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The History and Visitors Program at the Church of the Presidents offers guided tours of the historic United First Parish Church and the crypt of the Adams Presidents Monday – Saturday 11 am – 4 pm, and Sundays Noon – 4 pm.
President John Adams lived to be 90, and it is thought that his penchant for exercise was a contributing factor. Adams said, "I walk every fair day, sometimes 3 or 4 miles". An effort to inspire local residents to walk in the historic footsteps of Adams and get healthy, this free three mile walking tour meets the third Saturday of the month at 8am May through October.
Having served a distinguished 10 year career as flagship of the US Sixth Fleet in the Mediterranean and the Second Fleet in the Atlantic, the USS Salem served as host to such notables as the US Ambassador to Spain, John D. Lodge; the Honorable Thomas S. Gates, Undersecretary of the Navy; Admiral Arleigh A. Burke, USN, Chief of Naval Operations; the Shah of Iran; the President of Lebanon and the King and Queen of Greece. Although Salem never fired her mighty guns in anger, her very presence served as a stimulus for peace during those troubled times that came to be called the Cold War.
Inflatables ~ Touch a Truck ~ Pony Rides ~ DJ & Dancing ~ Food ~ Face Painting ~ Silen Auction ~ Raffles
Blue Hill Meteorological Observatory, located at the top of a scenic mountain range south of Boston, is a unique American institution. Founded in 1885 by Abbott Lawrence Rotch as a private scientific center for the study and measurement of the atmosphere, it was the site of many pioneering weather experiments and discoveries. The earliest kite soundings of the atmosphere in North America in the 1890s and the development of the radiosonde in the 1930s occurred at this historic site.
Explore America's birth as a global economic power in the 19th century through the prism of one family's inspiring stories of adventure, innovation, entrepreneurial spirit and civic leadership. Long considered the jewel of Milton, this majestic Greek revival mansion was built in 1833 and contains the treasures of four generations of the Forbes family including China trade heirlooms and Abraham Lincoln memorabilia. Historic Preservation work has recently been completed. The museum is open to the public for tours at 11am and 2pm on Thursdays, Fridays, and Saturdays.
Join us for a day of retro backyard fun at the Eustis Estate in honor of the special exhibition, Patios, Pools, & the Invention of the American Backyard. Play lawn games, make pinwheels, go on a StoryWalk, and enjoy live music outside from the Heavenly Fire Steel Band of Dorchester.
Snacks available for purchase and picnics are encouraged.
Rain date: Sunday, May 19
Included with museum admission. Free for Milton residents.
Pre-registrations not required. Please call 617-994-6600 for more information
Every Saturday evening, excluding holiday weekends, New England Wildlife Center sponsors the Catbird Café; the South Shore's longest running open mic, playing original music. The Catbird Café is hosted by Steve Martin and his wife Cathy Donlon. Steve is a well-known musician throughout the region and brings a thematic consistency between the care of wildlife and music. Participants in the Catbird Café range in age from young elementary school students to octogenarians, from singing families to poets and belly dancers. Sign up to perform starts at 4:30 and performing starts at 5:00 p.m.

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Showcasing one hundred years of innovation and environmental sensitivity, Handmade Houses celebrates some of the worlds most idiosyncratic homes from Big Sur to Sardinia. Author Richard Olsen unveils the components used for their construction, including driftwood, boulders, and even old wine vats.
The first study of the handmade-homes phenomenon since its inception in the late 1960s, Handmade Houses revisits the subjects roots and history, exploring how these homes and their owners paved the way for the architectural-salvage business and the reclaimed, industrial look ever-popular today. As fascinating as the structures are themselves, their ownersprofessionals and amateurs who personally designed and built each residenceoffer their inspirations and stories behind the convention-defying homes. Design lessons are gleaned from each homesome examples of environmentally aware construction with applicable tips for use in more mainstream scenarios. Handmade Houses is an important and relevant volume to be appreciated by anyone interested in environmentally friendly design, craft, and the expression of personal style in the home.


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1…2…3….4…..come on guys take a fork…. 🙂
A super easy recipe to remember, greek traditional "Halvas", with only a few ingredients you will always have in mind, just by counting from one to four… Oh, and don't you think you will get confused… Remember: one cup stands for the most expensive ingredient and gradually goes to the cheapest….
- 1 cup of olive oil,
- 2 cups of coarse semolina (you can use and fine for a different texture),
- 3 cups of sugar (I always put less than three….. but that was the initial recipe, and that's easier to remember 🙂 … adjust to taste),
- 4 cups of water,
- Spices (cinnamon, cinnamon stick, orange peel or lemon).
- Preparation:
In a saucepan, add the water, the sugar and the spice you like most. Bring to a boil.
In another pot, add the olive oil and semolina and cook for a while stirring now and then, until you get the colour you want (the darker the semolina becomes the darker will become the pudding). Add spoonfuls of syrup into the second pot, very carefully as it is hot and fluffy and pops out…. When you have added all the syrup, cook the pudding, stirring constantly, until it thickens. Put pudding into bowls, or molds, or just spread it into a pan, let cool and then cut into servings. Serve warm or cool, sprinkle with cinnamon dust and……….enJoy!!!
Note: Use the same cup for measuring all the ingredients…It is vegan: dairy and egg free. It also is nut free! And although I used to think it's mostly a winter recipe, I tried this out lately in a tavern in Lesvos Island, called "I mouria tou Mirivili"… it was light and chilled, and it was a great after lunch treat!! ❤


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Virtual Office Hours – Get Your Paying For College Questions Answered
March 27, 2019 @ 5:15 pm - 5:45 pm PDTFree
This is a 30-minute open-forum opportunity to ask your most burning questions about college finances. With financial aid awards letters having been sent out, now is the prime time to ask those final questions.
Angie Furubotten-LaRosee, CFP®, of Avea Financial Planning, is passionate about empowering families to make smart financial decisions. She guides them through the many transitions of life such as sending kids to college, preparing for retirement, seeking the next entrepreneurial challenge, planning for aging parents, and managing a windfall like an inheritance. Families who have done it all themselves up to now know that to take it to the next level they will need to partner with an experienced, competent advisor. She incorporates financial life planning and investments into one service to help families be smarter and stronger, from parent to child to grandchild.


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What is Key Club?
Key Club is a service leadership organization for high school students, operating under school regulations and drawing its membership from the student body. Key Club is special because it is jointly sponsored by a local Kiwanis club, composed of the leading business and professional people of the community and a school (or in some cases, a community-based organization may act in place of the school). Key Club's objective is the development of initiative, leadership ability, and good citizenship practices.
Key Club exists as a student-led organization on the club level, the on a district level (state/province), and the international levels. This highly developed structure provides programs, literature, and the opportunity to relate to teenagers in the United States and other nations. Key Club is the largest service organization of its kind, with more than 210,000 members in approximately 4500 clubs.
If you are interested in Key Club contact:
Trey Downey, Sponsor, Room 106 email@example.com


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2018 Milk Street Annual
$17.95 $39.95
This handsome hardbound edition of Milk Street Magazine includes all issues published in 2018. Using high quality embossed cloth binding, the annual edition will keep your issues of Milk Street in perfect condition for years to come. The annual edition also includes a full-year index, so you can find any recipe, article, review or other magazine content in just a few moments.
Our 2018 Milk Street Annual preserves our entire year of publication in a permanent, handsome, practical reference book for your cookbook library.


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Sunday, Sunday, Sunday! The day or so we post pics from the week prior. The sunset is starting to wait around for me in the parking lot when I get off work. Something to look at while I wait for winter's end.
This cat was there the last time I was, and approached me cautiously, getting closer and closer, keeping an attractive eye out, but never quite within reach. Might be one of those new smart kitties. Or hungry.
This pose, and this face, remind me of something, but I just can't quite place it. There's a painting, or an illustration,or, something. (When I left, cat was still loitering about the parking lot, so I went to a nearby gas station for a can of food; it knew just what to do with it.)
Beavers! Haven't seen sign of them here for a few years.
Several weeks ago, the cattails were all standing in water and flinging their seed over everything. Now the water has receded and one can walk about among them, albeit muddily.
These tails of the cat can unfurl in interesting ways.
Other than that, 'twas work. Even on my days off I couldn't hardly sleep in, and when I was asleep, I dreamed about fixing stupid shit at work, or breaking my newly repaired phone screen.
The lad is off with my phone, so I'll try to post the few interestingish work pics in the comments. In the meantime, what did you see this week, looking up and down, at the new or familiar... 'tever it was, have a share, for the rest of us.


