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Arsenal 0-0 Manchester City: Arsenal dominate but are frustrated in front of goal
Arsenal had all the best moments but failed to get the breakthrough.
Arsene Wenger played the same side as in the recent 3-0 victory over Chelsea, which meant no place for Marouane Chamakh or Andrei Arshavin.
Roberto Mancini made five changes, including three of his back four. He also left out Adam Johnson, instead playing Jo on the left.
Arsenal started the match at a very high tempo when in possession, and should have gone ahead in the first couple of minutes when Jack Wilshere's cross-shot wasn't reached by Robin van Persie.
Arsenal stand off
Out of possession, however, they were surprisingly calm. In the win over Chelsea they pressed Chelsea's back four relentlessly, but here van Persie and Fabregas dropped back towards the halfway line and focused on not letting City play through the centre of the pitch. This gave City's centre-backs time on the ball, and the away side were able to have spells calming the tempo by keeping possession.
It was rarely possession in dangerous areas, though, as they seemed to miss David Silva drifting in off the flank to provide a link between Carlos Tevez and the rest of the side. Yaya Toure played as the midfielder with more license to make contact with Tevez, but he often wandered back into the congested midfield zone to pick up the ball.
Tevez drops deep
In a sense this suited Arsenal quite well – with Alex Song playing higher up than last year as part of a double pivot, rather than as the lone holding player, he was comfortable moving up the pitch to close Toure down, and the resulting large gap between defence and midfield was not exploited by any City midfielder, with James Milner and Jo staying wide.
It did mean, however, that Carlos Tevez had space to drop into, and he dragged Laurent Koscielny out of the back and frequently evaded the Frenchman's tackles. This looked like City's best way of creating a chance in the first half.
Arsenal fail to score
At the other end, Arsenal were dominant. They struck the woodwork on more than one occasion and seemed to find it very easy to play through City in the centre of the pitch early on, despite Mancini setting out a narrow side to make this difficult for Arsenal. Nigel de Jong's booking was a blow for City – until then he'd been dominant in the centre of the park but much of the rest of the game ducking out of challenges for fear of picking up a second yellow.
Arsenal's passing was excellent but they simply couldn't find the way through. Tactically, there was nothing wrong with their display, and credit should go to Kolo Toure and Vincent Kompany for dominant displays at the back for City.
Second half
The second period continued in a very similar fashion to the first. City sat back even deeper with Yaya Toure pulled back in a more solid midfield five, which gave City extra protection ahead of their back four. Adam Johnson was brought on for Jo but influenced the game little.
Arsene Wenger had to make substitutions to try and change the game and force the issue, but Andrei Arshavin's flicks failed to come off, whilst Nicklas Bendtner is rarely effective when playing in a wide role. From that point of view, it was disappointing Wenger didn't go with two men upfront to provide more of a physical threat in the box, but then considering Arsenal were completely dominant, it's hard to blame him for not wanting to change the shape of the side.
City negativity
Maybe the defining feature of the game was how little effort City made to win the game. They barely threw men forward, leaving much of the attacking play to Tevez, who played a very difficult role extremely well. Even when they had a couple of promising moments and Arsenal won the ball, City always had their back four in place, with at least two of their central midfielders ahead, and Arsenal were rarely able to open City up on the counter-attack.
There's no doubt City played for a 0-0, something they've done in successive games at the Emirates and in the home game with Manchester United, but even so, to not manage a shot on target in the 90 minutes is poor form for a side going for the title.
It's difficult to fault Arsene Wenger – his side played excellently as a whole. They didn't have problems at the back, they passed the ball well in midfield, they created chances but simply failed to convert them, something Wenger couldn't have helped. Had Wilshere's pass in the opening stages found van Persie, it would have been a completely different game and quite possibly a big Arsenal win.
Mancini got what he came for with a dogged defensive display. City had to withstand an early Arsenal siege, in a similar way to the opening day 0-0 at Spurs, but were much more comfortable in the second half, although there still has to be an improvement in turning defence into attack – too often City simply had no forward pass from the back.


