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Home » About Us » Consultants
Dr. Linda Henke
Curriculum and Instructional Design
System and Infrastructure Development
Community Engagement and Planning
Writing Project Facilitator
Meeting Facilitation
Professional Learning Communities
Dr. Linda Henke is the director of the Santa Fe Center for Transformational School Leadership, an organization dedicated to supporting school leaders in reinventing schooling to celebrate the best of what makes us human: our creativity, longing for connectedness, and passionate curiosity. In her work with the Center, Linda has travelled nationally and internationally coaching and consulting with school principals, superintendents and their boards.
Linda retired as an award-winning superintendent of Maplewood Richmond Heights, a St. Louis inner-ring suburban district that for years had been plagued with the same problems found in many urban environments. In the twelve years Linda led the district, it moved from being labeled one of the worst schools in Missouri and on the watch list for state take-over, to one of the most dynamic and innovative districts in Missouri, recently named as number thirteen of over 450 schools in the state.
Linda's academic preparation includes a master's degree in public relations from Iowa State University and a Ph.D in educational leadership from the University of Iowa. She studied Peter Senge's work with systems thinking and learning organizations for over twenty years. She is a certified coach through the Center for Cognitive Coaching and a trained practitioner of transformational coaching.
During her career, she was a secondary English teacher, desegregation director, curriculum coordinator, principal, director of curriculum, assistant superintendent, college professor, and superintendent. Linda is the author of numerous articles and book chapters about topics ranging from school change, literacy education, parent involvement, and school culture. She has been a frequent presenter at state and national conferences and is a sought-after mentor for new superintendents and principals.
In recent years she served on over ten executive and advisory boards including e-mints National Advisory Board, Webster University's and Maryville University's Department of Education Advisory Boards, and the Executive Board of the Kaufman Foundation's Superintendents' Forum. She chaired the committee to redesign the University of Missouri at St. Louis' Ph.D program in Educational Leadership and served on the Executive Board of HomeWorks, a not-for-profit promoting home visits by teachers and leaders.
A visit to Guatemala several years ago resulted in a real passion for the country and its people. Linda developed a literacy program for children in grades one and two and each year trains teachers to implement the program. The program's teachers currently reach nearly 1000 students a year, and the funders cannot keep up with the demand to expand. Her work in Guatemala has recently expanded as she and a group of friends are supporting a small women's sewing collaborative in a slum outside of Guatemala.
In her spare time, Linda loves learning about and collecting folk art, travelling, and engaging in exciting conversations about school change.
Dr. David Bristol
David Bristol serves as the Center's Assistant Director and handles its administrative functions; however, clients seeking assistance with grant writing will find him a valuable resource. He is also the primary researcher on the team and supports other team members in the preparation of workshops and with the details necessary in providing high quality service to our clients. Prior to retiring as the Director of Education at the Missouri Historical Society, David was the Director of the St. Louis Regional Professional Development Center, one of seven centers across Missouri operated by the Missouri Department of Elementary and Secondary Education. His public school experience includes serving as Superintendent of Schools in two Connecticut districts and Assistant Superintendent of Curriculum and Instruction in an 8,000-student Connecticut urban district. David has extensive grant writing experience. As director of the St. Louis Professional Development Center, he successfully obtained grant funding totaling over $2 million including a three-year $950,000 Federal Department of Education grant on teaching American history, three state grants totaling over $240,000 to fund a Performance Assessment Institute, an African American Achievement Initiative and an Urban Mentor project. At the Missouri Historical Society as the Director of Education, David brought to his department nearly $600,000 in grants including a $200,000 subcontract of a Federal Teaching American History grant and a large three-year Federal Institute for Museum and Library Services grant in collaboration with the Anti Defamation League to create a national curriculum addressing the deepening of historical understanding using material culture, reducing bias. and improving student literacy. David also has experience in grant review having served for many years as a grant reviewer for the Federal Department of Education reviewing Teaching American History (TAH) and Investing in Innovation (i3). David started his teaching career as a high school history teacher in Westport, Connecticut, and taught at the college level in a school administration program. His education background includes a BA from Cornell College, a master's from The Johns Hopkins University, and a doctorate from the University of Massachusetts- Amherst.
Dr. Ashley Cadwell
Curriculum and Instructional Development (special focus: Integrated, Multidisciplinary Curriculum)
Building Leadership Capacity in Schools
Renovation and Design of Learning Spaces
Ashley Cadwell, M.A. Literature, M. Ed. Administration Ashley Cadwell is cofounder of Cadwell Collaborative. For three decades, Ashley and his colleagues in Vermont and St. Louis have pioneered best practices that lead toward vital new ways of learning and living in schools. Ashley has worked with schools throughout North America as well as internationally. Much of his work derives from his connections with progressive education and the schools of Reggio Emilia, Italy. Innovative school building design that supports curricula, organization and community has been a recurring theme in his work. Ashley spent the 1991-1992 school year with his family in Reggio Emilia, Italy where he observed the internationally renowned municipal early childhood program. From 1992-2008 Ashley served as Headmaster of The St. Michael School in Clayton, Missouri, a preprimary through sixth grade independent school that has achieved acclaim for their adaptation of The Reggio Emilia Approach, pioneering its extension into the elementary grades. He is a contributing author to In the Spirit of the Studio: Learning from the Atelier of Reggio Emilia. Ashley earned a Masters in Literature from Middlebury College in 1980 and a Masters in Education Administration from the University of Vermont in 1982. In 1973 he co-founded The Green Mountain Valley School, a college preparatory school for ski racers training for the U.S. Olympic Team, where he served as Humanities teacher, Academic Director and Headmaster. From 1984 through1986 he was a Capital Gifts Officer for Middlebury College. In 1986 Ashley incorporated Villages of Vermont, where he specialized in village planning and single-family home design and construction. – See more at: http://cadwellcollaborative.com
Dr. Louise Cadwell
Curriculum and professional development
Integrated arts education
Louise Boyd Cadwell is co-founder of Cadwell Collaborative. Louise is an education consultant whose work is informed and animated by thirty years of experience in early childhood through higher education. As a teacher, researcher, and consultant, Louise works with schools throughout North America, as well as internationally. From 2002-2008, Louise was the Coordinator of Curriculum and Professional Development at The College School in St. Louis. During this time she worked with the administrative team and faculty to successfully implement shared and focused professional development, curriculum mapping, formative and authentic assessment, faculty research groups, and a school wide parent partnership. After a year as a fellow in the acclaimed schools of Reggio Emilia, Italy in 1991-1992, Louise served as the lead consultant for a Danforth Foundation funded program to study and adapt the Reggio Approach in St. Louis schools from 1992-1995. She worked as studio teacher at The College School and consultant with The St. Michael School and Clayton Schools' Family Center from 1992-2002. As members of The St. Louis Reggio Collaborative, these three schools have hosted conferences and institutes for national and international visitors since 1994. All three schools are recognized internationally as exemplary schools for the interpretation of The Reggio Approach in a North American context. While working on her Masters degree, Louise lived for a year in Great Britain studying the British Integrated Day. As a third grade teacher and art teacher in Maryland and Vermont, Louise developed dynamic, integrated and experiential curricula. Louise's recent work focuses on Education for Sustainability as it leads children and teachers to imagine and create a healthy and hopeful future. In the last decade, Systems Thinking and Appreciative Inquiry have transformed her way of working with teachers and children. Louise earned a M. Ed. In 1976 from Lesley University and received her Ph. D. from Union Institute and University in 1996. Louise is the author of: • Bringing Reggio Emilia Home: An Innovative Approach to Early Childhood Education • Bringing Learning to Life: The Reggio Approach to Early Childhood Education Louise is co-editor with Lella Gandini, Lynn Hill and Charles Schwall of: • In the Spirit of the Studio:Learning from the Atelier of Reggio Emilia LouiseCadwell serves on the Advisory Council for The Center for Children's Learning of the Portland Children's Museum in Portland, Oregon. See more at: :http://cadwellcollaborative.com
Dr. Robert Dillon
Building the infrastructure for technology integration
Evaluating technology integration
Cultivating classroom engagement
Structuring Professional Development in a Technology-rich Environment
Design of learning spaces
Elevating Achievement through Personalized Learning with Technology
Dr. Robert Dillon is an author, speaker, educator, and lifelong learner. His twenty plus years in education has seen him serve kids and families as a teacher, principal, technology director, and innovation leader. His primary focus is working to bring synergy to instructional design, technology infusion, and learning space design. He believes that in this synergy is the educational gold that students need to be successful citizens in a modern world. He works through an equity lens and looks to bring excellence to every classroom.
