text:
Le HMS Blackmore  (pennant number L43) est un destroyer d'escorte de classe Hunt de type II construit pour la Royal Navy pendant la Seconde Guerre mondiale.

Le navire est vendu à la Marine royale danoise et renommé HDMS Esbern Snare.

Construction
Le Blackmore est commandé le 20 décembre 1939 dans le cadre du programme d'urgence de la guerre de 1939 pour le chantier naval de A. Stephen & Sons Ltd. de Glasgow en Ecosse sous le numéro J1479. La pose de la quille est effectuée le 10 février 1941, le Blackmore est lancé le 2 décembre 1941 et mis en service le 14 avril 1942.

Il est parrainé par une communauté civile de Langport dans le Somerset pendant la campagne nationale du Warship Week (semaine des navires de guerre) en mars 1942.

Les navires de classe Hunt sont censés répondre au besoin de la Royal Navy d'avoir un grand nombre de petits navires de type destroyer capables à la fois d'escorter des convois et d'opérer avec la flotte. Les Huntde type II se distinguent des navires précédents type I par une largeur (Maître-bau) accru afin d'améliorer la stabilité et de transporter l'armement initialement prévu pour ces navires.

Le Hunt type II mesure 80,54 m de longueur entre perpendiculaires et 85,34 m de longueur hors-tout. Le Maître-bau du navire mesure 9,60 m et le tirant d'eau est de 3,51 m. Le déplacement est de 1070 t standard et de 1510 t à pleine charge.

Deux chaudières Admiralty produisant de la vapeur à 2100 kPa et à 327 °C alimentent des turbines à vapeur à engrenages simples Parsons qui entraînent deux arbres d'hélices, générant 19 000 chevaux (14 000 kW) à 380 tr/min. Cela donné une vitesse de 27 nœuds (50 km/h) au navire. 281 t de carburant sont transportés, ce qui donne un rayon d'action nominale de 2 560 milles marins (4 740 km) (bien qu'en service, son rayon d'action tombe à 1 550 milles marins (2 870 km)).

L'armement principal du navire est de six canons de 4 pouces QF Mk XVI (102 mm) à double usage (anti-navire et anti-aérien) sur trois supports doubles, avec un support avant et deux arrière. Un armement antiaérien rapproché supplémentaire est fourni par une monture avec des canons quadruple de 2 livres "pom-pom" MK.VII et deux  canons Oerlikon de 20 mm Mk. III montés dans les ailes du pont. Les montures jumelles motorisées d'Oerlikon sont remplacées par des Oerlikons simples au cours de la guerre. Jusqu'à 110 charges de profondeur pouvaient être transportées. Le navire avait un effectif de 168 officiers et hommes.

Histoire

Seconde guerre mondiale

Premières opérations
Le Blackmore commence ses essais en mer sous contrat en avril, et le destroyer rejoint la 2e Flottille de destroyers. Après avoir terminé les essais et travaillé pour le service opérationnel, le destroyer est nommé en mai pour l'escorte de convois militaires lors de leur passage à Freetown. Le 1er juin, le Blackmore rejoint le convoi WS19P, avec le cuirassé  et le destroyer  comme escorte océanique pendant le passage de l'Atlantique du convoi. Le 15 juin, le destroyer se détache du convoi WS19P à son arrivée à Freetown, où il est retenu pour des fonctions d'escorte locales.

Le 24 juin, le destroyer quitte Freetown avec le destroyer  pour rencontrer et escorter le convoi WS20 lors de son passage de l'Atlantique à partir de la Clyde. Le 26 juin, il rejoint le convoi WS20 en route vers Freetown. En juillet, le Blackmore est transféré dans l'océan Indien pour la défense du convoi, se détachant de convoi WS20 le 2 juillet avec les autres navires à son arrivée à Freetown. Le 6 juillet, le Blackmore rejoint le convoi WS20 en tant qu'escorte océanique, avec le cuirassé  les destroyers Brilliant et lors du passage du convoi au Cap de Bonne-Espérance.