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Safety and Women's Issues
Women and Violence: the Fiction and the Facts
From the parables of the Bible and Aesop's fables to modern fiction, storytelling is a mechanism to share basic truths. In a discussion of her novel Dangerous Affairs, author Kelle Z. Riley highlights the psychology behinddomestic violence, and debunks the myths that relegate it to a certain race, religion, or income level. She also discusses ways women can empower and protect themselves.
The Ugly Side of Love: Dating Violence, Awareness and Prevention
Dr. Kelly Z. Riley explores common myths that can pave the way to relationships built on violence and control rather than love and trust. It highlights some warning signs that characterize controlling partners and discusses behaviors, beliefs and boundaries that foster healthy relationships. Targeted especially for teens and young adults this seminar also focuses on how awareness can help to build strong communities.
The Savvy Woman's Safety Guide
This seminar is aimed at developing safety awareness for today's savvy woman. Drawing on her extensive martial arts training and safely teaching, Kelle discusses ways to increase your safety awareness and how to take action if necessary. Every modern woman needs to hear the contents of this seminar. Tips for finding an effective self-defense course are also covered.
Safety at Any Age: The Savvy SENIOR Woman's Safety Guide
Tailored specifically for today's older women, this seminar incorporates the fundamental principles of the original Safety Guide, but with an emphasis on the special needs, skills and limitations women may experience as they age.
Mom & Me Safety
This workshop discusses basic safety awareness geared for the grade school set and their moms. Third degree karate black belt and self defense instructor Dr. Kelle Z. Riley teaches simple awareness tips and everyday physical moves that will help keep your little ones safe. As a karate instructor, one of Kelle's favorite responsibilities was teaching the littlest of students. This seminar also gives tips for finding an effective and appropriate class for those who wish to begin a course of martial arts study. It also covers building a safety mind set and culture for growing children. Join in the fun.
Most Classes Run for 1-2 Hours and Can Be Tailored for the Individual Class Needs
In-Depth Seminars and Classes On Any Listed Topics Are Also Available.
Other Topics Available.
Library and Other Discounts Available
Please Contact Kelle to Discuss Options and Fees