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About norm
|Number of pages
|Mobiele bouwmachines
|Published on
The global description "wall saw and wire saw equipment" contains two differing types of machines for use in the construction industry, and both used to make cuts on walls, ceilings and floors composed of mineral construction materials and/or composite materials. The many different cutting tasks and choice of operating method determine the type of machine to be used for each application. The machines may therefore be split into the following two principal classifications: - Wall saws – exclusively rail guided – transportable. - Wire saws – transportable. The machines are intended for the use of diamond tools. The types of cutting tools used in conjunction with the machines as described above fall within the design and use parameters supplied by the manufacturer. Cutting debris generated by the cutting action is removed from the cutting joint by a medium such as water directed to the cutting tool. Machines covered by this standard may be powered by: electric motor, IC engine, electro-hydraulic drive and IC engine-hydraulic drive. This European Standard deals with all significant hazards, hazardous situations and events relevant to wall saws and wire saws machinery, when they are used as intended and under conditions of misuse which are reasonably foreseeable by the manufacturer (see Clause 4). This standard specifies the appropriate technical measures to eliminate or reduce risks arising from the significant hazards generated by the cutting process work cycle. For special applications, for example, when working in potentially explosive atmospheres, additional safety requirements is necessary which are not covered by this standard. This European Standard does not apply for wire saws intended for quarrying and stationary machining of natural stone as covered by EN 15163. This European Standard applies primarily to machines which are manufactured after the date of approval by CEN of this standard.
|Dutch title
|Verplaatsbare zaagwand en kabelzaaguitrusting voor werkplaats - Veiligheid
|English title
|Transportable wall saw and wire saw equipment for job site - Safety

subset: commoncrawl


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Darkcide "DIRTY" Litter May 2017
Demi & Notch welcomed 11 puppies into this world on May 26th,
7 Girls, 3 boys & an Angel born sleeping.
We expect these babies to be of the same high quality as their first litter the "Block Buster" movie title kids. 3 of these kids have hit the specialty ring and they all were VP rated.
Contact DetailsJoanne Swanson
North West Country Victoria, VIC, Australia
Phone : 0401206680
Email : [email protected]


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The study of English is central to the learning and development of all our children at Whittlesea Primary School. It helps create confident communicators, imaginative thinkers and informed citizens.
It is through the study of English that children learn to analyse, understand, communicate with and build relationships with others and with the world around them. The study of English helps develop in children the knowledge and skills needed for their education now and in their future. It helps them become ethical, thoughtful, informed and active members of society.
AusVELS English helps children to engage imaginatively and critically with literature to expand the scope of their experience. Aboriginal and Torres Strait Islander peoples have contributed to Australian society and to its contemporary literature and its literary heritage through their distinctive ways of representing and communicating knowledge, traditions and experience. AusVELS English values, respects and explores this contribution. It also emphasises Australia's links to Asia.
AusVELS English aims to ensure that children:
- Learn to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose
- Appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue
- Understand how Standard Australian English works in its spoken and written forms and in combination with non-linguistic forms of communication to create meaning
- Develop interest and skills in inquiring into the aesthetic aspects of texts, and develop an informed appreciation of literature.
At Whittlesea Primary School the children are engaged in a minimum of ten hours of formal English learning, however English is immersed and taught across all the curriculum areas.
At Whittlesea Primary teachers plan for a minimum of 5 hours of mathematics each week where all lessons are based on data about the students' prior level of skill and understanding and where activities are differentiated to meet the needs of the individual student.
The learning intention and success criteria is displayed and discussed for each lesson. All students work on tasks beyond their current level of thinking. Each lesson begins with number fluency activities and ends with reflection directed towards the learning intention.
The staff continually develop their knowledge and understanding by undertaking mathematics professional development each semester. The school's Teaching and Learning Coach assists individual teachers, year level teams and targeted student groups throughout the school, two days per week.
The National Curriculum (AusVELS) is adhered to through the content strands of:- Number and Algebra, Measurement and Geometry and Data Representation and Chance.
These three main areas are broken up into ten substrands:
- Number and Place Value
- Patterns and Algebra
- Fractions and Decimals
- Money and Financial matters
- Shape
- Location and Transformations
- Geometric Reasoning
- Units of Measurement
- Chance
- Data Representation and Interpretation
Inquiry is a student centred approach to learning. It involves students developing questions to investigate, finding out about the world from a range of sources and reflecting on concepts learnt to take action (application). Importantly, Inquiry develops lifelong skills and dispositions for the twenty first century. Thinking, problem solving, organisation and creativity are examples of such skills and dispositions.
At Whittlesea Primary School we believe that integrating ICT across all areas of the curriculum is pivotal for preparing our students for the 21st century. Students at Whittlesea Primary School are provided with regular opportunities to utilise a variety of tools including netbooks, iPads, desktop computers, iPods, flip cameras and digital cameras, creating a dynamic and enriched learner-centred environment. Each classroom also has an interactive television or interactive whiteboard.
ICT is used across all year levels at Whittlesea Primary School to support the AusVELS dimensions for Information Communication Technology. These include using ICT for visual thinking, creating and communicating. Students have access to use a variety of apps, software and websites to support their learning including mapping tools such as Popplet to organise thinking, creating movies using iMovie on the iPads, and using Edmodo and student email for online communication.