Le 17 juillet, le Blackmore se détache des fonctions d'escorte maritime avec la Malaisie et escorte le convoi au Cap. Le 19 juillet, le destroyer est déployé à Simonstown pour la défense de convois dans l'Atlantique Sud et l'océan Indien. Le destroyer est resté en service à Simonstown jusqu'en janvier 1943.

En février, le destroyer rejoint le convoi WS26 lors de son passage de Freetown au Cap. Le Blackmore rejoint ensuite comme escorte pour le convoi WS26 comme un soulagement pour le destroyer . Le destroyer navigue jusqu'à Durban pour des tâches de défense de convois dans l'océan Indien. Le 1er mars, le destroyer rejoint le convoi WS26 de Durban comme escorte avec le dragueur de mines  et les destroyers  et . Le 3 mars, le Blackmore se détache du convoi pour rejoindre un autre convoi DN21 en tant qu'escorte. Après son arrivée à Durban avec le convoi DN 21, le Blackmore prend le chemin de Simonstown pour effectuer un radoub. Le radoub du destroyer est terminé en mai, et après avoir terminé les essais post-radoub, le Blackmore reprend la route vers Freetown pour servir à la défense du convoi atlantique.

Le destroyer est ensuite déployé pour des fonctions d'escorte locale à Freetown, effectuant un passage à Gibraltar le 20 juin pour escorter le convoi WS31 jusqu'à Freetown. En juillet, le Blackmore est nommé pour être transféré en Méditerranée. Le destroyer arrive à Freetown avec le convoi WS31 le 4 juillet et rejoint le convoi militaire WS31. Le Blackmore escorte le convoi jusqu'au 15 juillet quand il revient à Freetown et prend la route vers la Méditerranée.

Méditerranée
En août, le Blackmore rejoint la 57e Division de la Flotte (57th Fleet Division] basée à Malte et est déployé pour la défense de convois dans le centre de la Méditerranée. En septembre, le destroyer rejoint une force opérationnelle navale pour escorter et soutenir l'invasion alliée de l'Italie pour l'Opération Avalanche. Le 8 septembre, le destroyer est déployé comme escorte du convoi militaire TSF1X lors du passage de Palerme à la tête de plage de Salerne. Après être libéré de l'invasion de l'Italie, le destroyer reprend ses fonctions de défense de convoi avec la Division. Entre novembre et décembre, le Blackmore rejoint la 60e Division de destroyers (60th Destroyer Division), également basée à Malte, mais déployé pour la défense de convois et les fonctions de soutien des opérations militaires dans la mer Adriatique.

De janvier à mai 1944, le Blackmore poursuit ses fonctions d'escorte de convoi. Le 16 janvier, Il effectue un bombardement sur Durazzo en Albanie avec le destroyer . En juin, le Blackmore est transféré à la 5e flottille de destroyers, avec la Mediterranean Fleet (flotte méditerranéenne), prenant part à un engagement contre quatre schnellboote allemands dans l'Adriatique, avec le destroyer . Un schnellboot est coulé, avec seulement dix survivants secourus. En juillet, le destroyer poursuit son déploiement avec la flottille, cette fois avec la nomination aux fonctions d'escorte et de patrouille des convois militaires lors des débarquements alliés dans le sud de la France dans le cadre de l'Opération Dragoon. Cette opération est menée sous le commandement général de l'US Navy (marine américaine).

En août, le Blackmore rejoint l'escorte du convoi SM2 de Naples, naviguant le 13 août. Après être libéré de l'opération, le destroyer reprend ses fonctions de flottille. En septembre, le Blackmore est rappelé au Royaume-Uni pour un radoub à Sheerness, avant d'être nommé au service de la Eastern Fleet (flotte de l'Est).

Après guerre
Le Blackmore a ensuite été déployée à Singapour après sa libération de l'opération Zipper et est nommée pour un retour au Royaume-Uni où il doit être versé dans la réserve. Le destroyer a navigué de Trincomalee le 8 octobre 1945, et à son arrivée à Plymouth, le destroyer est désarmé à Devonport où il est immobilisé dans la flotte de réserve jusqu'en 1952.