For this work, he has been honored by Common Sense Media, The Center for Green Schools, the dSchool at Stanford University, the Buck Institute for Education, and Future Ready Schools. Dr. Dillon has had the opportunity to work with teachers and leaders throughout the country, and he continues to speak at local, regional, and national conferences. Dr. Dillon is the co-founder of ConnectED Learning, a Saint Louis non-profit dedicated to affordable, quality professional learning for teachers. He is the author of four books including his latest, The Space: A Guide for Educator. He is supported in his work by his wife and two amazing daughters.
Dr. Dillon is currently Director of Technology and Innovation in the University City Missouri public school district.
Barbara Kohm
Executive Coaching (for principals)
Barbara has served as a teacher, early childhood program director, elementary school principal, consultant, mentor, and author. She is the co-founder of the Clayton Family Center that offers parenting classes and other child development services for parents and children ages birth to 5 years old. As the principal of Captain Elementary School she worked with Linda Henke to transform the curriculum and build a collaborative culture in which all teachers were expected to grow and all students thrived. The application of systems thinking ideas and tools to the everyday life teachers, students, and parents was an important component of that transformation and became the basis of her writing, and consulting. As a mentor and coach she works with principals and other school leaders to avoid easy recipes and develop the deeper thinking skills that outstanding leadership requires. A principal's job often seems so busy there is no time to think. Barbara believes the most effective leaders learn to reverse this equation. They spend as much time thinking as doing. Structured conversations with coaches and colleagues are essential components of their thinking process.
Barbara Kohm is the co-author of Principals Who Learn (ASCD, 2007) and Educational Leadership article "Creating Collaborative Cultures" (2009). She also authored Educational Leadership article "Improving Faculty Conversations" (2001) and co-authored the chapter "Choosing Your Own Adventure" in Peter Senge's Schools That Learn" (2000). Her most recent book is The Power of Conversations: Transforming Principals into Great Leaders (Rutledge, Taylor & Francis Group, 2016). One of her readers, Janine Morrell , wrote:
"I texted Patti on my vacation to share with her what a gift your words were for me to be reading at this point in my career. Your advice and techniques left me feeling rejuvenated. In summary, you've had a profound impact on my mindset and professional goals."
Barbara enjoys hiking, biking, reading, writing, and traveling.
Susie Morice
Building Powerful Literacy Programs in the Secondary Schools
Building Leadership Capacity
Fostering Student Conversation in the Classroom
Susie has served as a school district leader in English language literacy, gifted education, and teaming. After retiring from the full-time public school classroom, she continues to teach for the University of Missouri-St. Louis, supervise student teachers for St. Louis University, and consult for school districts in need of strengthening their literacy programs. From its inception, Susie has worked with the Gateway Writing Project, a site of the National Writing Project, as the Program Director and then as a Teacher Consultant. Developing educators as writers and thinkers who use writing and civil discourse to clarify their ideas, perspectives, and goals, Susie is at the heart a writer and a teacher. Susie earned her undergraduate and graduate degrees from the University of Missouri-St. Louis and studied gifted education at the University of Connecticut and at Maryville University. She is a frequent contributor to the professional journal, Talking Points, as a professional resource reviewer. Recently, she earned a first place for one of her poems entered in the Missouri State Poetry Society Winter Contest. Poetry is her writing passion. Yet, academic writing is always on Susie's desk; formerly, she was Editor of the Missouri Association of Teachers of English FYI newsletter, and has written and edited articles and segments for academic publications throughout her career. She was the first-tier editor and writing coach for authors Barb Kohm and Dr. Bev Nance as they wrote Principals Who Learn: Asking the Right Questions, Seeking the Best Solutions (ASCD). When she's not immersed in writing and teaching, Susie is on her bicycle or writing music. Or she's around the campfire, playing guitar and singing.
Dr. Catherine Von Hatten
Meeting Facilitation Skills
Conducting After-Action Reviews
Using dialogues and discussions to enhance learning and decision-making
Consensus-building and Conflict Resolution
Catherine retired several years ago as the Assistant Superintendent of Maplewood Richmond Heights School District. She and Linda began the district's turnaround in 2000, taking it from a struggling district about to be taken over by the state, to one that came through its state review with flying colors the year Catherine retired. The District's professional development program was cited by the Missouri Department of Education as a model for others to emulate. Since retiring, Catherine has worked as a consultant, supporting teachers in curriculum and professional development, mentoring, and developing grants. She served as an interim Assistant Superintendent in University City School District for one year supervising the Curriculum and Instruction staff, supporting grant development, and leading a study of the gifted and talented program. Prior to her position in MRH, Catherine worked in the School District of Clayton where she was the Director of Professional Development and Planning, an elementary principal, classroom teacher, and parent educator. She was instrumental in developing a model for curriculum and professional development that focused on continuous improvement. Catherine received a master's degree in Early Childhood Special Education from Washington University in St. Louis and a doctorate from St. Louis University in Educational Administration. Her doctoral project focused on supporting teacher leaders in learning organizations. Catherine has been a frequent speaker on leading effective groups and facilitator for district- and school-wide strategic planning sessions. She has authored and co-authored articles and book chapters and taught college-level courses. Catherine and her daughter have a small business that promotes wellness, writing a blog and newsletter to support their work. Most recently, Catherine co-leads an organization involved in supporting volunteer wildland fire fighters in the foothills of the Rocky Mountains. This organization provides education and information to the community, provisions fire fighters during incidents, and raises funds for much needed equipment. She also writes and edits a community newsletter. She is an avid watercolor painter who enjoys spending time building her skills and creativity as an artist.
Dr. Angelia Sanderson Moore
Building Student Leadership Capacities
Designing and Implementing Student Leadership Curriculum and Programs
Social Studies/History Curriculum and Instruction
Dr, Angelia Moore is a passionate award-winning consultant, administrator and teacher. She has 20 years of experience in education, seventeen years in the classroom and three years as an administrator and instructional leader. For the last fifteen years she has been consulting, teaching, and developing a range of high school courses and programs to including an innovative student leadership program and curriculum.
Her experience includes designing and impleming a school-as-expedition model, cognitive coaching and serving as an Understanding by Design trainer. She has taught history/soclal studies at both the middle school and high school level including 10 years teaching AP United States history. She is currently the Assistant Principal at El Camino Real Academy, a pre-K through eighth grade, Title I, dual-language public school in Santa Fe, NM with 850 students.
Angelia has served as a consultant for the Gilder Lehrman Institute of American History and their Teaching American History Grant, working with school districts in Texas, Indiana, Idaho, Ohio, Florida, Massachusetts, and Pennsylvania. Additionally, Angelia serves as a GLI Seminar Coordinator in the summer and works with groups of secondary ELA and social studies teachers, librarians, K-6 teachers, as well as National Park Service staff from across the country as they spend a week studying a topic in U.S. History with historians such as Kenneth Jackson, David Blight, Joseph Ellis, and Gary Gallagher. She has consistently received the highest feedback and praise for the quality of instruction, strategies, and depth of content she has delivered.
Angelia's academic background includes master's degrees in educational administration and history, both from the University of Missouri- St. Louis. She holds an Ed.D. in educational leadership from Maryville University and is a certified coach through the Center for Cognitive Coaching and a certified trainer in critical thinking from the Center for Critical Thinking in Boston. She has also received advanced training in Understanding by Design.
Her awards include 2010 Missouri History Teacher of the Year and the 2007 U.S. Congressional James Madison Fellowship for the state of Missouri. She is currently on the Board of Directors and the Executive Board for ACLU New Mexico.
Angelia's greatest passion lies in cultivating a climate of student leadership through purposeful teaching of leadership theory and systems-thinking experiential learning. As a high school teacher, she designed, developed, and implemented an award winning student leadership program that is still in place and has been successful in developing students as school and community leaders.
Dr. Katie Belisle-Iffrig
Environmental Education and Sustainability
Outdoor Learning Spaces and Youth Gardening
Partner and Stakeholder Development
Dr. Katie Belisle-Iffrig is a tireless advocate for environmental literacy and sustainable practices. As the founder of Code Green Collaborative, she has worked with corporations, for-profit, and nonprofit organizations on a wide variety of sustainability, conservation science, and environmental education projects. Through her work, she has demonstrated her skill at strategic planning; co-sponsor and partner development; grant writing; project conceptualization and management; environmental interpretation; and curriculum development.
Dr. Belisle-Iffrig holds a master's degree in botany from Southern Illinois University (SIU) and a doctorate in outdoor recreation with an emphasis in environmental education from Indiana University (IU). While at IU, Katie got a taste of the educational power of youth gardening when she served as the graduate assistant to Hilltop Youth Garden and Nature Center. Smitten, she spent 14 years working at the world-famous Missouri Botanical Garden feeding her passion for educating youth and the general public about the critical role plants play in solving our most urgent health and environmental issues.