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South Carolina College and Career-Ready Standards
SDPC uses the South Carolina College and Career Ready Standards. These standards provide a consistent framework to prepare students for success in the 21st century.
Career Planning
Career planning is an integral part of all students' educations and ultimately prepares them for employment. It is never too early for students to begin exploring interests and possible career paths. To better facilitate career planning for students, the School District of Pickens County implements the South Carolina Comprehensive Developmental Guidance and Counseling Plan. This plan enables the career planning to begin in the K-5 grades as counselors work with elementary teachers to introduce students to the world of careers.
In the middle grades of 6-8, students begin the career exploration phase by participating in job shadowing activities and career fairs. They also complete various interest inventories to better understand what it is that they enjoy doing. Students in 8th grade will then move into a transition phase of career planning when they choose career clusters and majors that they can easily change at any time. After completing at least three different interest inventories, students will develop an Individual Graduation Plan (IGP). Parents are asked to participate in the career planning process by meeting with career specialists, counselors and/or faculty advisors annually to complete and approve the IGP. Ideally, the IGP should be completed before a student schedules any classes for the upcoming year.
Every high school has identified specific schools of study that will be offered at each campus. These schools of study encompass a limited number of career clusters and majors that schools are prepared to offer to students. Not all schools offer the same majors within their schools of study. The career center offers many majors that are specialized and cannot be duplicated in schools because of cost.
The School District of Pickens County currently offers numerous majors in all sixteen of the state and federal career clusters. For a comprehensive list of schools of study, career clusters and majors, please see the SDPC Course Selection Guide.
After the student has completed his/her e-IGP and the parents have met and approved the document, the student can begin the registration process by reviewing course offerings that are related to the chosen major. Descriptions of the courses are found in the SDPC Course Selection Guide.
Finally, students in ninth through twelfth grades will begin the phase of career preparation. This involves students connecting their educations to their careers of choice. Students in the tenth grade will select a major within their preferred cluster of study. To complete majors, students must complete four units/credits in the specific major. Students will be allowed to complete multiple majors, if they choose, and are not required to complete a major to graduate from high school.
Work-Based Learning Initiatives
The Education and Economic Development Act of 2005 provides all students the opportunity to develop rigorous and relevant academic skills and the opportunity to connect what they learn in school with the real world through learning experiences at various work sites. These learning experiences include, but are not limited to, mentoring, shadowing and service learning. School-to-work experiences and youth apprenticeships are provided through majors at the career center and some career technology education (CTE) courses such as education and training, business, and agriculture at the high schools.
As students annually complete their Individual Graduation Plans, they have opportunities to discuss with a counselor and possibly plan an "extended learning opportunity" that is related to their career majors of choice.
The ACT and SAT include four curriculum-based tests that measure students' educational development in English, mathematics, reading and science reasoning. Most colleges accept the ACT for admission.
South Carolina laws passed in 2014 established that a college and career readiness assessment for 11th grade students will be required. The ACT and SAT are the college readiness assessments for SC. Beginning with the 17-18 school year, students can choose in their third year in high school whether they want to take the ACT or the SAT.
ACCUPLACER is the test that will be replacing ACT COMPASS beginning with the 2016-17 school year. ACCUPLACER is a suite of computerized tests that determines your knowledge in math, reading and writing as you prepare to enroll in college-level courses. ACCUPLACER is an interactive online learning tool that is computer-adaptive. It is a college placement test that allows post-secondary educators to evaluate incoming students' skill levels and college-readiness. The results of the test can be used to place students in appropriate courses and connect students to the resources they need to achieve academic success. Eleventh grade students in SDPC take this test to help them identify areas of strengths and weakness as they prepare to select courses for their final year of high school.
Ready To Work is an e-learning career and college ready curriculum and career readiness assessments preparing learners to be career and college ready in both academic and soft skills. The Ready to Work assessment is a workforce education and development tool, comprised of three proctored assessments, Applied Mathematics, Reading for Information, and Locating Information, leading to a work ready credential. It brings employers, learners/job-seekers, and education/workforce partners together in building a skilled workforce, while keeping and attracting businesses with higher-wage jobs and national economic growth. This test is aligned to the WorkKeys job skills assessment. The WIN Essential Soft Skills assessment is composed of questions measuring entry-level work tasks and behaviors, including cooperate with others, resolve conflict and negotiate, solve problems and make decisions, observe critically and take responsibility for learning.
SC READY is the assessment for English and Math in grades 3-8. The South Carolina College-and Career-Ready Assessments (SC READY) are statewide assessment in English language arts (ELA) and mathematics that will meet all of the requirements of Acts 155 and 200, the Elementary and Secondary Education Act (ESEA), the Individuals with Disabilities Education Improvement Act (IDEA), and the Assessments Peer Review Guidance. All student in grades 3-8 are required to take the SC READY except those who qualify for the South Carolina National Center and State Collaborative (SC-NCSC). SC READY Assessments are not timed. Beginning with the 2016-17 school year SC READY will be administered online. SC READY is aligned to our State's College and Career Readiness Standards, and the assessments are focused on college and career readiness. Scores reflect the knowledge and skills students develop over time—across grades—and link these results to readiness for college and career, providing an evolving picture of student growth. SC READY results will be used for federal accountability under the Elementary and Secondary Education Act (ESEA). This test must be administered during the last twenty school days.
The Advanced Placement (AP) program offers students the opportunity to pursue college-level studies while still in high school and to receive advanced placement credit, college credit, or both based on their performance on rigorous AP examinations. Different colleges have different policies concerning accepting AP credit. Students should check with the colleges of their choice for their requirements. An additional 1.0 weighting is given to Advanced Placement courses.
CASE TE-21 is a benchmark assessment given using the Mastery Connect platform. These assessments are used to help teachers monitor students' progress throughout the year. After our students take the quizzes or tests, the schools receive feedback on students' readiness for state testing. The questions on these assessments are formatted and designed to mirror our state tests. Using these diagnostic reports, teachers can identify individual student needs and plan intervention strategies. Teachers will use these assessments throughout the school year.
End-of-Course Examination Program (EOCEP) - The Education Accountability Act of 1998 requires that end-of-course examinations in gateway or benchmark courses be given for grades 9 through 12. These examinations (which will count 20% of the student's grade in the gateway or benchmark course) include Algebra 1/Intermediate Algebra, English 2 (implementation year and will not count 20% of the final grade), (Only certain students will be required to take the English 1 EOCEP), U.S. History and Constitution, Biology/Applied Biology. Students in Intermediate Algebra will take the test; students in Foundations in Algebra will not. EOCEP results are used for federal accountability under the Elementary and Secondary Act (ESEA). Except for the writing portion, this test must be administered during the last fifteen school days. During the 2019-2020 school year, some students will participate in an implementation test of the English 2 End of Course Examination. English 2 EOCEP will be administered to all students enrolled in a course in which the English 2 standards are taught beginning in the fall of 2019.
ACCESS for ELLs (Assessing Comprehension and Communication in English State-to-State for English language Learners) is a secure large-scale English language proficiency assessment given to Kindergarten through 12th graders who have been identified as English Language Learners (ELLs). ACCESS results will also be used for federal accountability under the Elementary and Secondary Act (ESEA).
The WIDA ACCESS Placement Test is the screener used to identify students who may be candidates for English as a Second Language (ESL). It is an adaptive test that determines students' proficiency up to and beyond level 5 of WIDA English language Proficiency (ELP) levels. It is given to incoming students who may be designated as English learners. It assists educators with programmatic placement decisions such as identification and placement of ELLs. The test assesses the four language domains of listening, speaking, reading and writing. It is individually administered and adaptive meaning that part of the test may be discontinued as soon as the student reaches his or her "performance ceiling."
Identification of Gifted and Talented Students - An aptitude test and an achievement test are given to second graders in the fall of the school year. Students must score 93rd percentile or higher on the aptitude test and 94th percentile or higher on the achievement test in either reading or mathematics in order to be identified as gifted.
Measures of Academic Progress (MAP)
SDPC uses an interim assessment called MAP (Measures of Academic Progress) in grades K through 8. MAP is a computerized adaptive test developed by NWEA (Northwest Evaluation Association). MAP measures students' academic growth from year to year in the areas of mathematics, reading, and language usage. When students take a MAP assessment, the difficulty of the test is adjusted to the student's performance. If a student answers correctly, the questions become more difficult. If a student answers incorrectly, the questions become easier. Students take 48-52 questions, answering approximately half of the items correctly and half incorrectly. The final score is an estimate of the student's instructional level. The advantage of this testing process is that teachers and students receive immediate feedback; teachers can then personalize instruction based on the student's needs.
The assessments are aligned with the South Carolina curriculum for each subject, giving specific information about the major goal categories. For example, in "Mathematics," the goal categories are "Algebra," "Data Analysis & Probability," "Geometry," "Measurement," and "Number & Operations." MAP assessment reports provide information for each goal category in each subject for each student. This increases the value of the assessments as a tool for improving student learning because it enables teachers to recognize areas where the student needs help.
South Carolina Palmetto Assessment of State Standards (SCPASS) is the statewide assessment administered to South Carolina students in grades 4 through 8 for Science and Social Studies. The
Social Studies test will no longer be given to grades 5 and 7. All
students in grades 4 and 6 are required to take SCPASS Science except those who
qualify for NCSC Alternate Assessment. SCPASS only includes tests in
science for grades 4 and 6.
Aligned to the South Carolina Academic Standards for Science,
SCPASS test items assess the content knowledge and skills described in the
standards and indicators. SCPASS results will also be used for federal
accountability under the Elementary and Secondary Act (ESEA).
The PSAT/NMSQT (Preliminary SAT/National Merit Scholarship Qualifying Test) is a multiple-choice test that measures critical reading, verbal reasoning, math problem solving and writing skills important for academic performance in college.
The SAT Reasoning Test (formerly SAT I: Reasoning Test), better known as the SAT, is a three-hour and forty-five-minute test that measures critical reading, writing, and mathematical reasoning skills that students have developed over time and skills that they need to be successful academically in college.
SAT Subject Tests (formerly SAT II: Subject Tests) are designed to measure students' knowledge and skills in particular subject areas as well as their ability to apply that knowledge. Students take the SAT Subject Tests to demonstrate to colleges their mastery of specific subjects such as English, history, mathematics, science, and language.
NCSC Alternate Assessment – National Center and State Collaborative Alternate Assessment is an alternate assessment on alternative achievement standards for ELA and mathematics that are aligned to our State Standards. This alternative assessment is for students with significant cognitive disabilities who are assessed by alternative achievement standards as they are unable to participate in the general assessment program with accommodations. The SC NCSC alternate assessment is grade-level specific assessment that is computer-delivered to students in grades 3-8 and 11. This test is no longer age dependent.
Courses without a State-Mandated End-of-Course Test
Yearlong Courses: Semester examinations will be administered to all students in Carnegie unit courses during the final four days of each semester. In yearlong courses, the examination grade will carry a weight of 20% when computing the semester average at the end of each semester. The final examination (second semester) will test only material covered during the second semester.
Examinations will be administered to all students at the end of the first semester and at the end of the course. Students with a cumulative average of 90 or above will be exempt from taking the final examination. No grade will be recorded for exempted examinations. Nine weeks tests at the end of the first and third grading period will be optional.
Semester Courses: In each semester course, the examination grade will carry a weight of 20% of the grade for the semester. Students with a cumulative average of 90 or above will be exempt from taking the semester course examination. No grade will be recorded for exempted examinations. A nine weeks test at the end of the first grading period for the course will be optional.
Courses with a State Mandated End-of-Course Test
The state-prepared end-of-course test will count 20% of the total grade for the course. No first semester examination will be given. No examination exemptions are allowed. If a student does not complete the end-of-course examination, the student must repeat the course the following year and is not eligible for credit recovery. The teacher has the option of giving nine-weeks tests at the end of the first, second, and third grading periods. The English 2 EOCEP will be administered to all students in English 2 for the 2019-2020 school year. In August, schools will explain to students how these assessments and/or midterm/final exams will count in their grade calculations.
The principal's responsibility for supervision of instruction will include seeing that the examinations are appropriate and well-prepared by the teachers.
Promotion, Retention and Acceleration of Students
See board policies IKE and IKE-R.
Gifted and Talented Programs
The School District of Pickens County welcomes parent/student interest in its programs for academically gifted and talented (GT) students.
Definition: Gifted and talented students are those who are identified in Grades 1-12 as demonstrating high performance ability or potential in academic and/or artistic areas and therefore require an educational program beyond that normally provided by the general school program in order to achieve their potential. (R43-220)
The School District of Pickens County is funded to serve students who are academically gifted and talented in Grades 3-11.
Purpose of the Program: The purpose of the programs that serve gifted and talented students is to provide curriculum, instruction, and assessment that maximize the potential of the identified students. Educational programs for academically gifted and talented students exhibit the following characteristics:
- Content, process, and product standards that exceed the state adopted standards for all students;
- Goals and indicators that require students to demonstrate depth and complexity of knowledge and skills;
- Instructional strategies that accommodate the unique needs of gifted learners;
- An integrated approach that incorporates acceleration and enrichment;
- Opportunities for worldwide communications/research; and
- Evaluation of student performance.
Special Note: Any student who has been identified gifted but who chooses not to participate in the program at any point in the year must have a parent sign a waiver to be excluded from service. The student may petition the school to receive GT service the next school year. She/he will not be readmitted during the same school year in which the waiver was granted.
Identification: Students must qualify for service in two of the three dimensions below:
Dimension A: Reasoning Abilities
Students who score at or above the 93rd national age percentile in either verbal/linguistic, quantitative/mathematical or non-verbal on an individual or group aptitude test have met the criterion for this dimension. A composite score of 96th national age percentile makes a student automatically eligible for services.
SDPC tests all second grade students during the fall semester of each school year with an aptitude test.
Dimension B: High Achievement in Reading and/or Mathematics
Students who score at or above the 94th percentile on either the reading comprehension or the math concepts/problem solving subtests of a nationally norm-referenced achievement tests (MAP or PASS) have met the criterion for this dimension.
Only one of these criteria needs to be satisfied to meet standard on this dimension.
If the standard has been met on both Dimension A and B, the student is eligible for service. If the student has met the standard in Dimension B but not in Dimension A, the district may administer a second aptitude test, the "In View" test.
Dimension C: Intellectual/Academic Performances
Students who have met the criteria in either Dimension A or Dimension B are eligible to move on to Dimension C. Students may take the STAR Performance test once in either Grade 2 or 3 and/or once in either Grade 4 or 5. These tests will be given in February or March each school year and will be scored by an independent contractor. They are secure documents. The standard is "16" for either verbal or non-verbal in the second grade. The standard is "18" for either verbal or non-verbal in the third grade. The standard is "16" for verbal or "22" non-verbal for fourth grade and "18" verbal or "25" non-verbal for fifth grade students.
Students in Grades 5-10 may qualify for gifted and talented services by using high performance on their end-of-year report card. A 3.75 on a 4.0 scale in the core academic subjects will satisfy the requirements for this dimension.
Screening and Referral Process: The School District of Pickens County conducts a census screening of second-grade students during the fall semester. Students whose aptitude scores are more than two years old are referred for aptitude testing in August/September as well. Parents, teachers, and administrators may refer a student for testing at any time during the year. After the aptitude tests have been administered, the Evaluation Placement Team at the school makes recommendations for identified students to be placed into the program in accordance with Regulation 43-220.
Program Models: The following models are used to deliver services to academically gifted and talented students:
Pull-Out Class: In this model, gifted and talented students are removed from the regular classroom for a specified period each week to receive differentiated instruction. Multi-grade grouping may be used in this model to constitute classes of sufficient size.
Special Class: This model is a self-contained gifted and talented class organized around one or more academic disciplines. The special class delivers services to identified students through a curriculum accelerated to meet their needs.
Parents who would like additional information on identification procedures or program services may contact the student's school or the district gifted and talented coordinator.
English for Speakers of Other Languages
The School District of Pickens County offers the English for Speakers of Other Languages (ESOL) program. The ESOL program provides instruction to Non-English Speaking (NES) and Limited English Proficient (LEP) students using a tutorial model. ESOL services are provided to students according to each student's level of proficiency as determined by the WIDA ACCESS Placement Test (W-APT) and Assessing Comprehension and Communication in English State-to-State (ACCESS).
The ESOL program supplements the services the ESOL student receives in his or her regular classroom. Working collaboratively with the child's classroom teacher, the ESOL teacher prepares an individualized curriculum for each student to meet his or her general language needs. This curriculum reinforces concepts in the student's content area classes but does not replace the content instruction in the regular classroom.
The goal of the School District of Pickens County's ESOL program is to provide equal educational opportunities to students who have a primary or home language other than English. The ultimate goal of the ESOL program is for each student to achieve listening, speaking, reading, and writing proficiency to be successful in all classes.
Migrant Education Program
The purpose of the Migrant Education Program (MEP) is to ensure that migrant students have the opportunity to meet the same challenging state content and students' performance standards that all children are expected to meet. School districts provide educational and support services that assist migrant students to overcome educational disruption, cultural and language barriers, and other problems that result from repeated moves. A "migratory child" means a child who is, or whose parent or spouse is, a migratory worker in the agriculture or fishing industry, and who, in the preceding 36 months, has moved to obtain temporary or seasonal employment in the agricultural or fishing industry. For more information, please contact your school or the SDPC administrative offices.
McKinney-Vento Homeless Assistance Act
The McKinney-Vento Homeless Assistance Act ensures education rights and protections for children and youth experiencing homelessness. The Act ensures that homeless students enroll in school immediately and continue their education with as little disruption as possible. The McKinney-Vento Act defines homeless children and youth as individuals who lack a fixed, regular, and adequate nighttime residence. For more information, please contact your local school or the SDPC administrative offices.
Field Trips
Field trips are planned to meet specific instructional goals. Costs are always kept to a minimum. Written permission from the parents is required before a child is permitted to participate. Each school administration has the right to refuse participation on field trips based on problems with conduct. Students must ride on the bus when on field trips.
Field trip chaperones must be at least 21 years of age and must have had the School District of Pickens County volunteer training. As a part of their duties, chaperones must ride with the students on the furnished transportation. No additional children may be brought by chaperones.
SDPC checks all visitors and volunteers through the National Sex Offenders' Registry. We also require a background check through the South Carolina Law Enforcement Division (SLED) for all persons who chaperone students on field trips and those who escort or supervise students without a district employee present. The chaperone/volunteer will be required to pay $25 for his/her check. Checks should be made payable to the school.
A chaperone/volunteer who needs a background check should request and pay for it two weeks before the date of any field trip.
According to SDPC Policy IJOA, a school may set specific standards in the areas of behavior, attendance, and grades for students to participate in a field trip. These standards must be approved by the superintendent or designee prior to going into effect. After being approved at the district level, these standards must then be communicated to parents/guardians in writing in advance of the field trip.
In order for a school's standards to be approved at the district level, the following conditions must be present:
Policy IJOA – Field Trips
Purpose: To establish the board's vision and the basic structure for conducting student field trips which ensures the safety and welfare of students.
A field trip is defined as any learning activity which is sponsored, approved and supervised by the school and which requires the student(s) to leave the school grounds. Regularly scheduled athletic and band events are not required to follow the procedures outlined in this policy. The principal will approve schedules for all athletic and band events which are part of the regularly scheduled school program.
Field trips that directly relate to concepts and objectives of the approved curriculum for the particular subject area and grade level may be scheduled as part of the instructional day. Field trips, like any other instructional activity, must be wisely chosen, thoroughly planned and carefully conducted. Special attention must be given to clarifying the purposes/objectives of a field trip and to providing meaningful follow-up discussion and activities after the trip has been completed. Trips to amusement parks strictly for the purpose of entertainment or a reward will not be approved.
A school may set specific standards for students in the areas of behavior, attendance and grades in order for a student to have standing to participate in a field trip. These standards must be approved by the superintendent or his/her designee prior to going into effect. After being approved at the district level, these standards must then be communicated to parents/legal guardians in writing in advance of the field trip.
In order for a school's standards to be approved at the district level, the following conditions must be present.
If a student is disqualified from participating in a field trip for behavior, attendance or grades, the school must offer the student an alternative curriculum at school for the time of the field trip.