Whittlesea Primary School is also involved in the Australian Government eSmart initiative, which places focus on assisting children and parents to understand Internet protocols and teaches children how to be safe online.
Visual Art
At Whittlesea Primary School our Visual Art program develops a student's ability to create art works, explore materials and techniques, as well as respond to their own and others' art works.
Our children are involved in painting, printing, drawing, mask making, collage, construction, modelling, threads and textiles and art appreciation. Students also experience and experiment with a wide variety of materials, textures, tools and techniques whilst developing a strong vocabulary in these areas.
In years 3 to 6, Visual Arts incorporates Design, Creativity and Technology. This develops complex thinking skills and an understanding there is usually more than one solution to a problem. Students construct diagrams that include annotations, select appropriate tools and equipment to see a piece of art from the design stage through construction to completion and evaluation.
Physical Education
All children attend a one-hour PE class each week. They participate in activities that are skills based as well as engaging in activities that promote health and fitness. Literacy and mathematics are incorporated into the lessons and the school values linked to goals.
All children have the opportunity to participate in swimming lessons each year and gymnastic lessons by PIT Gym every second year.
The Prep children complete perceptual motor performance (PMP) activities during term one. These include running, hopping, skipping and jumping with and without equipment. Throughout the year they learn and/or extend fundamental motor skills with equipment such as beanbags, hoops, balls, bats and ropes.
Children in years one and two extend their fundamental motors skills and use these in partner and group activities. They develop and extend ball skills such as hitting, kicking, bouncing, throwing and catching. The children practise skipping with a short rope and running into a turning long rope. They complete gymnastic activities incorporating balance, rolling, bouncing, jumping and springing.
The year 3 and 4 students further extend their skills of hitting, kicking, dribbling, throwing and catching and use these in small group and team activities. They begin to use strategies such as leading out and finding space, which they use in major games such as football, basketball and netball. They practise more advanced skills with an individual skipping rope and complete skipping activities with a partner and in a long rope.
The students in years 5 and 6 practise hitting, kicking, dribbling, throwing and catching skills that are required to become a competent performer in major games such as t-ball, soccer, netball, football, volleyball, basketball and cricket. They learn the rules and etiquette for each sport and assist their peers to improve performance. The students assess others and their own skills and use strategies to enhance performance.
Whittlesea Primary School offers an engaging and varied music program. Each class has a weekly one hour session. The Prep to Grade 2 program is heavily influenced by the Kodaly philosophy. Children's songs, singing games and folk dances are used to develop aural awareness, literacy and performance skills and melodic and rhythmic ability. The Grade 3-6 program combines singing and playing instruments to teach music literacy. Instruments are chosen with reference to physical development and ability to hold instruments. Rhythmic time names are used and students are developing skills in improvisation, composition and performance.
Outside of the weekly music lesson, students can participate in the school choir, ukulele group, the State School Spectacular or take private instrumental lessons with an instrumental music teacher who visits the school weekly.
In the year 2000, scientists from University College London performed scans on the brains of city taxi drivers. What they discovered was incredibly interesting: the part of the brain that deals with navigation was actually larger than that of people from the general population. The researchers also found that the more experience the drivers got, the more this part of their brain would 'grow'.1
This research is exciting for anyone involved in education. It shows how the brain is just like the rest of the body – activity leads to growth. People can literally change their brain and make themselves smarter.
With that in mind, Whittlesea Primary School is offering a new elective program for students from year 4 to 6. This program will give students the opportunity to gain knowledge and experience and 'grow' their brain by focusing on an area that they find interesting.
These electives will run in addition to the Chinese elective with Mrs Chong.
Nine possible electives were offered to students and they selected their preferred course. The electives courses that will be run are as follows:
- Information and Communication Technologies (ICT)- extending computer skills
- Chess and Strategy Games- developing logical thinking skills
- Indigenous Studies- building knowledge about Australian Indigenous peoples and their cultures, both past and present
- Asia and its History- learning about cultures and history of the Asian region
- Forensics and the Law- developing analytical thinking skills used in the justice system
- School Newspaper- developing research and writing skills and finding out about the school community
We look forward to providing future updates on the progress students make in their elective courses.
The year 4-6 teachers.