As a consultant, Katie thrives on building exemplary education programs from the ground up. Throughout the years, Katie has been involved in creating outdoor learning spaces and organic youth gardening programs in a number of St. Louis-area elementary and middle schools. She and Code Green co-founder, Kerry Smith, were key players in the conceptualization and development of RiverWorks Discovery®, a youth and family river-based education program. Katie's expertise proved invaluable in creating a sustainable business plan based on an integrated marketing/funding matrix that garnered broad-based community and stakeholder support. As a result, RiverWorks has over 80 co-sponsors in 18 states and was honored in 2012 with a White House Champion of Change Award for Innovation.
In addition to outdoor learning spaces, Katie also believes that the built environment where kids learn matters. She is a LEED (Leadership in Energy and Environmental Design) Green Associate and chairs the Green Schools Committee of the United States Green Building Council (USGBC) Missouri Gateway Chapter. She is currently a Green Schools Mentor at Tillman Elementary School working collaboratively to provide teachers with the initiative and experience needed to make use of the school's outdoor learning environments.
Currently, Katie serves on the advisory board of the Missouri Environmental Education Association and The Green House Venture. The Green House Venture is in the initial funding stage for a living classroom that will serve three diverse area schools – a charter, a public magnet, and a parochial school. Katie is also a strong supporter of Makerspace at her daughter's performing arts school. Makerspace is a STEAM initiative that uses high-tech and low-tech tools to help students develop design-thinking skills.
Katie's first book, Going Green For The GENIUS, was published in February 2015. Going Green employs an engaging conversational tone to provide a whole systems thinking approach to sustainability. The goal of the book is to help both novice and expert connect the dots between ecological principles, environmental literacy, and sustainable actions. She is also busy launching a new website aimed at children and families called Growing Green Kids: Sowing the Seeds of a Sustainable Future. Watch for it at www.growinggreenkids.org.
Lee Ann Lyons
Instructional Coach
Executive Coach (Principal)
Reading and Writing instruction (elementary and middle school)
Early Intervention Reading Support Development
Designing and Implementing Quality Professional Development in schools
Lee Ann serves as Senior Professional Coach for University of Missouri St. Louis, where she and her Learning Partnership Design colleagues developed CoachED, a course for practicing teachers and administrators who participate in customized coaching to advance learning through on-site collaboration as well as through videotaped sessions with ongoing feedback. Lee Ann also works as an adjunct professor at Webster University where she teaches graduate courses in the MAT Reading Program and supervises graduate students doing their reading practicum required for reading specialist certification.
At the time of Lee Ann's retirement in 2011, she was Director of Literacy and Professional Development for the School District of Clayton, one of the highest performing districts in the state. During her tenure in this position, Lee Ann created the Lab Classroom Program, a professional development structure that opened the doors of teachers as they shared through collaborative problem solving and lesson study. As Director of Literacy, Lee Ann was responsible for the Pre K through grade 12 literacy curriculum and instruction. Through collaboration and study with a committee of teachers, Lee Ann worked to develop a new writing curriculum using Lucy Calkins Units of Study.
Prior to her role at Central Office, she was a building principal, a reading specialist and an elementary teacher. Lee Ann has spent her entire career working to ensure that literacy is taught using methods and curriculum that unlocks the potential for all students.
Lee Ann is co-founder of Learning Partnership Design, an educational design company based in St Louis. As a team, they work with various schools in the St Louis region with a goal of making systemic change.
Dr. Kevin Grawer
Improving high poverty, high minority schools
Implementing successful literacy initiatives at HS level
Changing organizational culture based on teamwork
Creating a culture of "calm and supportive urgency"
Creating an academic focus
Facilitating meetings that maximize staff engagement and build a collaborative culture
Dr. Kevin Grawer is in his eighth year as principal at Maplewood Richmond Heights High School a close-in suburb of St. Louis. Kevin has worked in eight different schools in three different nations and is a strong proponent of creating an academic culture built on positive relationships and a "work like" atmosphere. Always promoting a positive growth mindset, he says it's important to love your students and coworkers—meaning you have a "genuine concern for their well-being and have their best interest at heart." Kevin wholeheartedly believes that a "positive attitude influences outcomes" and that U.S. schools and educators are the best, hardest working, and most student-invested schools in the world.
Kevin states, "Students need to be deeply involved in many aspects of the school's programs. At Maplewood-Richmond Heights High School they run our tech repair department, help prepare our healthy lunches, are actively involved with school leadership decisions that help facilitate our choices. Our students are our most prized assets and that's why we have them out in our community so much. Along with this, each of our students is required to make 'career connections' before they graduate and perform service hours."
Kevin led MRH High School to become a 2012 National Model High School and a 2014 Met Life National Breakthrough High School via the National Association of Secondary School Principals (NASSP). In 2015, the NationalCenter for Urban School Transformation (NCUST) awarded MRH HS its top honor as a "Gold Level National Urban School of Excellence" and the 2017 Missouri ACT exemplar high school. A school once about to be taken over by Missouri's Department of Elementary and Secondary Education has now experienced a renaissance of growth measured by eight years of continuous improvement as reflected in state test scores , ACT scores, major drops in student discipline, and increased community involvement. Dr. Grawer addressed a United States Senate briefing on "Personalized Service in Education–Leading Urban Schools to Greatness" in 2014 and was a member of the "Great Leaders Summit" of educational leaders from the United States and China in July of 2014 in Washington, DC. He appeared on NPR's "Morning Edition" in 2014 to discuss the Ferguson riots and their impact on St. Louis schools as well as "All Things Considered" in August of 2017 while discussing the public school's response to Charlottesville protests.
Kevin is a former AP Spanish teacher and varsity basketball coach with 22 years experience as an educator. He was a Fulbright grantee in 2000-2001 in Madrid, Spain. He has a Bachelor's in Spanish/Latin American History and Education from the University of Tulsa, a Master's in Teaching from Webster University, A Master's in Educational Leadership from The University of Missouri-St. Louis, and a Doctorate in Education from Maryville University in St. Louis.
Dr.Linda Lambert
Constructivist Leadership
Leadership Capacity
Organizational & International Development
Linda Lambert, Ed. D. is professor emeritus at California State University, East Bay, an author and consultant. Her pioneering work in leadership led to invitations from the U.S. State Department and foreign ministries to consult in Thailand, Australia, Malaysia, Singapore, Canada, Great Britain, Mexico, Lebanon, and, most extensively, Egypt. Linda is the lead author of The Constructivist Leader (1995, 2002), Who Will Save Our Schools? (1997), Women's Ways of Leading (2009) and Liberating Leadership Capacity: Pathways to Educational Wisdom (2016). She is the author of Building Leadership Capacity in Schools (1998), Leadership Capacity for Lasting School Improvement (2003), and three historical novels known as The Justine Trilogy. She can be reached at linlambert@mcn.org or www.lindalambert.com.
Zach Taylor
Consciously Creating Community in Schools
School Culture and Climate
Collaborative Leadership Practices
Aligning School Policy and Protocols with School Values
Zach is currently an Adjunct Professor at the Santa Fe Community College and the Program Director for The MASTERS Program High School. He has been working in education for 13 years as a teacher, program director, coach and presenter. Zach has worked with students of all ages and began his career as a middle school remedial literacy teacher in Santa Fe. He then moved on to high school where he created a global issues "peace studies" curriculum as well as a diverse array of independent project-based learning initiatives for students. After a short jaunt in Detroit Michigan working with inner-city youth around leadership and service learning, Zach returned to Santa Fe in 2010 to help start a school as the program director and "organizational development guy." For the past 8 years, he has helped to create and run an innovative school-wide project-based service learning program, a mentorship program, a restorative justice program and a school-wide social emotional learning curriculum. For 7 years Zach has also taught Leadership and Community Development classes at the college level.
Zach's research, work, and presentations incorporate his deep interests in leadership training, transformative education, restorative practices, emotional intelligence, cooperative communication and the conscious creation of community. Zach is a certified emotional intelligence leadership coach/consultant and has traveled locally as well as internationally to help school leaders and teachers understand how to integrate these concepts in order to consciously create positive, connected school communities.
Zach was invited to be a presenter at the Tri-Association of American Schools Annual International Conference in Guadalajara, Mexico and he has been a TEDx speaker. He is the co-founder and lead consultant for Re:Humanizing Education consultant group and the founder of Zach Taylor Consulting.
Zach's philosophy of student learning is consistently evolving as society changes and as research reveals more about how humans learn, but fundamentally he believes that "students find deep learning through relevant discovery and exploration when they feel safe and emotionally regulated." As a consultant in education, he wants to work to cultivate widespread, undiscerning, transformative and deep learning for students of all backgrounds.


