(Last weekend, the New York Times Metro section identified a Brooklyn company that "may soon be home to one of the largest biodiesel fuel manufacturing plants in the country.")
As for being the idea of being a mini-Gore, Mr. Yassky said: "That's a very flattering comparison, but not deserved. I think Al Gore is one of the real heroes of our time."
For Mr. Yassky, the years of pushing ideas that went nowhere, the heartbreaking political loss and, finally, the measure of redemption are all part of his unspectacular calling.
"I think that's how government and politics work," he said.


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2016 Winners National Championship Barbecue Cook Off In Meridian Texas
We traded brisket for soft shell crabs and pork ribs for oysters on the half shell when we pulled up stumps for Louisiana a few years back. As we all know, there is precious little Texas-caliber smoked meat in the Pelican State.
We piled up the smoker behind our 9th ward home and kept our eyes on the internet over the weekend so we could vicariously enjoy the shootout as it's one of the best food parties Texas throws all year long.
Sadly, the folks at the competition were too busy to update their social media with results so we reached out to the sanctioning body: the International Barbeque Cookers Association to see if we could find out who emerged from the dust, fire and smoke as winners.
Here's what we discovered:
In the brisket category, Randy Valentine of Crist Propane was deemed the king. As all y'all know, this is the most important meat served in the great state and if you're the brisket champ you get serious bragging rights for the next year.
In the second most important category, pork spare ribs, Craig Sharry of Texas Pepper Jelly took home first place. We'll be posting an interview with Mr Sharry later this week.
In chicken, Kelly Curtis of Panther Creek Cookers, came in in the top slot.
Over-all champ was Kelly Curtis, and reserve champ was Craig Sharry. Despite winning brisket Randy Valentine came in third in the over-all category.
Tyler Cannon of Cannonball Express was People's Choice champion.


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- Winter 2018
Syllabus Description:
This course is restricted to undergraduate and graduate students in the UW Division of Design. DESIGN 371 is an advanced visual design and interaction design course covering interface design. The course is for design majors who have intermediate knowledge in visual communication design (typography, color, composition, etc.), intermediate knowledge in interaction design (information architecture, behavior of products, animation, etc.) and pre-existing skills in Adobe Creative Suite (Illustrator, Photoshop and InDesign).
This course is full.
If you are not a UW Design junior/senior or graduate student and you wish to request a seat in the class, please email us at email@example.com and firstname.lastname@example.com. In your email, please include a link to your online design portfolio, or attach a PDF (10MB maximum) of your design work. Please also describe your prior experience/qualifications in design.
Course Objectives:
The purpose of this class is to help students develop the skills necessary to design an effective user interface (UI): the space and controls through which a user communicates with a tool/application/device. Specifically, students will:
- Research, plan and design prototypes for two different mobile applications
- Discuss, analyze and evaluate what makes a UI effective or ineffective, including:
- logical information architecture / user task flows
- feedback and microinteractions that guide user behavior
- Conduct user testing and incorporate test results into a design prototype
Specifically, students will work alone and in small groups to create two full prototypes for two assigned product/services that serve a specific audience/subject area. This year (Winter 2018) the Visual Communication Design section (A) will be paired/co-taught with the Interaction Design section (B).
A full syllabus for the Winter 2018 course can be downloaded as a PDF here: DES371_Winter2018_syllabus.pdf


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It's always more than impressive to notice how people's minds change during seasons… Or if it's not present at everyone, it absolutely is in my head! Right now I'm in a cozy fall mood hardly waiting for the weather to cool down a bit more. I love how nature is so diverse and everything about it is so perfect and inspirational!
For this look we shot in a quiet narrow street in the peaceful Old Town in Plovdiv. I'm wearing a black & white striped knit sweater from H&M, dark jeggings from ZARA, leather shoes from GOTTI and a leather backpack from Pink Woman.