1Reference: 'Taxi drivers' brains 'grow' on the job', BBC News, 14/3/2000, https://news.bbc.co.uk/2/hi/677048.stm
Year Level Overviews
Early Years
The Early Years Learning Centre is where students in Years Prep to 2 learn together in a bright, modern and supportive environment. Through the Early Years literacy programs and numeracy programs teachers focus on each individual child's starting point for learning and then plan to meet these needs through small targeted teaching groups. The early years classes also work on inquiry units focusing on other key learning areas such as science, design and creativity and humanities. These units are based around children's interests, aim to develop curiosity about the world and provide a real life context for teaching literacy and numeracy.
Year Six Program
Year 6 is a critical year in the cognitive, social and emotional development of children. They move into a period of early adolescence when great changes to their learning structure and environment are encountered. Students in this year of schooling require a mode of curriculum delivery that will effectively meet their unique learning and well-being needs, as well as support them to successfully transition to secondary school.
Whittlesea Primary School is catering for the diverse and unique needs of year 6 students by implementing a specialised Year 6 Program. In essence our program is a secondary model delivered in a safe and secure primary setting. From their first day right through to their last day of year 6, our students are supported through a journey of independent and social development that enables them to transition effortlessly into any secondary school their families may choose.
Some of the features of our Year 6 Program are:
- Six specialist teachers; English, Mathematics and Science, ICT and Humanities, Physical Education, Art and Music
- Specialised learning centres and classrooms for each year 6 specialist class
- Lockers
- Individual student timetables
- Targeted learning opportunities to aid in secondary transition
- Learning opportunities to support cognitive, social and emotional development of adolescence
Whittlesea Primary School's Year 6 Program is receiving overwhelming support and very positive feedback from the community and our Year 6 students. Please contact the school for further information or for a specialised Year 6 Program school tour.
Assessment & Reporting
The reporting system at our school involves:
- A parent-teacher conference at the beginning of the school year for all prep children. A parent–teacher conversation ('getting to know you') for Years 1- 6 children early in the year.
- Interim reports in terms 1 and 3.
- A written report and a three way child-parent-teacher conference in June.
- A written report in December.
Teacher parent conversations happen whenever required at parent or teacher invitation.


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January 7, 2019 In Cranes Vlog
Gin Launch | Episode 24
After gin won the vote by 68%, we are pleased to announce that our Cranberry Gin is ready. It is smooth and fruity, yet delciously sharp. After tirelessly taste tasting (best part of the job), we believe it makes the perfect G&T. But it has not been all good news in December…
Ben & Dan at Cranes Drinks


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Quote # 18Posted: May 14, 2019 in Happiness, Life, Loss, Patience, Peace, self love, Writing
Tags: Anger, emotion, Emotions, Fate, Happiness, Inspirational, Life, Reality, Truth, Words
Tale of Losing YOU!Posted: March 14, 2019 in Beautiful, Life, Loss, Patience, Peace, Writing
Tags: Anger, complications, Emotions, Fate, Life, Memories, Philosophy, Reality, Truth, Words
Losing you or losing myself were no different.
The difference was you went to another world with no regret
I suffered here without you, I suffered here in silence with your memories,
My world was all black after you and just the tears and my broken heart it carries,
My heart turns cold every time it beats thinking about you,
But you wouldn't know a thing, how would you even have a clue,
I am running alone trying to chase the shadows,
I am dying within knowing you're gone but not the heart nor the brain seems to follow,
Let me hold you in my arms when you open your eyes,
Just for that one moment, everyday, thousand deaths this heart would die,
Those tiny lil hands, let me take them in my hands,
I will live my lifetime in that one touch nothing more this heart demands!
My Game!Posted: March 13, 2019 in Life, Loss, Love, Patience, Peace, Writing
Tags: Anger, complications, emotion, Emotions, Fate, Inspirational, Life, Memories, Reality, Truth, Words
For the longest yet the dreadful journey came to an end,
I could see no far but knew this could be a bend,
Deep in the heart, happiness was somewhere saved,
For the battle with oneself and the world I have braved,
I could barely see and could barely keep the eyes open,
For to the core of my being, each of my cell was shaken,
Leaving my kingdom I was lying broken alone in the fields,
Yet this heart kept racing, there were no signs of it to yield,
Holding on to my dreams I was lost in a cause nowhere to be seen,
Yet I'd hope someday my heart would be rested and it'l find its peace,
Searching for the things that had no existence,
I didn't know how to keep going how to not be persistent,
Of the world that I'd seen with these eyes,
There was no more of it anywhere but it were all lies,
Praying didn't seem to answer all that was pounding this heart,
I knew somewhere it wasn't for me, yet fate accidentally dealt the wrong card,
If all this was for me and meant to be my game,
I was certain that I will play it hard with every stone in the history carved with my name!!