Greensboro Habitat affiliate building four new houses.
GREENSBORO, N.C. [05.05.04] — Habitat for Humanity of Greater Greensboro, recently named Affiliate of the Year by Habitat for Humanity International for affiliates serving populations of 50,000 to 250,000, is building four new houses, thanks to a handful of efforts.
An initiative known as Women Build – The Power of the Purse, will include a framing and finishing blitz that will kick off June 3 and build two homes over three weeks.
The women's initiative, Habitat's third, featured a training "bazaar" in March that attracted nearly 200 women and included sessions led by female construction professionals and Habitat's four full-time female Americorps members.
A third Habitat house is being built by a collaboration involving UBS-PaineWebber and WFMY News 2, which is airing promotions and news reports about the construction project.
And RF Micro Devices, which kicked off the "100 houses in 1,000 days" campaign with its second house last year, has begun construction of its third Habitat House.
Habitat's Greensboro affiliate, which was founded in 1987 and has built 225 homes in Greensboro and another 225 in Honduras, two years ago launched a campaign to build 100 houses in 1,000 days.
So far, Habitat has completed 57 of those houses, with another 12 under construction.


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'I thought – who will remember me?': the man who fathered 200 children
Worried he'd never have a family, Louis became a prolific sperm donor, hoping that his children would one day track him down. And then they did
Simon Usborne
Sat 24 Nov 2018 05.00 EST Last modified on Fri 7 Dec 2018 11.26 EST
'Louis' with his daughter, Joyce Curiere, who traced him after getting a DNA test. Photograph: Judith Jockel/The Guardian
Louis used to cycle to the sperm bank, his deposit in a bag. He needed to make it in good time to preserve the contents of each specimen jar, which he placed in a warmed cabinet when he arrived. In the evenings, when men arrived after work, there would sometimes be social events at the sperm bank, with tea and cake. Other sperm banks – he was a regular donor at three – were more perfunctory, with small rooms for donations and the usual magazines.
Like most of the donors, Louis preferred not to linger, but to pedal back to his modest flat in northern Holland and a life he felt was so ordinary that it almost blurred into the background. He was in his early 30s and lived alone, working as a bank clerk. He had no girlfriend, nor any close friends or family.
But Louis was on a secret mission, motivated by a deep anxiety that had built as he drifted through early adulthood. Profound questions of mortality were keeping him awake at night. "I had started to think, 'Who will remember me when I'm gone? Who will talk about me? Who will be my heir?'" he says. "I think our biggest fear in life is not to die, but to be forgotten."
So Louis made an audacious plan. If he wasn't going to have children of his own in the normal way, maybe he could donate sperm in such quantity that – eventually – a child might try to find him. To pull it off, Louis would need to play a biological numbers game. "If I had 10 children this way, there would be a very slim chance of success," he says. "But what if I had 100… or even more?"
Talking publicly to the English press for the first time via a video call, Louis, now 68, wears a denim shirt and occasionally waves his arms at the screen, which is propped up on a pile of books. "Louis" is an alias he has asked to use because, among the other consequences of his actions, he has been threatened. Speaking deliberately, with the fluency of a man who has had a lot of explaining to do, he describes how his mission has transformed hundreds of lives, but also raised questions about family secrecy, identity and the ethics of artificial insemination.
Louis was born in the Netherlands but spent his earliest years in Suriname in South America, where his father, a doctor, was born. Louis barely saw him and he and his mother, a Dutch missionary nurse, returned to Holland when Louis was six. His father later also settled there.
Louis and his father were largely estranged, but the boy felt a pressure to seize opportunities his Surinamese family never had in the former Dutch colony. Even so, he struggled at school and dropped out of university. "When I was 21, I got a job at the bank and I sat behind a typewriter, which then became a computer, for 39 years," he recalls. "My father was never able to understand that. He felt like he had given me a chance and I hadn't taken it."
A broken home turned Louis against the idea of marriage. Had his parents been happy, he wonders if he might now have siblings and closer ties to his extended family. Perhaps he would have a family of his own. He also believes he has a form of autism, which has made relationships and emotions difficult. He says he doesn't feel things like other people. Romances have died on the vine. He was happy in his own company, but an existential angst still consumed him – until he decided on his unique mission.
I was pregnant with twins when I found I had 15 siblings and that my father was not my father
Regulation of Dutch sperm banks was lax in the early 80s, but Louis knew that donating at the level he needed would be discouraged. (Laws still vary. In Britain today, the same donor sperm may be used in no more than 10 families. In Holland, the limit is now 25. Any more, and the risk of accidental incest is thought too great.) To avoid raising suspicion, Louis used three sperm banks, the farthest one a short train ride away, logging his donations in a notebook he still keeps on a shelf.
For 20 years, from 1982, Louis donated as often as three times a week, generally before work. He says the banks must have known he was visiting too often, but demand for reliable donors was high: Louis was an asset. The clinic he cycled to, it would later transpire, had also exaggerated his credentials in the anonymous profile for prospective mothers. "It said I was university-educated, that I was a boss at a bank and that I had no interest in being contacted by future children," he says. It also failed to mention his ethnicity; Louis describes his father as "black and white – we descend from African slaves and their owners".
While the sperm banks turned a blind eye, Louis never lost sight of his goal. He describes it as a train that was hard to stop. Eventually, in 2002, he felt as if he had done enough. By then, Louis was in his 50s and his oldest children – wherever they were – would be adults. He returned to his quiet life and waited.
As she grew up, Joyce Curiere, now 34, became aware that she did not look much like her blond, blue-eyed father. She has freckles and thick brown, curly hair. "My parents would say things like, 'Well, you look just like your grandad's grandad,'" says the former nurse, who now works in sales in Amsterdam. When a grandparent let slip the truth – that her parents used donor sperm – Joyce, then 16, confronted them. They refused to admit it. She wanted to know more, but had no idea where to begin.
In Britain, donor children born since 2005 have the right to find out the identity of their biological parents when they reach 18; Holland has introduced a similar law. Children born before 2005 do not get the same right to know, but what has changed for them is the rise of consumer DNA testing. Services such as AncestryDNA and 23andMe offer low-cost reports in weeks, including genetic matches to other people who have submitted samples to their growing databases. In Holland, several family reunion TV shows have emerged in this era of genetic accessibility. In 2015, 14 years after she confronted her parents, Joyce sat down one night to watch Familie Gezocht (Family Search). It featured a woman called Amanda.
Jordy Willekens, who made Louis his legal father. Photograph: courtesy of Jordy Willekens
"She was a nurse, too, and had curly, brown hair and the same voice as me," Joyce says. "They showed pictures of her as a baby and I was like, 'Well, that's me. Those are my pictures.'" Amanda even wore similar earrings, and had a tattoo on the same shoulder. Two weeks later, Joyce sent off a DNA sample to a Dutch foundation that helps unite donor families. "I was pregnant with twins when I found I had 15 siblings and that my father was not my father," she says.
Those 15 people had already started their searches, and submitted samples. So had Louis. The children matched each other – and him – and the number quickly grew. Louis has calculated his donations have resulted in 200 births, "give or take a dozen". He doubts another estimate, which he says came from the foundation, that he may have as many as 1,000 children. Confidentiality and use of unlicensed donors means records are hard to keep, but a figure anywhere near this high would make Louis one of the world's most prolific fathers.
For Joyce, the revelation was overwhelming. Yet her parents refused to accept the DNA evidence. "Their doctor said never to tell their child she's from a donor because it would get them in trouble," Joyce says. She is now estranged from them. After a difficult pregnancy, followed by postnatal depression, she did not have the time or emotional strength to meet her biological father. Not yet.
Four years before Joyce's discovery, Louis happened to see a TV show called Wie Is Mijn Vader? (Who Is My Father?). "They had a couple of twins and a sister, and at first I didn't react," he says. "Then they said the names of the boys who wanted to meet their father. They were Maaike and Matthijs. I thought, 'Shit, those two are mine! It is really happening.'"