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After Caesar crosses the alps
The die is cast for the Gallic empire and way of life.
A tabletop board game about the fall of Gaul by Jonathan Woodard
The die is cast for the Gallic empire and way of life.
Build out the mighty Gallic empire to recruit and mobilize your troops
Only those who brave the largest and toughest battles will be remembered by history.
Take on the role of a Gallic chieftain, commanding your tribe to mount Gaul's defence against the invading Roman army.
Unique mechanics such as shared player resources and a scoring system based on Caesar's Commentarii De Bello Gallico memoir make this a game not to be missed.


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Movie – The Giver
This lazy Saturday afternoon was spent at the movies. We had initially planned on seeing Guardians of the Galaxy until arriving to a sold out show, so the family agreed to see The Giver. I was beyond excited and somehow managed to keep my shrieks of delight silent. I love going to the movies and am one who enjoys watching my favorite stories transformed on the 'big screen.' So here is a short review about the movie and how it compared to Louis Lowery's The Giver.
The movie is visually amazing and only enhanced the images described by Lowery. The use of color to emphasize the change from sameness to individuality is worth the price of admissions. My favorite scene is when Jonas first experiences a sunset and Jeff Bridges is perfect as the Giver. I was thrilled that the story was not morphed in to one of teenage angst or an intense action movie.
The movie does not stray far from the original story but there are a number of modified details. None of these changes left me upset or disappointed; as a matter of fact, many of these changes strengthened all of the secondary characters. I recommend fans of the book check out this interview with Lowery about the movie adaptation.
I recommend seeing The Giver! I left the theater with a smile on my face and ready to watch it again. Has anyone else seen it?


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Wine Bottle Holder - Double Bottle
We call it the perfect curve because you do not have to be so precise where the neck of the bottle is in the hole.
Strong, colorful and creative lamination. Can not break the area where the hole is.
Available in mixed domestic and exotic woods.


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A History of Trinity Lutheran Chuch in
El Paso, IL
In the year 1946 several Lutheran Families in El Paso became interested in forming a Lutheran congregation. These families were members of Lutheran congregations in surrounding communities. Seven young men from Concordia Lutheran Seminary in Springfield conducted a house-to-house church affiliation survey in El Paso to determine whether there were enough prospective members to warrant establishment of a Missouri Synod Lutheran Congregation. The outcome of the survey was favorable.
Organizing this congregation was no easy feat. Many hours and hundreds of miles were spent making sure that the proper steps were followed. On December 3, 1946 a meeting was held at City Hall between a Circuit Visitor, District Officials, and those interested in establishing a congregation. After much discussion it was clear that there was a need for a Lutheran congregation in El Paso and the officials gave their consent to proceed.
St. Andrew's Episcopalian Church in El Paso had set vacant for over seven years. Therefore, this was a likely building to start holding Lutheran services. Opening services were held July 6, 1947, with one hundred and ten people attending. At this same time the Episcopalians also began to revive their mission, which meant that from time to time schedules had to be rearranged for services. Both congregations were responsible for upkeep at the church property. The Lutherans purchased a large velvet curtain which was hung in front of the Episcopalian alter before services. Members of the Lutheran church made an altar, which at the close of the services was moved into the vestry. At the time of official organization in December 1947, the congregation numbered 42 communicant members and 65 souls.
St. Andrew's Episcopal Church, First and Cherry Streets.
On March 11, 1948 the congregation held a special meeting and extended a call to Pastor Carl W. Brueggemann, of Gresham, Nebraska. After due consideration Pastor Brueggemann accepted the call and plans were made for the Installation Services.The congregation also needed to find a place for the Pastor and his family to live. Mr. Henry Wessel, a member of the Lutheran congregation, purchased a home at 154 N. Sycamore, which would become the parsonage. The congregation spent many hours preparing the home for the Pastor. The congregation agreed to pay rent of $40 per month.
Pastor Carl W. Brueggemann of Gresham, Nebraska, was installed on Trinity Sunday, May 23, 1948, as the first Pastor of Trinity Lutheran, El Paso, IL. The service and reception were held in the High school auditorium with nearly 400 people in attendance. Pastor Brueggeman's inaugural sermon was delivered Sunday, May 30th, at 10:30 am in the Episcopal church building.
As the congregation grew many organizations were formed including a Lutheran Layman's League, Ladies Aid Society, a Church Choir, and a Walther league. Meetings were held in the Pastors home or the West Side Park. It became necessary for the congregation to rent a building to be used as a Parish Hall. The Hall above the Woodford County Bank was
rented and people of Trinity gave freely of their time for cleaning and repairs. Soon the Sunday school classes were also moved to this facility. By 1950, the congregation numbered 107 communicant members and 148 souls.
At a quarterly meeting in April 1950 the voters discussed the plans of acquiring their own church property. A building committee was elected and soon after the congregation purchased the south half block on which the church parish hall now stands. After this purchase the building fund only had a few hundred dollars left. With much determined effort,
fervent prayers, and generous contributions the Parish Hall was begun. A bond issue of $30,000 was floated to continue the work on the Parish Hall and Church building. All bonds were in $50.00 denominations and were issued for ten years with interest at 3.5% payable annually. Plans called for a church building 32x80 and a parish hall 45x72. The parish hall was to be constructed first with the sanctuary then joining it to form the letter "L".
Ground breaking ceremonies were held in November 1950. The ceremony was held at 3:00 p.m. at the corner of East Third and North Michigan Streets. The Parish Hall was completed for use by September 1951. One carpenter was hired part-time while all other construction work, except for the wiring masonry and heat installation, were donated. Work continued until the church and a forty foot tower were completed. On July 6, 1952 the Cornerstone for the new church building was put into place, just five years after the first church service was held.
Five dedication services were held marking the completion of Trinity Lutheran Church and Parish Hall. Two services were held on Dec. 7th, and one each on Dec. 9th, 11th, and 14th. In just five short years after organization, Trinity was able to dedicate the beautiful facilities which it still used today for its worship and fellowship. This building stands, dedicated to the Glory of God, as a living tribute of the faith, loyalty and love of a humble group of Christians.
On January 19, 1954, fire was discovered in the Parish Hall about 8:00 a.m. on Sunday morning. A short circuit in the refrigerator caused the damage which was mostly smoke to walls, furniture and curtains in the Parish Hall.
A new parsonage was started in May 1955 and was dedicated June 10, 1956.
On January 15, 1960 a fire was discovered about 9:30 a.m. causing several thousands of dollars of damage. It was thought that the fire had smoldered several hours before it was noticed. El Paso and Secor fire departments fought the fire for more than two hours. The paneled ceiling, insulation, and rafters were either burned or badly damaged by smoke and water. Moments after the fire was declared "extinguished," scores of church members both men and women were salvaging what they could. Words were inadequate to express the gratitude and appreciation to all the neighbors and community groups that stood by Trinity in facing the inconveniences of a churchless congregation and the task of rebuilding the facilities over many months. The Rededication of Trinity Lutheran was conducted April 24, 1960. "All things work out for good to them that love the Lord".
In 1977, a new Sunday school addition was added to the North side of the Parish Hall. The addition consisted of six Sunday school rooms, a pastor's office, two restrooms, and a "mini kitchen".
The Lord continues to bless Trinity Lutheran Church, now over 70 years in existence and numbering over 300 souls.
"Remember always, the Church is people, His people, the Body of Christ. It is what happens to people, in peoples hearts, that is of great importance. Faith and love of our Lord Jesus is in itself invisible. But the "fruits of faith and love," can be seen, recorded, pictured and described." (Taken from a "Pastors Message" written by Pastor Marvin L. Matzke)
Pastors who served Trinity Lutheran:
Rev. Carl W. Brueggeman 1948-1953
Rev. Edward W. Schade 1953-1954
Rev. L. M. Hieber 1955-1958
Rev. Harry Fricke 1958-1961
Rev. William H. Lubkeman 1961-1969
Rev. Darrel Hoerle 1970-1973
Rev. Marvin L. Matzke 1973-1989
Rev. Bruce A. Lakamp 1990-2000
Rev. Bobby G. Niemtschk 2002-2009
Rev. Jonathan P. Boehne 2010-Present