Quote #17Posted: January 17, 2019 in Life, Loss, Patience, Peace, Quotes, Writing
Tags: Anger, Beauty, complications, Emotions, Life, Love, Philosophy, Reality, Truth, Words
2019!Posted: January 1, 2019 in Life, Love, Nature, Patience, Peace, Writing
Tags: Emotions, Fate, Inspirational, Life, Love, Memories, Philosophy, Quotes She Wrote, Reality, Truth, Words
To the new year, i wish it'd bring you all what 2018 missed,
But hold on to it, don't yet be pissed,
For every pit, for every ditch that made you fall,
The happy year coming will make you rise, it will make you have it all,
For I look back no more as I hope this year ends,
I look forward to a smooth journey for I have seen enough bends,
I promise myself to be happy and wise,
For the days to come, I am ready to pay any price,
For the world within me deserves more than what is out there,
For when I close my eyes I see the light and I say my only prayer,
And I pray that there shall be peace in all the worlds,
For all can see the rising sun and all can listen to the song of the birds,
My dreams are ready to take another flight this year,
For the future seems bright, am sure all the fruits it will bear!
Have a lovely year ahead!
Thanks for stopping by !
What She Wants!Posted: December 15, 2018 in Life, Loss, Love, Patience, Peace, Writing
Tags: Beauty, complications, emotion, Emotions, Life, Love, Memories, Reality, Truth, Words
The look, someone to look at her like she's a world to them,
Someone to hold her so close like they are the leaves and she's the stem,
Someone who keeps her warm with the fire in him that burns for her,
She wants to feel that she's your need,
Like an oxygen and not only to feed,
She wants you to look at her like you are looking at her naked soul,
You see her in your dreams, in not just one but in all,
You hold her hand not just when nobody's watching,
But you kiss her when all eyes are on you and the world is watching,
You look in her eyes and tell her what she means to you,
YOu promise her that in every thick or thin you will help her through,
For every tear, for every time when you make her cry,
She wants you to hug her and tell her 'i know its hard but we will try',
She doesn't want your treasures,
She counts your love in the moments you spend with her,
for there are no other measures,
The road to her heart is simple and straight,
Just give her love and a place in your life and she will open all the Gates!
Quote # 16Posted: November 18, 2018 in Life, Nature, Patience, Peace, Quotes, Winters, Writing
Tags: Emotions, Fate, Inspirational, Life, Love, Philosophy, Quotes She Wrote, Truth, Words
Somewhere in Me!Posted: November 13, 2018 in Beautiful, Happiness, Humor, Life, Patience, Peace, Quotes, Uncategorized, Winters, Writing
Tags: Anger, Beauty, Dedication, emotion, Emotions, Fate, Inspirational, Philosophy, Reality, Truth
A Long Walk!Posted: November 9, 2018 in Beautiful, Life, Patience, Peace, self love, Writing
Tags: Anger, complications, Emotions, Fate, Friendship, Inspirational, Life, Memories, Reality, Truth, Words
I took the road less travelled so I could see my steps graving into the path,
I recited my words again and again so I could hear if they were healing or not,
Bearing the burden on these shoulders I still held my head high,
For at nights, I heard the silence of the dark and I heard the wolves cry,
I gathered all my strength and I gathered all my dreams,
Then I closed my eyes and went to sleep,
The journey I started is not ending soon and it's not just for today,
I am going to walk until I have a reason to turn back is all I can say!!


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RASAGILINE (ra SA ji leen) is a monoamine oxidase inhibitor (MAOI). It is used to treat Parkinson's disease.
Take this medicine by mouth with a glass of water. Follow the directions on the prescription label. Take your doses at regular intervals. Do not take your medicine more often than directed. Do not stop taking except on your doctor's advice.
Talk to your pediatrician regarding the use of this medicine in children. Special care may be needed.