These names had meant something to Louis since the autumn of 1989, when he had spotted a document he should not have seen at one of the sperm banks. It had the names of two children – Maaike and Matthijs – and some basic information about their donor: dark hair, dark eyes, A+ blood type. "I thought, that's me, those must be my children," Louis says. He made a note of the names. "I call it divine intervention that made me look at the right place at the right time," he adds. "Just as it was in 2011, when I watched that TV programme."
Ivo worries about his children having romantic meetings with relatives. 'What if they party in the same city centre?'
On the show, the twins talked about hoping to meet their father one day. "I looked more closely, and they looked like me," Louis says. "I don't feel feelings, but I can say that this was like an explosion." He contacted the TV company, and submitted a DNA sample. He got a call to say eight children were, at that stage, looking for the same father. The first meeting came later in 2011, when Louis arranged, through the foundation, to see a brother and sister. "There was no crying, but they did find it very intense," Louis says. "It was difficult, because I thought they would want to know everything about me, so I gave them everything, and it was a lot. I had to learn to listen. But they were mine. They really existed."
In the seven years since, Louis has met more than 40 of the 57 children to whom he has now been matched. Joyce emails me a list of their dates of birth and initials. Joyce is among the oldest, and was born in March 1984. The frequency of the dates suggests a village school, rather than a family. Children known as I, B, M, K, H and G were also born in 1984. H and J arrive in 1985, and six more in 1986.
A few months after her own twins were born, Joyce decided to meet up with Louis. She remembers being struck by how alike they looked. Louis talked and talked. "All the things I had wanted to know about myself – all the answers I had been searching for since I was 16 – he gave me in 90 minutes," she says, sitting next to Louis (he has travelled to her home for the interview). He had a dark sense of humour she immediately recognised as her own: "Sometimes I still sit with a cup of tea and ask, 'How did this happen?'" she says.
Watching a TV documentary featuring some of Louis' children, Ivo van Halen realised he must be one of them. Photograph: courtesy of Ivo van Halen
She also got to meet Amanda, the sister with the same tattoo she'd seen on TV. All the siblings describe an instant, reassuring recognition when they first met – an immediate ease; a shared sense of humour. This is captured in a striking clip from a documentary they contributed to in 2015. When Joyce answers her door to Amanda, they are wearing very similar floral dresses. They have the same stature, hair, eyes. They head to the park and toast each other with a glass of wine. "To being sisters and finding each other because the universe wants it that way," Joyce says. "It's as if we've known each other for years."
With each documentary and news report about Louis' children, awareness of his story has grown. So have the Facebook and WhatsApp groups the siblings use to communicate. The web got more tangled still when one mother was angered to learn her donor was mixed race. She talked to a Belgian newspaper and, Joyce says, a neo-Nazi group threatened to "come for Louis". Some siblings were against even an anonymous interview, partly out of concern for his safety: "But I think he should tell his story now," Joyce says, "and not just be talked about."
Louis is matter-of-fact about the ethics of his endeavour. He feels no remorse, but for some the experience has been fraught. Each child arrives with their own story – and questions. Ivo van Halen, 34, learned only recently that his parents had been preparing to tell him the truth about his parentage, until his mother died in a car crash. Ivo was 11, and his father lost the courage; he couldn't risk losing his sons. They had his hair colour and never suspected he was not their father (Ivo's brother is from another donor). But five years ago, Ivo's father called his sons together and told them. "We said it changed nothing," says Ivo, who works in IT. "I felt sad for him, that he'd had so much difficulty with it."
Ivo felt little need to find his biological father until he, too, saw a documentary featuring some of Louis' children. The story had now become part of a bigger scandal in Holland, after it was revealed that the doctor who ran one sperm bank Louis used had secretly donated his own sperm, and mixed it with other donations to increase the chances of conception (the doctor has since died). Watching it, Ivo says, "I thought, 'Wow, these people even move like me. OK, now I want to know.'" He did a DNA test, and joined the Facebook group.
Ivo has not yet met Louis, though they have exchanged emails. He struggles to explain the delay; he appreciates knowing the truth about his identity, and has enjoyed meeting his siblings, but not for the same reasons as Louis: he has young children now, and wants to protect the next generation from the risk of romantic meetings with distant relatives. "What if they all go and party in the same city centre?" he asks. "I want to prevent accidents from happening."
Joyce is one of the three children to whom Louis has grown closest. Photograph: Judith Jockel/The Guardian
"There are bigger threats in this world," Louis says in an email when I press him on these risks. "But if Ivo's concerns bring new sheep to the flock, who am I to protest?" There is some ego in his mission. He is only half joking, during the video call, when he reaches to ancient Egypt for a metaphor. "The pharaohs built pyramids," he says. "These children are my pyramids."
Louis, whose own parents died in 1988 and 1990, is close to only a handful of the children he has discovered so far. On the day I talk to Ivo, the group of siblings receives a message from Jordy Willekens, who is 28 and has been a member for three years. He has news to share: he has decided to make Louis his legal father. Jordy always knew he had a father out there, because he grew up with two mothers. He thinks their honesty partly explains why he felt little need to find his father. He also assumed it would be too much effort. "If I had realised it would be this easy, I would have done it 10 years ago," he says.
Three years ago, Jordy's then girlfriend alerted him to a documentary about the group of siblings. "It was madness to think I could deny it," he says of the physical likeness he saw in them. He got the test, joined the group and, in 2016, met Louis in a restaurant. "He stared at me for 10 minutes," Jordy recalls. "But it wasn't awkward. It felt like I had found half of me."
Jordy, who also works in IT, grew fond of Louis. He gets him. "We're all afraid eventually to turn up alone without anyone to love us," he says. "I wouldn't go to those lengths, but he never had anyone to tell him it wasn't ethical or that he wasn't alone."
Six months ago, in the shower, he decided to make the legal change. The paperwork came through last week. As we talk, Jordy gets an email from Louis asking if he has shared the news with the group. "He has addressed it to 'My dear son'," Jordy says, laughing a little.
Louis says Joyce and Maaike, the other two children to whom he has grown closest, are also now in his will. He is not a rich man, but says he always hated the idea that strangers would one day come to clear out his apartment and arrange his funeral. "Now I have three heirs," he says after Jordy's news breaks. "Perhaps there will be others. Mission accomplished."
If Jordy now sees Louis as a father, for some it's not quite as clear. Joyce, who sees him only occasionally (they live in different cities), describes him more as a good friend she can phone for advice. She has lost contact with the father who raised her, but says she isn't looking for a replacement.
America's hottest export? Sperm
Seventeen of the siblings are members of the WhatsApp group. They talk about work and share memes in the usual way. "You can discuss sperm only so much," Jordy says. "But there's always a buzz when new blood is added to the mix." Not that everyone wants to be part of this strange new family. For some, the shock of discovery is too much. "When I met one daughter, it was as if all the energy in the room blew away," Louis says. "I didn't know what to say, she didn't know what to say, and later she told me she didn't want to meet again."
Jordy's biological mother, who separated from her partner years ago, had no idea who had helped her have a child, or why. She was initially concerned about her son's search, but approved once he reassured her it could never change their relationship. Last summer, she and Jordy met Louis together. "I was walking behind them at one point and I was like, is this really happening?" Jordy recalls. He sees Louis as a real father now – just not a straightforward one. What did his mother think of Louis? "She liked him," he says. "She said to him, 'We created something really nice.' And he agreed with her."
• Comments on this piece are premoderated to ensure the discussion remains on the topics raised by the article.
If you would like a comment on this piece to be considered for inclusion on Weekend magazine's letters page in print, please email weekend@theguardian.com, including your name and address (not for publication).
• This article was edited on 7 December 2018 to clarify that Louis was talking to the English press for the first time.
Parents and parenting