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About Bethesda day pass
Welcome to your new worklife at the recently opened Serendipity Labs Bethesda, featuring Coworking options on two levels, along with private offices and team rooms so you can refute the commute and choose how you want to work. Conveniently located close to residential areas, downtown Bethesda and steps from the Bethesda Metro, along with access to a state-of-the-art fitness center and roofdeck with sweeping views of Bethesda for your next meeting or event.
Open Hours
Monday - Friday 8:30am-5:30pm / 1 day per month
- Open 24 Hours
- Coffee Provided
- Conference Room
- Kitchen
- Parking
- Phone Line
- Private Areas
- Shared Printer
- Weekends
- Wi-fi
Get Directions
4500 East West Hwy, Bethesda, MD, United States


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Tuesday, December 09, 2008
Who watches the watchers?
And it's sad, because nearly everyone does sympathize with IWF's fundamental goal of combatting child pornography. So The Guardian reports IWF is reconsidering its decision. That's a good sign but it's not enough, because it leaves me wondering how many of the other 10,000 censorship decisions IWF makes each year are equally loopy. Either it's never been wrong before (not bloody likely) or there's a serious lack of oversight and appeal.
I had my own run-in with censorship a few months ago. Not with the IWF but with Facebook. And to this day it remains unresolved. It started innocently enough. I do a lot of image restoration volunteer work for Wikipedia. Quite a few of those had been selected as featured pictures. So I created a few Facebook photo albums, one of which was exclusively for my Wikipedia featured image work.
After a few months, without warning, the Facebook staff sent a nasty notice and blocked my access to the featured picture album. The notice offered no means of appeal. When I located a feedback email address at their site (which wasn't easy) and attempted to appeal, they didn't reply.
The image here seems to be the source of their complaint. I can't tell for certain because I prefer to give up access to that gallery than to acknowledge the Facebook team's accusation. The poster comes from the 1866 Pennsylvania gubernatorial race and the text of the full size image is an appeal to white voters to oppose voting rights for African-Americans. It's history--undoubtedly a distateful bit of history--but it's important to document how blatant those attitudes were a century and a half ago.
This image ran on Wikipedia's main page on June 29, 2008 where it received 17.3 million page views without any complaint. It currently appears at the articles racism, John W. Geary, Hiester Clymer, Disfranchisement after Reconstruction era (United States), and as a selected picture at Wikipedia's featured Civil War portal.
If it makes you feel any better, Clymer the racist lost that election. Real bigotry is appalling; I'm not it. I've also done featured restorations of African-American Civil War soldiers, postwar buffalo soldiers, and a portrait of Harriet Tubman.
What's scary is that in our own era, despite obvious encyclopedic value, somebody at Facebook decided to censor the wrong stuff. There's no way of telling who or why; no way to appeal the decision or correct their error. Both Facebook and IWF are equally prone to trolling and gaming in their attempts to manage inappropriate content because neither organization acknowledges that it might not be right every time. Once they make a decision--short of an outcry in the press--there's no appeal.
Update: the IWF has ended its censorship of Wikipedia, per their appeals procedure. What they haven't done is implemented a rational way of initiating an appeal. Since they don't report their decisions in the first place, most of the 10,000 sites they go after each year never even know they've been targeted. Nor is there any independent watchdog to second guess their choices.
3 comments:
- Dan said...
Context is pretty important in such cases... what's OK in an encyclopedia article documenting past racism or past albums with naked kids on the cover might be less OK in current advocacy for racist viewpoints or an attempt to promote kiddie porn. Heavyhanded censorship tends to ignore such subtle distinctions.
Thanks for posting that stats page, that's pretty impressive. And sorry to hear about your Facebook experience. I see Facebook as a (somewhat) necessary evil. I participate to some degree, because so many of my friends do; but I don't generally like their approach to much of anything. (By the way, I suspect that if you look closely at their image policy, it's probably not permissible for you to upload copyleft stuff that you don't personally own the copyright to.)
Oh and by the way, hideous cover aside, Virgin Killer is an awesome album.
Hope you're having a great holiday season!
- Joshua said...
Ridiculous political correctness over examinations of history are depressingly common. See for example the case of Keith John Sampson who was accused of racial harassment for reading a book about the history of the Klu Klux Klan and its fall from power in Indiana:


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2014 may well be seen as a landmark for European leveraged loan and high yield bonds – one that could change how investors and borrowers approach leveraged debt markets.
The debt markets are on the move. Last year saw a sharp rise in values and volumes in both leveraged loan and high yield bond markets but, perhaps more importantly, there has been a significant shift in the way these deals are agreed.
What led to this shift? Strong demand in 2014 provided market participants with the opportunity to adapt, to their advantage, the international finance models that developed, sometimes by necessity, during the recent financial crisis. These changes are also evidenced by the ongoing convergence of markets, financial products and investor bases, further aligning global finance. For example, in an era when international corporates seek dollar-denominated borrowings in the United States while US-based sponsors look globally for investor yield, crossover becomes inevitable, in particular as markets continue to recover. These growth trends then further strengthen the relative negotiating positions of, and increase the willingness to innovate by, a growing base of globally aware market participants.
These key trends have big implications for those operating in Europe's leveraged debt markets. European corporates and sponsors now have a broader range of financial products available to them than ever before, and on terms that are less restrictive and more borrower-friendly. High yield's emergence as a competitor to bank finance as a primary source of capital, the growth of alternative capital providers and new structures for the legacy loan market all contribute to increasing choice for borrowers.
Additionally, the convergence of terms between both sides of the Atlantic Ocean means that sponsors and corporates are able to negotiate US-style terms for European-based loan transactions and looser terms in bond covenants. This is leading to new precedents being set. Incurrence-based covenants are becoming increasingly common in Europe as corporates—in particular those with quarterly covenant tests in their loan documents dependent on financial performance—now desire and, more crucially, can access less onerous restrictions both in the high yield market and the emerging covenant-lite loan market. And elsewhere, while Europe has seen significant developments in the leveraged finance arena, it's hard to ignore the rise of high yield bonds elsewhere in the world, as leveraged debt markets gain traction and become more sophisticated.
The overall picture is of an increasingly international leveraged finance market. Investors are seeking yield and diversity both by industry and geography, while borrowers are increasingly looking for a broader range of funding sources and improved terms. Now, it seems, parties on both sides of the equation are beginning to find them.
To read the full report please click here.
A new dawn: Record year for debt heralds new era
• European loan and bond markets see activity surge in mid-2014 • Attractive pricing and extreme liquidity fuel borrowers' market • Greater M&A and private equity driving leveraged debt • Covenant-lite loans arrive to complement high yield growth
On good terms: Convergence drives issuer-friendly markets
• Loan covenants loosen towards high yield bond standards • Convergence of US and European loan market terms • Convergence leads to less onerous terms for borrowers • Portability becomes increasingly prevalent in European high yield bonds • Emergence of alternative capital providers adds to choice
State of play: Global debt markets positioned for growth
• Western European loans and bonds bounce back in 2014 • Frontier markets see increasing leveraged debt demand • Southern Europe rebounds after rough few years • Private equity a key driver of European activity
European leveraged debt in focus
• Selected European leveraged loan and high yield bond markets by volume
Leveraged debt markets in 2015: The convergence era
White & Case partners Lee Cullinane and Rob Mathews discuss why 2015 will be an exciting year for financial markets in Europe:
This publication is provided for your convenience and does not constitute legal advice. This publication is protected by copyright.
© 2015 White & Case LLP


text: ShareFacebook, Twitter, Google Plus, Pinterest, Email When Kids Kill – Season 1 (2016)4.4 (8 votes) When Kids Kill – Season 1 (2016) all video content is embedded and not hosted on this site ! STORYLINE When Kids Kill: This documentary series, fronted by Guardian journalist Leah Green, delves inside the minds of Britain's most terrifying young murderers, telling the stories of some of Britain's most high profile child murderers in forensic and chillingly accurate detail. Across the series, each episode will feature one young killer; looking at their gruesome downfall from kid to convicted criminal, exploring the reasons behind their murderous actions. spungoldtv.com IMDB (8.5) Episode 1: "Bullied to Death" An investigation into the case of teenagers Hatice Can and Oluwakemi Ajose, who were convicted of the manslaughter of Rosimeiri Boxall in 2009. Presented by Leah Green. radiotimes.com Episode 2: "Predator Online" Leah Green presents this documentary investigating the case of 18-year-old Lewis Daynes, who exploited schoolboy Breck Bednar's career aspirations in order to groom him online before killing him. Leah speaks to Breck's mother, who is determined to improve other children's awareness of online dangers. radiotimes.com Episode 3: "Schoolboy Slayer" Leah Green examines the case of schoolboy William Cornick, who stabbed his Spanish teacher Ann Maguire seven times in the back in front of his classmates. radiotimes.com Episode 4: "Catfish Killer" Leah Green examines the case of teenage karate instructor Tony Bushby, who used social media to ensnare art student Katie Wynter, before killing her on Boxing Day of 2011. radiotimes.com Episode 5: "Date with Death" Leah Green hopes to discover the signs of domestic abuse as she examines the case of 16-year-old Joshua Davies, who murdered his 15-year-old girlfriend Rebecca Aylward. radiotimes.com Episode 6: "Britain's Youngest Serial Killer" Leah Green investigates the motives of James Fairweather, the `Schoolboy Killer' who stabbed to death two people in Colchester in 2014, when he was 15 years old. radiotimes.com IMDB (unrated) Liked it? Take a second to support us on Patreon!