Side effects that you should report to your doctor or health care professional as soon as possible:
allergic reactions like skin rash, itching or hives, swelling of the face, lips, or tongue
changes in vision
hallucination, loss of contact with reality
high blood pressure
signs and symptoms of hypertensive crisis like severe headache with confusion and blurred vision, severe chest pain, shortness of breath, nausea and vomiting, seizures
signs and symptoms of low blood pressure like dizziness; feeling faint or lightheaded, falls; unusually weak or tired
signs and symptoms of serotonin syndrome like confusion, heavy sweating, fever, involuntary muscle jerking, tremor, rigid muscles, unstable blood pressure, diarrhea
suddenly falling asleep or sudden feelings of wanting to fall asleep during usual activities like driving or eating
suicidal thoughts or other mood changes
uncontrolled, sudden body movements (dyskinesia)
unusual or obvious changes in behavior such as agitation, confusion, disorganized thinking
Side effects that usually do not require medical attention (report to your doctor or health care professional if they continue or are bothersome):
dry mouth
trouble sleeping
upset stomach
Do not take this medicine with any of the following medications:
certain medicines for depression
MAOIs like Carbex, Eldepryl, Xadago, Marplan, Nardil, and Parnate
methylene blue
stimulant medicines for attention disorders, weight loss, or to stay awake
St. John's Wort
This medicine may also interact with the following medications:
antibiotics like ciprofloxacin, norfloxacin
antihistamines for allergy, cough and cold
certain medicines for sleep
decongestants, including nasal sprays or eye drops
female hormones, like estrogens
medicines for anxiety or psychotic disturbances
medicines for sleep during surgery
narcotic medicines for pain
If you miss a dose, take it as soon as you can. If it is almost time for your next dose, take only that dose. Do not take double or extra doses.
Keep out of the reach of children.
Store at room temperature between 15 and 30 degrees C (59 and 86 degrees F). Throw away any unused medicine after the expiration date.
They need to know if you have any of these conditions:
high or low blood pressure
history of stroke
if you drink alcohol
liver disease
narcolepsy or other sleep disorder
skin cancer
taken an MAOI like Carbex, Eldepryl, Xadago, Marplan, Nardil, or Parnate in last 14 days
an unusual or allergic reaction to rasagiline, other medicines, foods, dyes, or preservatives
pregnant or trying to get pregnant
Tell your doctor or healthcare professional if your symptoms do not start to get better or if they get worse. Visit your doctor or health care professional for regular checks on your progress. Do not stop this medicine suddenly. Ask your doctor or health care professional for advice about gradually reducing your dose.
You may get drowsy, dizzy, or have blurred vision. Do not drive, use machinery, work in high places, or do anything that needs mental alertness until you know how this medicine affects you. Do not stand or sit up quickly, especially if you are an older patient. This reduces the risk of dizzy or fainting spells. Alcohol may increase dizziness or drowsiness. Talk to your doctor before drinking alcoholic beverages while taking this medicine. It is possible to suddenly fall asleep or suddenly feel like falling asleep during usual activities of daily living (e.g., cooking, driving a car, talking on the phone, eating, working) while you are taking this medicine. This may result in having accidents, which can be severe. Your chances of falling asleep while doing normal activities and taking this medicine are greater if you take other medicines that cause drowsiness. If you find that you suddenly fall asleep or suddenly feel like falling asleep during usual daily activities, you should not drive or participate in potentially dangerous activities and you should contact your doctor right away. You should not drive, operate machinery, or work at heights during treatment with this medicine if you have ever experienced severe drowsiness and/or have fallen asleep without warning before using this medicine.
While taking this medicine, you may feel increased sexual urges, or other strong urges to gamble, spend money, or binge eat, and be unable to control these urges. If you or your family notice these or other strong urges while you are taking this medicine, you should report this to your health care provider as soon as possible.
Foods that contain very high amounts of tyramine, such as aged, fermented, cured, smoked and pickled foods, should be avoided while taking this medicine. The combination may cause a dangerous rise in blood pressure. Ask your doctor or health care professional, pharmacist, or nutritionist for a complete listing of foods and beverages that are high in tyramine. If you consume a food or beverage very rich in tyramine and do not feel well soon after eating, contact your health care provider.
Some medicines may interact with this medicine and could cause adverse effects. Talk to your doctor if you are taking or planning to take any over-the-counter drugs, especially cough remedies or decongestants, including nasal sprays or eye drops. This medicine may also interact with antidepressants and certain medicines for pain. Contact your health care provider before taking new medications including antidepressants, pain medicines, or prescription or over-the-counter medicines for congestion, cough, colds, or allergies.
If you are scheduled for any medical or dental procedure, tell your healthcare provider that you are taking this medicine. This medicine can interact with other medicines used during surgery.
This medicine may increase your risk of getting skin cancer. Report any irregular moles, dark or white spots, or sores that do not heal. Have your skin checked for skin cancer regularly.


text:
Its only a week until the super bowl and the bears madness is finally taking over Chicago.
I still can't believe that they are even going to the super bowl. Its so unbelievable that after 21 years and so many bad seasons they have gotten this far. We've always been cautious of how excited we get about the Bears, and most sports teams in Chicago. We get let down a lot. Besides the bulls winning the NBA championship 6 times in the 90's, and the White Sox winning the world series in 2005, we're really not a winning city. The Cubs are a huge example and the Bears have been for a long time too.