redpajama_set_name: RedPajamaCommonCrawl


and all that is affected 16 in [ or: by] them, is known to the person and sensed in his brain.
And this is the meaning of what we say: 18 "…and no creature is hidden from You," inasmuch as all created beings emanate from Him.
This emendation parallels that which is stated a little later on, that the analogy of man's knowledge of his organs isnot at all similar to the analogue, for a person is affected by his body; G‑d, however, is in no way affected by changes in the world. It therefore is reasonable to assume that the analogy given here is that of the person being affected by his bodily organs, for it is in this regard that the analogue is not at all similar to the analogy.
17. I Divrei HaYamim 29:14.
18. In the Mussaf prayer of Rosh HaShanah.
19. Parentheses are in the original text.


text:
UC Davis Institute of Transportation Studies
The Social-Cost Calculator (SCC): Documentation of Methods and Data, and Case Study of Sacramento
Author(s): Delucchi, Mark
Planning agencies, analysts, non-profit organizations, regulatory and legislative bodies, and other organizations develop long-range local, state, regional, and national transportation plans. These plans typically comprise two or more alternatives, or scenarios. These alternatives have different financial costs and different impacts on travel, air quality, noise, safety, and so on. To evaluate and compare these alternatives with their different impacts, planners and analysts often use social cost-benefit analysis (CBA), which estimates the dollar value of all of the major impacts of the plan on society. With social CBA, the different plan alternatives can be compared by the single metric of net dollar benefits.
In support of social CBAs of transportation plans, I have developed an Excel Workbook, called the "Social Cost Calculator," or SCC. The SCC estimates costs for up to five different transportation scenarios for up to six different geographic areas, in the following cost categories:
* public-sector goods and services (e.g., highway maintenance and repair, highway patrol * climate-change * external costs of oil use (e.g., supply disruptions, military defense of oil supplies) * fuel cost (resource cost, taxes, producer surplus, and costs of delay) * noise * accidents * parking * travel time and congestion * air pollution from motor-vehicle exhaust * air pollution from the upstream lifecycle of fuels * air pollution from road dust, brake wear, and tire wear
For the most part, the categories listed above comprise all of the major social costs of motor-vehicle use except those that are efficiently paid or borne directly by motor-vehicle users such as vehicle costs, most operating costs, and some time costs. I exclude those efficiently priced costs for two reasons: i) because they are priced, they are relatively easy to estimate; and ii) because they are more or less efficiently priced, they are of no concern in an analysis of efficient use of transportation systems, and arguably are of only secondary concern in a social CBA. (They are of secondary concern in a social CBA if one believes that net private benefits per mile are likely to be similar across transportation scenarios, and consequently that differences in net social benefits among transportation scenarios are likely to be determined by differences in unpriced or inefficiently priced costs.)
Many but by no means all of the social costs listed above and estimated here are what economists call "external" costs, which can be understood to be inefficiently priced costs of motor-vehicle use (for details, see report # 9 in the UCD social-cost series). Air pollution, noise, congestion, climate change and some of accident, public-sector, oil-use, and fuel-use costs are externalities. Costs that are not directly related to motor-vehicle use (e.g., highway capital costs and defense expenditures), costs that are unpriced but not necessarily inefficiently so (e.g., bundled costs such as parking), and costs that are priced but not necessarily perfectly (e.g., highway maintenance costs and fuel costs), are social costs and may or may not be denominated "external" costs depending on one's tastes.
Social costs, which include all external costs plus all non-external costs, are used in social CBA, because in social CBA one wishes to compare all of the costs and benefits to society, for each alternative. Social and external costs also are relevant to pricing and hence are useful in analyses of efficient use of transportation modes. Thus, social and external costs inform our comparison of alternative transportation plans and our policies for efficient use of transportation systems.
This report documents the data and methods used in the SCC, and applies the SCC to a case study of Sacramento. The Sacramento Council of Governments (SACOG) develops alternative transportation plans for Sacramento as part of its Metropolitan Transportation Plan (MTP). Here, we apply the SCC to estimate the social costs of five different MTP alternatives (four for the year 2025, and a year-2000 baseline), for the six counties in the SACOG planning area. As part of this case study, parameter values pertinent to Sacramento are documented throughout. Note:
How Can Automated Vehicles Increase Access to Marginalized Populations and Reduce Congestion, Vehicle Miles Traveled, and Greenhouse Gas Emissions? A Case Study in the City of Los Angeles
Rodier, Caroline;
Kaddoura, Ihab;
Chai, Huajun
Benchmarking GHG Emissions from California Concrete and Readily Implementable Mitigation Methods
Cunningham, Patrick R.;
Miller, Sabbie A.
Transformation of Engineering Tools to Increase Material Efficiency of Concrete
Ichimaru Watanabe, Sonoko;
Kamau-Devers, Kanotha;
Dock-based and Dockless Bikesharing Systems: Analysis of Equitable Access for Disadvantaged Communities
Jaller, Miguel;
Niemeier, Debbie;
Qian, Xiaodong;
Hu, Miao
Improving Our Understanding of Transport Electrification Benefits for Disadvantaged Communities
Bush, Kristen M.;
Lozano, Mark T.;
Niemeier, Deb;
Kendall, Alissa


text:
First audio clip from Survivors series nine released
May 19, 2019 8:32 pm / Leave a Comment / Survivors: A World Away
TODAY'S BIG FINISH podcast (19 May 2019) includes the first short clip from the nine and final series of original Survivors audios released next month by Big Finish.
Presenters Benji Clifford and Nick Briggs incorporate the brief extract in the round-up of upcoming releases (eighteen minutes into the podcast). The clip, which mixes the contents of two separate scenes, features the voices of characters Abby, Jenny, Ruth, Craig and Robert.
Introducing the extract, Briggs acknowledges that he has to fully complete the musical soundtrack he is scoring for the four episodes, although he insists that he is "not behind schedule" with the work.
Big Finish have yet to make an public announcement as to how the company might continue to produce Survivors material once series nine has been released. In the podcast, Briggs mentions in passing that "although it's the end of the full-cast [Survivors] dramas for the moment, for the foreseeable future" that "there will be continuing audio books".
If this is subsequently confirmed by an official statement it would mean that Big Finish are committing to releasing single-voice audio stories based in the Survivors world and narrated by actors from the series.
Big Finish Survivors series nine preview in Vortex
THE LATEST ISSUE of Big Finish's free magazine Vortex includes a preview of the upcoming ninth and final series of original Survivors audios.
In the fully-illustrated four-page feature, Survivors producer David Richardson explains:
We knew we were reaching an end point with the full-cast Survivors stories – we've run for nine box sets of 36 episodes (that's just two short of the TV series), and the longevity of a series is only guaranteed by sales. There's a law of diminishing returns with any audio series, and so we felt that by the ninth box set it would be best to conclude our ongoing storyline. It was great to have that notice, to be able to plan for a proper, final end. And I think the end is perfect – powerful, credible and with maybe a hint of a beginning too.
Big Finish. 2019. 'World's End', Vortex, No 123, May, pp.10-13.
https://www.bigfinish.com/vortex/v/123
The ninth and final series of Big Finish's Survivors audios is released in June 2019 and is available to pre-order in both download and CD formats, direct from the Big Finish web site.


text:
__БЕЗКН__

NGC 2474 је елиптична галаксија у сазвежђу Рис која се налази на NGC листи објеката дубоког неба.

Деклинација објекта је + 52° 51' 44" а ректасцензија 7-{h}- 58-{m}- 0,3-{s}-. Привидна величина (магнитуда) објекта -{NGC}- 2474 износи 13,1 а фотографска магнитуда 14,1. -{NGC}- 2474 је још познат и под ознакама -{UGC 4114, MCG 9-13-97, CGCG 262-52, KCPG 147B, NPM1G +52.0051, PGC 22322}-.

Референце

Литература
Revised New General Catalogue and Index Catalogue, Wolfgang Steinicke, 2012. Доступно у овом фајлу са објашњењем на овој страници
SIMBAD база података, Стразбуршки центар астрономских података (CDS), Стразбур

Види још
Нови општи каталог

Спољашње везе

Интерактивни каталог NGC, IC и Месјеових објеката
-{SIMBAD}- база података

Нови општи каталог сазвежђе Рис

redpajama_set_name: RedPajamaWikipedia


tic-tac-toe. Melinda Gates is the Bill Gate's wife .Bill Gate's has 3 children.
This super car was launched in 2010, with horse power 1,200hp. It has top speed 415 hm/h with acceleration from 0 to 100km/h in 2.5 seconds. These specification of car make mostly people fan of it.
This super car having new V12 Engine with 740 horse power and launched in 2012. This car have amazing spec with top speed 349km /h and accelerate 0 to 97 km/h in less than 3 second.
BMW 7 is the best car from the BMW Company because it is with 3.0 liters petrol engine with top speed 250 km/h. Its Prize is $130,000.
Believe it or not, the Mercedes S600 having 5,305 pounds wieght with V-12 and sprint to 60mph happens only in 4.7 second and having top speed of 130mph. Its Prize is $440,000 .
Maybach S62 Landaulet having V12 Engine with acceleration from 0 to 60 mph with in 5.1 second. Its top speed is 130mph.
Did you hear about services where you can find out about vehicle conditions before you buy it? My friend told me about https://www.faxvin.com/vin-check/washington, where just entering the VIN number you can get the detailed information about the accidents history of the car, theft records, mileage, recalls and defects etc. If you have some other examples, I'll be glad to read about it.