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I have just posted my review of Eric Wilson's latest high-octane thriller, Haunt of Jackals over on Amazon.com. You can check it out here.
Wilson is a deft writer, who manages to take obscure historical anomalies, like a World War I-era Russian locomotive ending up on display in a small town the Pacific Northwest and give them much deeper, more organized, rational, yet strongly spiritual purposes. In his first four novels, he continuously honed his writing skills melding historical fiction with spiritual warfare, rivaling authors such as Steve Berry with his attention to detail and ability to connect seemingly innocuous events…
Wilson's writing gets better with every novel published and it's disappointing that more people haven't discovered his unique talents, even after penning the New York Times best-selling novelization of Fireproof for the Kendrick brothers.
The Christian market and sales aside, Wilson's superb writing and historical depth should stand out in the current spate of Vampire and werewolf themed stories. It's better written and more adult in storytelling than Twilight; better grounded, more spectacular and with stronger characterizations than True Blood or Kevin Williamson's adaptation of LJ Smith's Vampire Diaries.


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August 11,2015
Dear Customers,
We would like to inform you that our office will be closed for a summer holiday from Thursday the 13th of August to Sunday the 16th of August.
You will not be able to reach us during the holiday.
We will resume business as usual from Friday the 16th of August.
We are sorry for the inconvenience this may cause you.
Thank you for your understanding and cooperation.
COREKARA Inc.


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- Epic poems: Narration of significant facts and events in the lives of ordinary people.
- Heroic poems: Medieval narrations that recount the events in the life of a hero.
- Epic-cult poems: Epic poems written by cult authors during the Renaissance period and in the following centuries, addressing various topics: chivalrous, educational, burlesque, etc.
- Ballads: Derived from heroic songs, ballads narrate events in a shorter manner. Sometimes they can have lyric characteristics.
Epic species in prose:
- Novel: Fictional narrative in prose, longer and more complex than a story, in which the characters, which are not always human, are related to one another within a determined space. There are different types of novels: love, chivalric, picaresque, pastoral, Moorish, Byzantine, historical, realistic, detective, horror, mystery, science fiction, etc.
- Story: Short fictional narrative. When it has a moral purpose, it is called an apologue.
Dramatic species:
- Tragedy: Illustrates major conflicts between intricate characters whose unfortunate fate destroys or kills them. The tone of the tragedy is serious and grave.
- Comedy: A work dominated by the description and satirization of social habits, which usually has a happy ending. The tone is humoristic and relaxed.
- Drama: Describes the passions of the characters and the conflicts between them, but does not necessarily end tragically, and it can also contain comical elements.
- Sacramental act: Allegoric religious work, characteristic for Spanish literature, that addresses topics in the Roman-Catholic doctrine, especially the theme of the Eucharist.
- Panegyric: Composition in praise of a person or to commemorate an event, which is recited as a prologue to a play.
- Step: Small works of comic character and authentic language interspersed in dramatic works to extend representation.
- Interlude: Short comic work that was performed during the intervals of the representations of long plays in the Golden Age. It is a derivative of the step.
- Farce: A usually one-act play, with popular and humorous features, also derived from the step and the interlude, which reached its apogee in the eighteenth century.
- Comic sketch: A short work that has no other purpose but to play jokes in order to make the audience laugh.
- Vaudeville: Originating in 19th century France, its conflict is based on romantic unfaithfulness, and is characterized by mobility on stage and numerous plot twists and surprises.