In fact the marketing for buying tickets to the sports teams games in Chicago is always phrased with things like "for the love of the game" or "good sportsmanship means more than winning" or even "get sloshed while your team gets squashed" at some points. We don't expect winnings anymore.
So, that's why things have been so tentative here. No real Bears craze this season until this week. We didn't believe it could really happen. And we're really tentative about getting beaten in the Super Bowl. So, we won't fully enjoy it if they do win. No one knows the players names, and no one owns bears hats or jerseys this time around.
In contrast all of 1985-86 was built around this crazy cast of characters on that year's team. We had McMahon pissing off the media and the NFL, Perry being heralded the biggest guy to play the game ever, and Walter Payton breaking records one right after another. It was a colorful and stellar cast. Even the supporting cast was interesting. Willie Gault was a former Olympic Sprinter and Kevin Butler was a kicker that couldn't miss.
This year I don't know anyone except some erlacker guy who blocks and an inconsistent quarterback named Rex and a coach who sells comcast tripple plays called Lovie. And a guy that got into a bar shooting a few weeks ago that I don't remember his name. I hope they pull together a good game, but I also hope they pull together a winning personality to be able to make this memorable and concrete for the City of Chicago.


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The Appalachian region is a valuable source of non-timber products that may offer alternative income opportunities for land owners. This page provides landowners with information about economically important species that can be cultivated in the forest understory.
Non-Timber Forest Products Cultivation Guides
NTFP Economics & Policy Guides
Ginseng Culture: An informative documentary about the history, use, cultivation, and marketing of ginseng produced by West Virginia Public Broadcasting.
The King Of Stink: Appalachian Ramp Festivals.This is a documentary produced and filmed by Steve Provence that highlights the history and culture of ramp harvesting and ramp festivals in the Appalachian region.
Additional Links & Resources
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Erik Wenzel's Confession
"My verb was 'transform.' You can conjugate that however you like," said Simon Anderson, as he meticulously destroyed a guitar. "39 Verbs," a one-night exhibition at Packer Schopf Gallery and part of Chicago Artists Month very much had the feel of a carnival or science fair.
It is a little unclear, but the event appears to have been a retrospective of sorts for Industry of the Ordinary, the conceptual art duo Adam Brooks and Mathew Wilson. The statement for the "happening" reads, "over five years of practice, Industry of the Ordinary has generated projects described by a single line of text on its website, to date, 39 verbs have been used […] 39 artists, critics, curators and other cultural workers have been invited to reinterpret these verbs." Though it's a little hard to sort out who's who, since so many people take on many, if not all, of those roles.
39 Verbs card. Courtesy of Industry of the Ordinary.
"I don't know how the verbs were picked, but I find it incredibly funny that 'impregnate' was matched up with an infertile woman," remarked Annie Morse about her verb as she discussed her contribution: a tall thin stalk rising up from a pile of avocado husks poetically sprouting a few tiny leaves from it's tip. "I was just bemoaning the fact that the track light over my piece went out. But it's OK, avocados thrive in dim lighting," she added. The move of taking a plant currently being grown, the fairly pricey avocado, and presenting it amongst the husks of previous generations as art for a single night before returning it back to its real job of being home-grown food seemed like a good one to make.
Kuras & MacKenzie.
Amidst the art objects, performers had set up. Tony Tasset, whose verb was "walk," entertainingly sang off-key and with great hammy exaggeration pop songs such as "Walk Like A Man," "Walk Like an Egyptian" and "Walk This Way" with his wife, Judy Ledgerwood. Duncan MacKenzie, representing the collaborative entity Kuras & MacKenzie, cross-stitched a domestic inspirational message: "Please help yourself." The verb was "gift." Not being in a store or in front of a bowl of candy, I read it as meaning, "Please, help yourself because we are either unwilling or unable to help you, it will be better for everyone that way."
Industry of the Ordinary ostensibly "challenges the pejorative notions of the ordinary," which I think is a good way to think of the event. It is a fairly ordinary occurrence for artists to organize one-night only art party events packed to the gills with artwork. Once you go over 10 people, you can't really call it a group show anymore. It's really crowd show. Often these types of evenings are organized by a younger age group and are usually in apartments or non-white cube spaces. Just as often they are organized on themes or assignments like "39 Verbs."
This can be incredibly problematic for younger artists, I think. When you are still developing your own practice and way of working, to perpetually make art contingent upon themed assignments can short circuit a longer trajectory of investigation. Frequently group endeavors, and the risk goes up the more people you have, result in an overall chaos, like a carnival or a fun fair. This doesn't preclude specific works from standing out as particularly successful, though.