We hope that you find the website both an interesting and enlightening insight into an important part of social history. These pages will provide information about the experiences of people who contracted polio when there was no vaccine to prevent it, the treatment that they had to endure.
The life stories that are told in the interviews have been captured through the eyes and ears of fifty members of The British Polio Fellowship. Listen to their experiences, look at the photo galleries, and see if you recognise friends, relatives, or yourself.
In the polio memories section read the diary of Val Kennedy who visited her son every day whilst he was in hospital in an iron lung. Then turn to 'Nightmare', the memories of a small boy when he was in hospital; you cannot fail to be moved by his thoughts and experiences.
As there are so many interviews from British Polio Fellowship members, men and women from here and overseas spanning several generations, you may not be able to listen to all the interviews in one visit, so please keep returning to the site and learn more on each visit about the fascinating life-stories of Fellowship members.
Finally, you can also learn more about the work of The British Polio Fellowship, join the Fellowship, or make a donation. The charity receives no government funding for its core work and therefore depends on grants, donations, and fundraising initiatives to continue to offer support to the many thousands of people who live in Britain and have had polio.


In an emotional speech Station manager Patrick Hart revealed how the station nearly closed 3 years ago after the cash ran out to pay for a full time Station Manager and how he, current Chair Ali Grant and a handful of dedicated board members & volunteers worked through a very traumatic time to turn the station around. He paid tribute in particular to Ali Grant whom he described as a "real strength and positive influence" at a time when many people would have walked away. Mr Hart also praised the 180 strong team of BCfm volunteers whom he described as the most dedicated group of individuals he had ever worked with.
BCfm produces over 60 different programme strands weekly that represent virtually every section of our community and have gained national acclaim for their production standards, training, innovation and pioneering approach to broadcasting.


Combining data, colorful artwork, interactive charts, graphs, and timelines, Visualizing the Beatles is a fresh and imaginative look at the world's most popular band. Meticulously examining the songs on every Beatles' album from Please Please Me to Let It Be, UK-based graphic artists John Pring and Rob Thomas break down the success of Beatles' singles across the world, their tour dates, venues, and cities, their hairstyles, fashion choices and favorite guitars, and a wealth of other Beatles' minutiae. Visualizing the Beatles also includes illustrations involving the conspiracy theories of the "Paul is dead" hoax as well as A-to-Z lists of every artist or performer who has ever covered a Beatles' song.


Tanzania is located south of the equator and on the coast of the Indian Ocean and is the largest country in Eastern Africa with a land area of 881,289 sq. km in the mainland and 2,460 sq. km in Zanzibar and a population of 44.9 million of which 1,303,569 are in Zanzibar (2012 population census). It shares its borders with Burundi, Kenya, Malawi, Mozambique, Rwanda, Uganda, Zambia and the Indian Ocean with a coastline of 1,424 km in length. It is three hours ahead of GMT.
Tanzania is characterized by a narrow coastal belt with tropical beaches, an elevated plateau covered by savanna and bush, a Rift Valley, Mountains and a Crater. It has three major sea ports and various fresh water lakes.
The official language is Kiswahili but English for international correspondence. In addition, there are more than 120 tribal languages spoken in the country. However, one can rarely feel lost regardless of where one is in this vast country because Kiswahili is also the national language.
Tanzania brags of a tropical weather throughout the year and is semi-temperate as you move further inland. The hottest month is January with temperatures that go as high as 320C in Dar es Salaam and the coldest is July with temperatures as low as -40C in some areas of the Southern highlands. September is the driest month and April the wettest. The best times to travel to Tanzania for holiday or leisure should be between June and October when temperatures are warm and mild particularly if visiting Dar es Salaam, Zanzibar and other coastal towns. Be prepared for lots of rain if you visit in April and May as this is when Tanzania usually has the long rains.
The main religions are Christianity and Islam. However, you can also find Hindus and other traditional religions.
Tanzania has a range of fascinating cultures of which the most famous is the proud Maasai, a pastoral population. There are more than 120 tribes in Tanzania which differ in their culture, customs and language. When you visit Tanzania you can learn about different medicinal plants, tribal rituals and traditional farming methods.
Tanzania has a few key regions with specific characteristics. Just to highlight a few, we have Arusha city which is at the foothill of Mount Meru and a popular 'safari' (which means journey in Swahili) centre where tourists and leisure travelers converge before departing for other sites. Dar es Salaam is the commercial capital which boasts of a huge natural harbour and other interesting sites. Dodoma is the capital and administrative city where the Parliament holds its sessions. Tabora is a historical town that was once the meeting point for slave traders, and later became a significant mission station. And as you travel towards the southern areas of the country you will pass through the southern highlands comprising the big four producers of staple food; Morogoro, Iringa, Mbeya and Ruvuma.
Discover East Africa one of the top Africa Vacations destinations through adventure activities in the best parks on the Africa. A combination trip through East Africa visiting the greatest game reserves in the world as well as stunning lakes and Gorilla tracking.
W -32° 28.51146" N 0° 3.8712"


text:
Jacob Anthony Angeli Chansley (ca. 1988), ook bekend als QAnon Shaman, Q Shaman en Yellowstone Wolf, is een Amerikaans activist, sjamaan en complotdenker. Hij is een aanhanger van QAnon.

Hij is vooral bekend door zijn deelname aan de bestorming van het Capitool, door aanhangers van president Donald Trump, op 6 januari 2021. Met zijn bontmuts met bizonhoorns, geschminkte gezicht en speer met de Amerikaanse vlag trok Angeli de aandacht van de wereldmedia. Dit zou een bewuste keuze zijn geweest om de aandacht op zichzelf te vestigen en zo zijn boodschap voor het voetlicht te brengen. Hij riep aanhoudend "Freedom!", betrad de Senaatskamer en nam plaats op de zetel van vicepresident Pence.

Eerder verspreidde hij complottheorieën op sociale media en bezocht hij QAnon-demonstraties in en rond Phoenix (Arizona). Angeli draagt verschillende tatoeages uit de Noordse mythologie, onder meer van een Valknut, een Yggdrasil en een Mjölnir. Ook draagt hij het door nazi's en neonazi's vaak gebruikte zonnekruis. Naar eigen zeggen is hij in het dagelijks leven stemacteur en zanger.

Een aantal complottheorieën claimden dat Angeli namens antifa was geïnfiltreerd. Dergelijke complottheorieën werden gevoed door een foto van Angeli met Michiel Vos, de schoonzoon van Nancy Pelosi. Vos deed echter als journalist verslag van de bestorming voor RTL. AP Fact Check toonde aan dat Angeli in de maanden voorafgaand aan de bestorming regelmatig was gefotografeerd op Trump-bijeenkomsten. Toen werd hij gespot terwijl hij een bordje met QAnon-slogan ("Q sent me") droeg.

Angeli werd na de gebeurtenissen gezocht door de politie van Washington D.C. Op 9 januari werd hij gearresteerd.

Angeli volgt een sjamaandieet en neemt enkel biologische voeding tot zich. Tijdens zijn voorlopige hechtenis weigerde hij dan ook uit religieuze of gezondheidsredenen te eten. Omdat de gevangenis in Washington DC zijn veganistische dieet niet kon leveren werd hij overgeplaatst naar een andere gevangenis.

Op 8 februari 2021 nam Chansley via een geschreven verklaring die door toenmalig CNN-anchor Chris Cuomo werd voorgelezen afstand van Trump en betuigde hij spijt voor zijn deelname aan de bestorming. Zijn advocaat beschreef dat Chansley onder invloed van de vele uitingen van Trump, sociale media en de inhoud van conservatieve media was gehersenspoeld en bij gebrek daaraan in de gevangenis bij zinnen was gekomen.