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Proudly reminiscing and reflecting on half a decade of Internet Is In America tomfoolery ... and how YOU can play a big role in shaping the site moving forward.
By: Jimbo X
To do anything nonstop for five years, it takes a lot of commitment. You've got to remain dedicated and passionate about whatever you are doing, and in today's ADHD-inducing electronic wonderland, things get old and boring faster than you can say Candy Crush.
In a way, it feels both surreal and totally natural that The Internet Is In America has been chugging along for half a decade now. It's surreal because when I first started posting articles, I had no earthly clue that I'd still be regularly adding content five years down the road. Conversely, it feels downright normal in the sense that I've gotten into such a routine, such a stern yet flexible self-scheduling process, that it makes sense that I'd have stuck to this damn thing for so long.
So, why do I keep running this venture, when there's virtually zero financial or even professional benefits to all of the work I put into it? Well, if I may get philosophical for a bit ...
You see, in life, we are desperately in pursuit of something called "continuity." This is the invisible (and sometimes, not so invisible) threads that makes all of the crazy bullshit that happens to us in life make sense (or, at the absolute least, feel a little less like totally random, isolated incidents.) Since starting this blog, there really haven't been a whole lot of "constants" in my life. Over the last five years, I've lived at four different residences, held four different jobs, owned two different cars, graduated college, watched my mother die and seen six different quarterbacks come under center for the Raiders. Consistency, needless to say, has most definitely not been the order of my day.
What The Internet Is In America represents for me is some semblance of stability and sameness in an always-changing (and oftentimes uncertain) world. No matter how crappy my week, no matter how many stupid edits my boss wants me to make to my paid work, no matter how much my car insurance premium goes up, at the end of the day, I've got my own virtual empire to tend to, something I rule over like a Roman tyrant, that I can call mine and mine alone. This isn't just a blog, it's a storage unit for the most undiluted, unfiltered and uncensored part of my psyche. All the stuff I want to scream at the top of my lungs in day-to-day life, that's what I publish here. In that, The Internet Is In America is probably more about providing a therapeutic outlet than it is an artistic one.
For those not in the loop, The Internet Is In America came about as a senior project when I was in college (no, for real.) My professor wanted me to start some sort of new media-centric blog, so I decided to put IIIA online the fall 2011 term. At the time, I was writing for about four or five different websites, and I was getting really tired of having to put up with my editors' idiosyncratic bullshit. So, already having a blog on the docket, I simply transformed IIIA into a catch-all for all the stuff I was writing about elsewhere - my thoughts on MMA, retro video games, junk food culture and whatever was pissing me off about U.S. society at the time. And I've been going full speed ahead with "the project" ever since.
There's never been a central point to the blog, I suppose. Really, I just write about whatever has my attention at the moment, whether it's something as grandiose as U.S. race relations or the latest and greatest Pop-Tarts variations. From the get-go, I've known that I've wanted IIIA to be a good combination of the serious and the pointless, of the high brow and the low brow, the intellectual and the idiotic. I wanted to tackle things that matter socially and things that have no bearings on modern culture with an equal amount of ardor and vigor. Ever a fan of the Hegelian dialectic, I suppose I've been subconsciously waiting for some sort of great synthesis to emerge from slamming together articles about the excesses of political correctness and consumer culture headlong into articles about old Captain Planet episodes, early '90s WWF pay-per-view events and odes to the monsters wandering the aisles on the first season of Supermarket Sweep.
The one thing I've never set out to do, however, is produce clickbait. I honestly don't give a shit if people read my stuff or not. I don't advertise the site, I don't have any mechanisms in place to generate revenue from the blog (although if the economy starts going down the shitter, I at least have that option) and I don't go around on forums and social media aggregators pimping my articles to inflate my hit count (well, anymore, at least.) I figure that if you find my stuff, there's something very specific you are looking for, anyway. The Internet Is In America has never been about "mainstream acceptance." I'm perfectly happy residing in this little niche, far removed from the vacuous hustle and bustle of the self-aggrandizing, personality-driven, "please donate to my Patreon" blogosphere turd tank. I'm simply going to keep creating solid content, and the magic that is Google will do the rest.
As of the publication of this article, I've uploaded well over 600 stories, which in turn, have generated well over 900,000 page views. Depending on the season, the blog is netting anywhere from 30,000 to 60,000 unique hits a month. The sum's not particularly great (or bad), but it is consistent, and by golly, you know how much I adore me some consistency. I've made a conscious effort to produce more timely content (in some cases, even planning out articles a full year in advance), but everything is still more or less cobbled together on the fly. If I'm not feeling something, I will put it on the back burner, and if I get a bizarre itch to write something totally unplanned, I'll go with it as long as what's showing up on the screen isn't 100 percent incoherent rambling. You'll never see IIIA deteriorate into wishy-washy bullshit about my own life, however. If you come a knocking at my door, I know it's because you want a solid recap of a Raiders game or UFC show and some keen analysis of the newest Taco Bell produce, and not because you've bought into my cult of personality and want to hear me ramble on and on about my cats and how girls don't understand me. (By the way, I hate cats and unlike 90 percent of the dudes out there running low-culture-appreciation sites, I'm actually in a committed relationship with a human female. Whom I didn't order off the Internet, either.)
As far as stuff I've published, I don't play favorites. I'm the kind of guy who is always looking ahead, not behind. Some stories have been better than others, but by and large, I'm happy with just about everything I've posted on IIIA. I mean, there's probably a burrito review somewhere in there that I would've approached differently, but eh, it's already happened. Generally, I just try to write as much about a topic as I feel passionate about/interested in, and after that? It's a dead slab of meat I've sliced off my soul. You can eat it and find it nutritious or you can spit it out in disgust. Either way, I've already dedicated myself to working on the next slab, and I'll stop giving a shit about that one as soon as I hit the publish button, as well. That's not to say I consider my stuff disposable or anything. Rather, I just feel that something is no longer mine after I send it out into the Internet wild. Yeah, I wrote it and everything, but it's now a communal offering, not just some tangible representation of my innermost thoughts made (digital) flesh I keep to myself. All I do is strive to make the next article the best one I've ever written, and in keeping with the teachings of one of my elder gods George Carlin, over the last half decade, I do believe I've witnessed some signs of improvement.
Now, how long do I think I can keep The Internet Is In America going? Well, there's still a lot of stuff I want to write about (in fact, I have a notebook outlining detailed notes on at least 200 posts I haven't gotten around to penning yet.) Plus, random stuff out of nowhere inspires me everyday, so that list keeps getting bigger instead of shrinking. Alas, as I grow older, my greater concerns have steered away from the upkeep of my wannabe-media-empire and towards more important real-life shit, like buying a house, putting a ring on my girl's finger and actually injecting her with my seed so as to bring forth another human being on this planet, of which at least half of his or her genetic inheritance is my own. With heavy, heavy stuff like that resting on your shoulders, all of a sudden, spending ten hours on the greatest article ever about the Atari Lynx kinda becomes an afterthought. Still, although I expect to be writing and posting less material for the site beginning next year, I don't think I will ever completely discard it. I mean, there's too much stupid shit that rankles me, and I've got to externalize my wellspring of concern and outrage somewhere. That, and transcribing live MMA shows and football games gives me the illusion of doing something productive with my life. If I just eat a Halloween-themed burger, all I'm doing is getting fatter. But if I write a multimedia-heavy article about said Halloween-themed burger, now I'm being "artistic" and "counter-cultural" and "subversively anti-materialistic," turning the fleeting, ephemeral moments of my consumer existence into something with pseudo-collective worth. And that has a whole lot more appeal to it than you'd reasonably assume.
So what's my endgame now? Do I keep putting stuff out there until I hit 1,000 posts and then do three or four updates a month, Dino Drac style? Do I turn this thing into more or less a glorified Tumblr page with mamby-pamby 300 or 400 word mini-posts? Do I let the site lay dormant for weeks on end, periodically resurfacing for longer and more thorough pieces a'la The Best Page in the Universe? Do I sell out completely and just push out boring, analytics-driven listicles to appease the gods of Alphabet and their nigh-unquestionable search indexing algorithms? Eh, I don't know. All I know is that I've got a lot of stuff in the hopper, and as long a I can find the wherewithal and the motivation to keep churning stuff out, IIIA should be chugging along for quite some time to come.
In the past I've mulled the possibility of getting a proper domain, but since I've never really been one for vanity suffixes, I am more than content keeping the blogspot albatross in the URL. Like I said earlier, I might be into advertisements and monetizing some content, but I don't have any active plans in mind. As far as expanding the site with social media pages, YoutTube channels and even secondary websites? Dude, I barely have enough time to get all my shit posted here - I'm afraid we hit critical mass a long time ago, folks.
Alas, while I've never been one to lay prone before the ungodly hordes of populism, that doesn't mean I don't care about feedback - constructive or negative. I honestly want to know: what do you like about the site and what do you hate? Are there any kind of features you want to see more of? Do you think I ought to stick to reviewing old propaganda movies and crazy ass junk food, or would you prefer I focus on more sociopolitically relevant matters and subjects? Are you keen on the movie reviews and video game countdowns, or would you like to see more coverage of sporting events and photographic essays about all the wacky shit going on in Atlanta? Granted, I may not completely retool the kinds of things I cover at The Internet Is In America, but I'll at least take into consideration. Maybe.
And lastly, I wanted to throw down the proverbial gauntlet to any longtime readers or site newcomers with a budding interest in writing themselves. As a professional writer and editor in the real world, I'd love to publish some guest pieces on IIIA, pending your musings are entertaining, enlightening or informative enough to pass old Jimbo's smell test. I'm especially interested in hearing from readers whose area of expertise\interest lay outside of the stuff normally produced at IIIA. For example, I'd love to bring somebody on board who can provide an ideological counterweight to This Week In Social Justice Warrior-dom - somebody with liberal, progressive leanings who has the chops to produce a semi-regular This Week in Alt-Right Bullshit column or something along those lines. I don't know shit about modern console or PC gaming, so if you have a good idea for what's great and what's crap without defaulting to the usual IGN and Gamespot fanboy sectarian nonsense, I think you'd be another excellent candidate for IIIA. Hell, I'd love to have some folks with hardline feminist and #BlackLivesMatter perspectives earning bylines, too. As long as you are able to put out decent, thought-provoking articles covering uncommon things in a hilarious or educational way (or you have a really uncommon perspective you can both elucidate upon and rationally describe regarding more common societal matters) on a quasi-regular basis, I'll give you a shot. Think you have what it takes to run side-by-side with old Jimbo and proudly wave the flag of our dear mascot Flaily the Arrow-Penised Inflatable Tube Man? Send me what you got here and we'll see where we can go from there.
I'm no pie-in-the-sky wannabe tastemaker with illusions of grandeur. This site will never be as big as stuff like I-Mockery or Cracked, or even the super-duper-successful indies like The Surfing Pizza. I'm perfectly content being cloaked in obscurity, periodically having my work called out by multi-billionaire venture capitalists, the nation's largest and most prestigious daily newspaper and some guy on 4Chan who thinks I'm actually some GamerGate person from Minnesota who owes him money. I never started this thing to become rich or famous or even be celebrated by the nameless, faceless, Internet throng. I just write because I enjoy it, it makes me happy and it's a lot more cost effective and health-conscious pastime than shooting heroin and jumping on moving trains for cheap thrills.
So here's to the first five years of The Internet Is In America, and all the havoc and mayhem and hilarity that has been wrought. And here's to the next five years of IIIA ... in whatever undreamable, unfathomable shape it assumes ... even harder.
I'm no pie-in-the-sky wannabe tastemaker with illusions of grandeur. This site will never be as big as stuff like I-Mockery or Cracked, or even the super-duper-successful indies like The Surfing Pizza. I'm perfectly content being cloaked in obscurity, periodically having my work called out by multi-billionaire venture capitalists, the nation's largest and most prestigious daily newspaper and some guy on 4Chan who thinks I'm actually some GamerGate person from Minnesota who owes him money. I never started this thing to become rich or famous or even be celebrated by the nameless, faceless, Internet throng. I just write because I enjoy it, it makes me happy and it's a lot more cost effective and health-conscious pastime than shooting heroin and jumping on moving trains for cheap thrills.
So here's to the first five years of The Internet Is In America, and all the havoc and mayhem and hilarity that has been wrought. And here's to the next five years of IIIA ... in whatever undreamable, unfathomable shape it assumes ... even harder.