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text:
The LGL Group, Inc. Announces Plans for Rights Offering to Stockholders
The LGL Group, Inc. (NYSE MKT:LGL) (the "Company" or "LGL") announced today that it filed a registration statement on Form S-1 with the Securities and Exchange Commission (the "SEC") for a rights offering in which stockholders will receive transferable rights to purchase additional shares of the Company's common stock, par value $0.01 per share (the "Common Stock"), at a price to be determined at the time the offering commences. All stockholders as of a record date, which has yet to be determined, will receive one subscription right for each share of Common Stock owned as of such record date. The subscription price has also yet to be determined. The Company will provide notice of the record date and subscription price in the future at such time as they are determined. Assuming the rights offering is fully subscribed, the Company currently expects the gross proceeds of the offering to be approximately $[ ].
The proposed rights offering will include an over-subscription right, which will entitle a stockholder who exercises all of its basic subscription right in full the right to purchase additional shares of Common Stock that remain unsubscribed at the expiration of the rights offering, subject to the availability and pro rata allocation of shares among persons exercising this over-subscription right.
The rights offering is expected to commence in August of 2017 depending on the time required to have the registration statement for the shares and subscription rights declared effective by the SEC.
The Common Stock issued in connection with the rights offering will be listed on the NYSE MKT under the symbol "[LGL__]." The subscription rights are expected to trade on the NYSE MKT until the day before the expiration of the offering period. The offering period has not yet been determined.
The net proceeds of the offering will be used as working capital for general corporate purposes and for acquisitions, although the Company has not identified any specific acquisitions at this time.
The Company reserves the right to modify, postpone or cancel the rights offering at any time prior to the closing of the sale of the Common Stock in the rights offering.
Questions about the rights offering or requests for a copy of the prospectus may be directed to the Information Agent, Broadridge Corporate Issuer Solutions, Inc., at (855) 793-5068.
A registration statement relating to these securities has been filed with the SEC but has not yet become effective. The securities may not be sold nor may offers to buy be accepted prior to the time the registration statement becomes effective. This announcement shall not constitute an offer to sell, or the solicitation of an offer to buy the subscription rights or the underlying Common Stock, nor shall there be any sale of these securities in any state in which such offer, solicitation or sale would be unlawful prior to the registration or qualification under the securities laws of any such state.
About The LGL Group, Inc.
The LGL Group, Inc., through its two principal subsidiaries MtronPTI and PTF, designs, manufactures and markets highly-engineered electronic components used to control the frequency or timing of signals in electronic circuits, and designs high performance Frequency and Time reference standards that form the basis for timing and synchronization in various applications.
Headquartered in Orlando, Florida, the Company has additional design and manufacturing facilities in Yankton, South Dakota, Wakefield, Massachusetts and Noida, India, with local sales offices in Hong Kong, Sacramento, California and Austin, Texas.
For more information on the Company and its products and services, contact Patti Smith at The LGL Group, Inc., 2525 Shader Rd., Orlando, Florida 32804, (407) 298-2000, or visit www.lglgroup.com and www.mtronpti.com.
Forward-Looking Statements
This communication contains forward-looking statements within the meaning of Section 27A of the Securities Act of 1933, as amended, and Section 21E of the Securities Exchange Act of 1934, as amended. These include, without limitation, the statements contained above regarding the proposed rights offering, and other statements that are not historical facts. These statements involve risks and uncertainties that could cause actual results and events to differ materially, including the possibility that the effectiveness of the Form S-1 may be delayed, or that the rights offering may be cancelled before it closes. For a discussion of further risks and uncertainties related to LGL's business, please refer to its public company reports and the Risk Factors enumerated therein, including the Annual Report on Form 10-K for the year ended December 31, 2016 and subsequent reports, filed with the SEC. LGL undertakes no duty to update any forward-looking statement to reflect any change in its expectations or any change in events, conditions or circumstances on which any such statements are based.
View source version on businesswire.com: http://www.businesswire.com/news/home/20170622006127/en/


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|Could this common dinnertime object
save women from exploitive forced marriages?
You can't imagine how that would help until you dig deeper into the reasoning behind it.
Often, families in countries like Britain send their young female family members off to overseas forced marriages that might be financially lucrative for the family but devastate the lives of the young women.
The spoons hidden in the underwear set off the airport security alarms. The young women with the spoons are then invariably led, alone except for security personnel, into a back room for a more detailed search for explosives or whatnot.
Away from their family members, the young women can then tell the security agents they need help to prevent them from being packed off to a forced marriage somewhere. That's how they save themselves.
The spoon idea is the brainchild of a charitable group called Karma Nirvana, which says summer is the high season for shipping young brides to other countries for forced marriages. The kids are out of school, and less likely to be missed if they disappear from sight abrutptly.
I think the spoon idea is genius because it's an innovative way to help young women and it's so crazy sounding that it's bound to generate publicity. Which could only help expand Karma Nirvana's donor base.
More proof that activism and marketing don't have to be mutually exclusive


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Title: The Winner's Curse (The Winner's Trilogy, #1)
Author: Marie Rutkoski
Publisher: Farrar Straus Giroux
Publication date: March 4, 2014
Author: Marie Rutkoski
Publisher: Farrar Straus Giroux
Publication date: March 4, 2014
Genre(s): Young Adult (Historical Fantasy)
Source: Publisher
Format: eARC
Pages: 355
Winning what you want may cost you everything you love
As a general's daughter in a vast empire that revels in war and enslaves those it conquers, seventeen-year-old Kestrel has two choices: she can join the military or get married. But Kestrel has other intentions.
One day, she is startled to find a kindred spirit in a young slave up for auction. Arin's eyes seem to defy everything and everyone. Following her instinct, Kestrel buys him—with unexpected consequences. It's not long before she has to hide her growing love for Arin.
But he, too, has a secret, and Kestrel quickly learns that the price she paid for a fellow human is much higher than she ever could have imagined.
Set in a richly imagined new world, The Winner's Curse by Marie Rutkoski is a story of deadly games where everything is at stake, and the gamble is whether you will keep your head or lose your heart.
The Winner's Curse is one of the most hyped books for this winter of 2014. I am pretty sure every single book blogger and book tuber has heard about this book, read it, or already pre-ordered it (and received it!). Initially it took me a while to get to a place where I started to enjoy The Winner's Curse. The 3rd POV writing isn't my favorite way of storytelling and I initially actually thought there was a third person in the scene. However Once I got used to it and all the characters were introduced and we got a bit of background history on the world, I stated to really enjoy it.
This is about a territory that was invaded by the Volarians that resulted in the enslavement of the Herrani people. Kestrel, the daughter of the General Trajan, has to make a decision soon, whether to join the army or get married. She has a knack for strategizing and her father has tried multiple times to recruit her to the army but she wants neither. She wants to choose her own future. This is when she meets Arin, a slave she buys on a whim and takes back to her father's home. If you are expecting a typical predictable romance then you'll be pleasantly surprised. This is more than the romance and I loved that about this book.
Kestrel is such a strong character and she is a smart one too. Also, the incorporation of music into the novel brought something unique and delicate to a novel that would otherwise be a bit dark and depressing, which book wouldn't with the topic of slavery and non existent women rights? I have read one book by Rutkoski before and it didn't blow me away or capture my attention the whole time, this however did just that. I wanted to know what would happen next. None of my predictions were correct and this is something that I loved. I am tired of predictable novels and even ones that have a "shocking twist" when in fact it was a twist that was obvious. Also, the ending? wow.. it blew me away. I seriously need the second book immediately! I have no idea what direction Rutkoski is taking with the next novel but I am excited to dive back into this complex and fascinating world she has created.