Op 2 september 2021 werd bekend dat Chansley een pleit-overeenkomst met de aanklager was overeengekomen. Volgens zijn advocaat wil hij ook niet langer bekend staan als de QAnon Shamaan. Hij zou zich die rol hebben aangemeten als gevolg van psychische problemen die hem vatbaar voor propaganda maakten. Op 3 september 2021 bekende hij schuld voor de rechter. De aanklager maakte op 10 november 2021 bekend de rechter een gevangenisstraf van 51 maanden en een schadevergoeding van 2000 dollar te zullen aanbevelen. Op 17 november werd hij tot een gevangenisstraf van 41 maanden veroordeeld. Hij zit zijn straf uit in de Safford federal correctional facility in Arizona.

Amerikaans activist


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Teaching resources and research
LGBT support organisation
The following resources have not been vetted by the School of Education but are offered here as general public domain resources.
Resources specifically for schools
Stonewall Education Resources
LGBT Youth Scotland's school resources
'Unpacking the Invisible Knapsack 2: Sexual Orientation - Daily effects of straight privilege'
Research articles from the UK press
Lessons on gay history cut homophobic bullying in north London school (The Guardian)
'Sir, are you queer?' (The Guardian)
A lesson in why it's cool to be gay (The Guardian)
"That's so gay!" Lesbian teachers challenge homophobia (Diva Magazine)
Bloom, L R (1999), 'Interpreting interpretation: Gender, sexuality and the practice of not reading straight', International Journal of Qualitative Studies in Education, 12:4, 331-345
Chang, Y-K (2005), 'Through Queers' Eyes: Critical Educational Ethnography in Queer Studies', Review of Education, Pedagogy and Cultural Studies, 27:2, 171-208
Francis, B (1999), 'Modernist Reductionism or Post-structuralist Relativism: Can we move on? An Evaluation of the Arguments in Relation to Feminist Educational Research', Gender and Education, 11:4, 381-393
Grace P A, Hill J R, Johnson W C and Lewis B J (2004), 'In other words: Queer voices/dissident subjectivities impelling social change', International Journal of Qualitative Studies in Education, 17:3, 301-324
Nixon D and Givens N (2004), '"Miss, you're so gay." Queer stories from trainee teachers', Sex Education, 4:3, 217-237
Russell, V T (2010), 'Queer teachers' ethical dilemmas regarding queer youth', Teaching Education, 21:2, 143-156
Toynton, N (2006), '"Invisible other": Understanding safe spaces for queer learners and teachers in adult education', Studies in the Education of Adults, 38:2, 178-194


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The "model state" and the United Nations
After receiving several complaints., two special rapporteurs of the UN addressed on the 2nd of November 2018 a letter to the Romanian government, asking for information about alleged violations of basic human right. The letter is available here.
The government had at its disposal 60 days for sending a reply, but after seven times 60 days the UN officials are still waiting for that reply. And if one thinks that this is only an accident, we invite him to visit the UN website where such letters are made public (search for Romania), in order to observe, that actually in the case of Romania this happens in almost every case.
How are ethnic minorities perceived in Romania?
With only nine days passed from this year, according to information presented in the media, in seven cases the Hungarian name of the settlement was overpainted on the name plates at the entrance or exit of different settlements in Transylvania:
The fact itself should raise rise some questions in anyone's mind whether it is true or not, that in Romania the minorities are treated in an exemplary way. Because if a state shows respect to a category of people, considers them a valuable community, and makes that clear by words and facts, than one could expect the citizens of the country to act accordingly. But these vandal acts show exactly the reverse.
Of course these cases could be only exceptions, people with bad habits exist in any country, so we should not draw unfounded conclusions from only some specific cases. But there are three facts that show, that being concerned is not an exaggeration.
The first of them is that such cases are happening regularly. Not so often, but regularly, and in each case only the Hungarian name is vandalized, so the message is clear, the perpetrators are showing how they feel about the Hungarians, their language.
The second one is, that never, but literally never did the state police identify the perpetrators. Obviously there are cases everywhere when the perpetrator of a crime is not identified, but when in the case of a specific crime not one of them is caught and fined, that is at least weird, and rises the question, whether the state authorities are doing their best in those cases. And it is important to stress, that the state authorities are those to be blamed, because in one of these recent cases the local police of Székelyudvarhely/Odorheiu Secuiesc (recently founded, being under the authority of the local council) managed to identify the car of the perpetrator, so he himself was finally identified. This case in our opinion shows, that it is not impossible to identify the perpetrators of these cases, if there is an intention to do so.
But the most important, relevant (and literally scary) is the third one, the reaction of the society. In this respect it is relevant, and probably sufficient to mention just one example, a Facebook post on the page of a TV station (Digi24), relating about the damaging of the name plates and the fact, that one perpetrator was identified. Visiting that page one can observe, that posts are followed generally by some comments, the average is about 10-20, but that one generated more than 1000 comments in only some hours. A genuine eruption of comments, and a considerable part of them:
– expressed support for the perpetrator,
– blamed the authorities for identifying him, and
– expressed hate for the Hungarian people and language.
Hundreds of such comments could be read under the post, for those who know the Romanian language here are some of them:
And this is only one example! If searching the net these days, others like this can be found in a large number. And what is also a source of concern, the administrator of that page, being asked to remove the comments which are against the law prohibiting discrimination and hate speech, did nothing, didn't even give a reply.
In our opinion this is a strong signal that the Romanian society is ill, and needs serious intervention. The state authorities should give up to just repeat, that they handle in an exemplary way the minority issue and instead of that to begin to act like that. In concrete:
– To punish severely the perpetrators of these acts, not only because the physical damage they have done, but taking into consideration their motives (xenophobia).
– To inform the citizens of the country about the rights of the national minorities enshrined in domestic law and international documents ratified by Romania.
– To put in practice those rights, instead of breaking them regularly.
– To inform the citizens about the positive experiences of other countries which really assure those rights to their citizens.
– And so on…
It is important to note, that this would benefit not only the ethnic minorities, but the country as a whole, according to the experience of states which really appreciate and trust their minorities and assure them different types of autonomy, as mentioned here .


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Free moving screening to mark Provincial Eating Disorders Awareness week
Centennial Theatre, 2300 Lonsdale Avenue05 Feb '19 @ 6:00 PM - 10:00 PM
Eating disorders affect up to 70 million people globally with the highest mortality rate of any mental illness. With this in mind, Family Services of the North Shore is marking Provincial Eating Disorders Awareness week (PEDAW), by hosting an exclusive film screening of The Illusionists at Centennial Theatre on Tuesday February 5th. The Illusionists exposes how multi-billion dollar industries saturate our lives with images of unattainable beauty, fueling insecurity and body hatred. The film will be followed by a discussion with leading experts and Italian filmmaker, Elena Rossini, who is traveling to Vancouver from Paris specifically for this event. The discussion will focus on how to support a healthy body image and balanced tech use in the face of media manipulation.
Current research demonstrates that mass media exposure can negatively impact individuals' body image and lead to disordered eating (Holland & Tiggeman, 2016). The use of highly visual social media platforms such as Facebook and Instagram leaves young people particularly vulnerable to its negative effects (Morengo et al., 2018). These platforms enable users to compare themselves to images of friends and strangers with seemingly chiseled bodies, perfect skin and happy lives.
While most images show an unrealistic snapshot of a highly edited and filtered reality, many users are left feeling like they don't measure up. Feeling inadequate can make people feel insecure, depressed, and anxious, known risk factors for engaging in unhealthy weight control behaviours. But, social media and body-focused advertising is here to stay, and we need to learn how to cope in a changing world.
"The focus of this campaign is to raise awareness of how tech use impacts our mental health and body image" states Joanna Zelichowska, Manager of Jessie's Legacy Eating Disorder Prevention, a Program of Family Services of the North Shore. "We want to encourage people to begin having these conversations at home, at work, online, and in our communities. We believe this is the first step in restoring balance and mental wellness in the digital world."
PEDAW raises awareness for eating disorders and provides education about media literacy, resiliency, building healthy body image, and self-esteem. This year communities across BC will be uniting to share the #showpurplelove message on social media through 'purple lightings' of landmarks, wearing purple, and the Love Our Bodies Love Ourselves signature wristbands.
Free Moving Screening of The Illusionists – Raising Resilient Teens in the Digital Age:
WHEN: Tuesday, February 5, 2019
WHERE: Centennial Theatre, 2300 Lonsdale Avenue, North Vancouver
TIME: 6:00 pm doors open, 7:00 pm screening
REGISTER: familyservicesnorthshore.eventbrite.ca
Join DARPAN Magazine community on socialmedia!
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Event Location Centennial Theatre, 2300 Lonsdale Avenue
Post Code: V7M 3L1
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