text:
Members of the Rotary Club of Concord are dedicated and BUSY! Here are some of the activities we have undertaken recently to fulfill our motto of SERVICE ABOVE SELF:
Projects of the Rotary Club of Concord MA
As of May 1, 2018
Rotary Youth Leadership Awards:The Club sends 12 high school sophomores to a full weekend of leadership training at a nearby college put on by the District. Students are selected by a Club Committee through a rigorous application process and Club members then volunteer to help during the training weekend.
Scholarships for graduating high school seniors and college students continuing their undergraduate studies. With funds raised through its golf tournament, the Rotary Club of Concord underwrites $20,000 annually in scholarships awarded through the Scholarship Fund of Concord and Carlisle.
Scholarship for masters-level student studying abroad. $35,000 Eleanor and David Morley Endowed Scholarship awarded through District 7910 to a Concord-sponsored student studying at Oxford University in UK under Rotary's area of focus, "Economic and Community Development." (2018-2019 term)
Class Act Awards: Given by the Rotary Club of Concord to high school students nominated by faculty for outstanding citizenship and participation in a broad variety of extra-curricular pursuits ranging from sports to media reporting to service activities.
Middle School Awards: Given by the Rotary Club of Concord to middle school students nominated by their teachers for exceptional achievement in academic subjects.
Interact Club of Concord Carlisle High School: A service club for young people age 12 – 18 sponsored by the Rotary Club of Concord. The Club undertakes many local and international service projects.
EarlyAct Club of Carlisle Middle School: A service club sponsored by the Rotary Club of Concord for elementary students. The EarlyAct Club actively sponsors local and international projects through its fund-raising and hands-on activities.
Playground for Preschoolers with Special Needs: Adaptive equipment and surroundings partially funded through Rotary Club of Concord monies raised through Spring Pops
Activities for Boys and Girls Club: Members of the Rotary Club of Concord provide an after-school activity for children at least quarterly. Examples include a Field Day, a Fall Festival with pumpkin painting and games, a Winter Psarty with bingo and dodge ball, etc.
Financial Reality Program for High School Students: An educational seminar and/or hands-on event designed to teach young people basic financial skills.
Collections for Cradles to Crayons: Gathering and delivering supplies for kids at the beginning of the school year.
River Walk at Alcott Elementary School: Construction of a walkway from the school to the river to enable students to study the science of the waterway and its surroundings.
Field House at Rideout Playground:Constructed a field house with bathrooms for a local playground.
Skateboard Park at Concord Carlisle High School: Constructed a skateboard park with features designed to give kids a place to perform without skating on dangerous sidewalks and streets.
Bristol Lodge Soup Kitchen, Waltham, MA: Every other month, Concord Rotarians prepare and serve a hearty supper for the homeless.
Rise Against Hunger Meal Packaging: With other Rotarians and volunteers, the Club participates in the assembly-line packaging of highly-nutritious dehydrated meals distributed to those in need throughout the world. Recently special packaging for Hurricane Harvey victims.
Food Drives for local food pantries
Luncheons and fellowship at Bedford Veteran's Hospital: Concord Rotarians along with Rotarians from Lexington and Bedford host lunch for patients and their families on special occasions including Veterans' Day and Memorial Day.
BBQ at the Concord Council on Aging: During August each year, Concord Rotarians grill and serve a special cookout for Concord-area senior citizens.
Visit, volunteering at Gaining Ground:Concord Rotarians hold a meeting and volunteer at this non-profit organic farm that donates all of its food to area meal programs and food banks.
Landscape project at Open Table Food Banks: The Club provided storefront curb appeal through landscaping at the new local food bank location.
Activities with Minuteman Arc: The Rotary Club of Concord regularly holds social events for adults served by this agency dedicated to improving the lives of those with disabilities. Rotarians host regular bowling outings and a winter carnival, and have recently built a putting green at their new facility.
Gift Distribution at Northeast Correctional Facility: Rotarians underwrite and distribute gifts for the children of inmates at a family party during the Holiday season.
Town Cleanup:Each April, Rotarians take responsibility for picking up winter's litter along an assigned street.
Patriots' Day Parade: Rotarians support the town's celebration by marching in the Patriots' Day Parade
Fourth of July "Slush" Stand: Rotary Club of Concord members serve frozen shaved ice at Concord's "Picnic in the Park."
Middlesex Jazz Festival:The Rotary Club sponsors a booth serving cold drinks at this new big-band open-air event for Concordians and visitors.
Holiday Light-up Night:Concord Rotarians serve free hot chocolate, compliments of Dunkin Donuts, to crowds attending the Holiday parade and tree lighting.
Installation of USS Concord Bell and rejuvenation of Veteran's Memorial: The Rotary Club spearheaded the display of this important reminder of the Omaha light cruiser that fired the last shot or WWII on August 15, 1945.
New permanent tree for Holiday light up:When the tall spruce tree that served for years for the town's holiday lights became diseased. the Rotary Club of Concord replaced it with a vigorous new tree.
Helicopter Pad for Emerson Hospital:Construction completed by the Rotary Club of Concord allows quick hospital access for emergency patients from accident sites and immediate transfer of patients with critical needs to special facilities.
Rejuvenation of Monument Square: A major undertaking to upgrade the town green where a 30 foot granite obelisk honoring those who died in the Civil War, a monument dedicated to Concord residents who died in World War I, and another to those who died in the Spanish American War are located, along with the town's official flag pole and the aforementioned Holiday tree.
Installation of a plaque in honor of Medal of Honor recipient Rotarian Capt. Thomas J. Hudner. Jr. in Veteran's Memorial Park in Concord Center.
Annual Spring Pops Concert with the Concord Band: Now in its 43rdyear, this informal evening offers the public an opportunity to learn about Rotary's many outreach activities while they enjoy lively music, refreshments and auctions. The event supports various Rotary projects ranging from help to hurricane victims to support of a local special-needs playground and a bike-share program.
Annual Golf Tournament:to benefit scholarships for graduating seniors and college students continuing their education. Now in its 30thyear, the tournament has enabled the Rotary to underwrite $20,000 in scholarships annually in recent years. Sponsors also underwrite opportunities for disabled veterans to play in the tournament, a therapeutic activity sponsored by the Salute Military Golf Association.
Oktoberfest:Now approaching its third year, this new, exuberant family-friendly Bavarian-themed event is held outdoors at a beautiful local farm. Most recently Oktoberfest raised $10,000 for ShelterBox USA. With something for everyone, ranging from live bands to craft beers, pumpkin painting and a bouncy house, craft vendors and food trucks, the event attracts a young crowd ready to lend a helping hand to those in need.


text:
Phew!!! Boy, it's been an exhausting three days. With Thanksgiving dinner prep and the big event itself, the clean-up, I was pooped. I can say it was wonderful to be with family, but restful and relaxing - not so much. I hope you all had a real nice Thanksgiving with your families. Everyone's so busy these days, it's a blessing when we can all sit down at least for one day and catch up. Son No. 1 came home from college Wednesday, and it's been great having him here. I've really missed him these past three months. He leaves this evening :o( On the bright side, he'll be home in a little over two weeks for Christmas. YAY!!!
I wanted to share pics of my Thanksgiving table. Not so much the place settings or overall tablescape, but the centerpieces. I used Kathy's - Creative Home Expressions - great idea for creating elegant hurricane vases made from dollar store finds. She actually got her inspiration from Melissa at 320 Sycamore. Aren't creative people cool?!
Hey look! It's my Mom and SIL way in the background!
A cool thing I wanted to share, too, are these fun little Thanksgiving trivia cards I created and sat at each place and scattered extras on the table. It was a fun addition to the dinner conversation. Some of the questions/answers were quite informative!
Also, I want to let you all know, in case you haven't noticed over there in my sidebar, I'm participating in Tracey Buxton's of Notes from a Cottage Industry Holiday Home Tour this Tuesday, December 1. There will be tons of beautiful homes to see and great inspiration. I am so thrilled to be a part of her tour. I have followed Tracey's blog for years now. She was one of the first blogs I found, and I instantly fell in love! I hope I can get everything ready by then.
Now on to the GIFT for you all. I really want to share in all the funtastic giving that's been going on in Blogland lately, so I've decided to have my own little giveaway! Not to mention it's a great way to increase followers and readership. C'mon! I'm being honest! ;o)
Actually, the two books in this great giveaway are duplicates of what I have. So, might as well pass them along to some lucky person to enjoy as much as I have. Also included are two of my latest creations. A pair of "paper"skates adorned with glitter and sweet trim, and a Happy Holiday Cone.
So, you all know the drill. Leave a comment here, become a follower if you're not already, and put a little shout-out at your blog regarding my giveaway. Each of those actions will get your name in the drawing - a max of three times. Please make sure you leave a comment for each action.
Oh, the few of you that are personal friends that read . . . you enter too! Below are some
close-up pics of the items.
Vintage Christmas Crafts by Sara Toliver
Below is a Holiday Plans organizing binder from Hallmark. Might be too late to use this year, but would be great to fill in some info for full use next year. For some reason, I bought literally a bag of of these one year. Must have been an after C'mas clearance deal I couldn't pass up!
There's a fill-in calendar for 3-1/2 months. Subject indexes for sections devoted to C'mas Card list, Shopping List, Gifts Received, and Notes, along with pockets for stamps, receipts, etc.
Good luck to all of you! I'll be picking the winner Tuesday, December 1.
Oh, and I just have to share that I was the big winner of the $35 gift certificate to Paper Addicts that Kathy at Creative Home Expressions was sponsoring. I was so shocked! I am NOT a lucky person at all. And this "gift" is perfect for me. Thank you so very much, Kathy and especially Marisa of Paper Addicts!
Enjoy the rest of your weekend. I'm off to decorate my trees . . .


text:
Summary Conservation planning has hitherto concentrated largely on the representation of biodiversity patterns within a system of conservation areas. Only recently has there been an emphasis on retaining segments of the optimal conservation area by defining implementation priorities in terms of the irreplaceability of areas and their vulnerability to threatening processes. The conservation of ecological and evolutionary processes that sustain and generate biodiversity, a requirement for a system of conservation areas that promotes biodiversity persistence, has received very little attention. By designing conservation systems in order to represent spatial features as surrogates for ecological and evolutionary processes, and by scheduling the implementation of areas in order to minimise the impacts of threats on these processes, it is theoretically possible to achieve a conservation system that combines retention and persistence. Here we discuss the requirements for establishing a sustainable (retention+persistence) conservation system in southern Africa's Succulent Karoo, a mediterranean‐climate desert that is very rich in plant species. Firstly, we discuss planning issues salient to both representation and design, and indicate the location, size and role in conservation of the spatial components (surrogates for processes) necessary for a system of conservation areas in the Succulent Karoo intended for retention+persistence. Next we lay out the requirements for a conservation system in the region and summarise some existing work on representation and retention of plant species. We then present a protocol for decision‐making and apply it by designing a hypothetical system of conservation areas. Finally, we compare representation of Red Data Book plant species in a system identified for pattern retention with our similar‐sized system designed for retention+persistence. The latter conserves 37% fewer species, indicating that design for persistence incurs a cost in terms of representation. This cost is offset by developing a conservation system that is likely to persist in the face of global change, and that will sustain processes responsible for the maintenance and genesis of biodiversity.
Diversity and Distributions – Wiley
Published: Jan 1, 1999
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