So with all that in mind, it was interesting to see that sort of phenomenon playing out with older, established "cultural workers" in the space of a commercial gallery. The added element of including patrons and curators was also interesting. But I wonder, does that validate the event in some way, or is it just an ordinary one-night only art party event that's fun but also has too many people participating in it?
Jason Lazarus took it as an opportunity for experimentation and to move away from photography. He arranged for an ordained Catholic priest, Father Jef Johnson, to receive confessions via text message, the verb being "ask" [seen above]. From general comments I understand some took it lightheartedly, most were raw and honest in asking for forgiveness. I decided to participate, and wanted to ask something sincere. I don't feel I need forgiveness for all the heavy shit going on my life, more that I just need to work through it. What is something I feel genuinely guilty and troubled about? I'm incredibly judgmental about art. "[F]orgive me for hating most of the art that I see," I confessed. I know, that is really lame, but it's also true and it troubles my soul. The reply, "nothing 2 4give…. all matter of taste."
--Erik Wenzel
Tags: performance, conceptual
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The first reading strategy I teach in September is the easiest one...making connections. Children find this easy, natural and enjoyable. I love the book: Up North at the Cabin. Most children have gone on a vacation or stayed with family members so they can make some connection with this book. I usually have them write about a connection they made with the book and label it T-T (text to text), T-S (text to self), T-W (text to world). For more practice with making connections I might read Earrings! by Judith Viorst or Slower Than The Rest. Another favorite is When the Relatives Came by Cynthia Rylant. It is very easy to find a book that can be used to make connections. Directly after teaching/modeling this strategy I expect it to be applied whenever we are reading whether its the Trophies anthology (basal reader) or a paperback. If fact, for the rest of the year, the words I made a text to self connection or I used my background knowledge need to be internalized and spoken often. The idea that critical readers NOTICE when they have connected with text is extremely important. Do not teach it and put it on a shelf. Apply, apply, apply.
all the reading strategies (9) background knowledge (6) Beth Newingham (6) character traits (5) Common Core (8) Eve Bunting (9) favorite books (49) favorite websites (21) Favorite Youtube videos (5) genre (6) grade 4 (47) inferring (19) making connections (4) MCAS (8) Miss Alaineus (3) narrative elements (14) paperback swap (1) persuasive writing (1) poetry (10) point of view (4) professional books (14) questioning (11) show don't tell (1) SMARTboards (24) spelling (1) summarizing (5) synthesis (3) technology (11) text features (3) text structure (1) Trophies Anthology (13) visualizing (5) vocabulary instruction (13) writing (10)
Monday, May 31, 2010
Text to self connections
Posted by Mrs. Kennedy at 10:49 AM No comments:
Labels: making connections
Professional books
Although 7 Keys to Comprehension by Zimmermann/Hutchins and Strategies That Work by Harvey/Goudvis are the bibles for teaching reading comprehension, I have also found many other books that have helped me. When Kids Can't Read What Teachers Can Do by Kylene Beers is an excellent start. This book really helped me understand how to teach inferencing skills to 4/5th graders. Emily Kissner wrote The Forest and the Trees. It focuses on teaching children how to find the main idea. I am currently reading her other book: Summarizing, Paraphrasing and Retelling. Teaching for Deep Comprehension by Linda Dorn is also excellent. Reality Checks by Tony Stead is another one I would recommend. Of course Debbie Miller's books are terrific. They were written for people who teach the primary grades, but I got a lot out of them. I liked Beyond Leveled Books by Szymusiak/Sibberson. Franki Sibberson has a blog you can follow as does Emily Kissner.
I also like Linda Hoyt and Gail Tomkins. Linda Hoyt's Revisit, Reflect, Retell has a great DVD, so does Linda Dorn's book, Teaching For Deep Comprehension. I'll add more books to this list as I come across them.
Posted by Mrs. Kennedy at 5:17 AM No comments:
Labels: professional books
Sunday, May 30, 2010
Can comprehension be taught?
Can comprehension be taught? I taught elementary school for so many years without an answer to that burning question. But now my answer is yes, I think it can. I believe it is possible to make ten year olds read critically. I think they can be shown how to think while reading. The HOW is the tough part. The HOW is what I try to do everyday. By writing this Blog I am hoping to clarify my thinking about HOW. I want to reflect on my past lessons so that I can try to decide what I did well and what I still need to improve on. What is comprehension? How do you teach it? What materials should you use? How do you assess it? What is next? All questions I am passionate about.
Posted by Mrs. Kennedy at 11:01 AM No comments:
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