Service danois
Pour les autres navires du même nom, voir HDMS Esbern Snare.
Après avoir été placé sur la liste des démolitions, le Blackmore est transféré en prêt au Danemark, le 18 juillet 1952.

Après le réaménagement, le destroyer est transféré en prêt au Danemark le 18 juillet 1952 et rejoint la Marine royale danoise en tant que frégate, rebaptisée Esbern Snare. Le navire est resté dans le service naval danois jusqu'en 1966, date à laquelle il est rayé de la liste active.

Honneurs de bataille
 ATLANTIC 1943
 SOUTH FRANCE 1944
 SALERNO 1943
 ADRIATIC 1944

Commandement
 Lieutenant  (Lt.) Herbert Terrence Harrel (RN) du  au
 Lieutenant (Lt.) Duncan Carson (RN) du  au
 Lieutenant (Lt.) John Simon Kerans (RN) du  à début 1946

Notes et références

Bibliographie
  Blair, Clay (2000). Hitler's U-Boat War: The Hunters 1939–1942. London: Cassell & Co. .
 .
  English, John (1987). The Hunts: A history of the design, development and careers of the 86 destroyers of this class built for the Royal and Allied Navies during World War II. World Ship Society. .
  Lenton, H.T. (1970). Navies of the Second World War: British Fleet & Escort Destroyers: Volume Two. London: Macdonald & Co. .
  Rohwer, Jürgen; Hümmelchen, Gerhard (1992). Chronology of the War at Sea 1939–1945. London: Greenhill Books. .
  Whitley, M.J. (2000). Destroyers of World War Two: An International Encyclopedia. London: Cassell & Co. .

Liens externes
  Blackmore sur uboat.net
  Blackmore sur naval-history.net.net

Classe Hunt
Destroyer de la Royal Navy de la Seconde Guerre mondiale
Bateau lancé en 1941
Navire démoli en 1966


The child's injury appears to be non-life threatening. The adult's injuries are serious.
Aside from the lower levels of mass shootings, this is another type of article that isn't commonplace in countries with more rules and less fetishization of firearms as in the States.
Funny how when not everyone is carrying, and those that do tend to follow safety rules as a condition of that privilege (as opposed to if you can sign a form, you're good to go), you get less of these kind of incidents.
Man carries gun into Chuck E Cheese.
Accidently shoots himself and daughter.
These seem to be checking off the right boxes.
Concealed carry is legal [in Alabama] with a concealed carry permit/license. Alabama does not require the applicant to complete a firearms safety course or otherwise demonstrate knowledge of firearms safety prior to issuance of a pistol permit.
Are "No Weapons Allowed" signs enforced in Alabama? No. Not mentioned in state statutes.
Alabama's arrangement seems almost designed to guarantee incidents like this. It's probably not the only such state.
Maybe he feared for his life? Some diapers are pretty damn scary.
How sad. I don't think it's safe to assume the father is a hillbilly who deserves to be shot. He might be a devoted father who might have a good reason or a stupid reason to carry. Thank God the child is safe.
I don't understand. How is it physically possible for this to happen? Ricochet?
Am I missing something? There doesn't seem to be any mention of who did the shooting in the link provided.
The article specifically says the incident happened in the parking lot, so maybe this idiot did not actually take it inside of the establishment.
On a more serious note, I'd really like incidents like this to be framed more properly as negligence, because that's what it is.
That's possible, although Alabama does allow licensed citizens to carry concealed weapons.
People in concealed carry states like Alabama will carry around a firearm in a backpack, purse, jacket pocket, etc. In this case it was a diaper bag.
Plenty of ways for that to go wrong from misfire while in the bag, to the child getting a hold of the weapon and discharging it.
(27 Nov 2018, Arizona) The Buckeye Police Department reports that a man accidentally shot his own sausage while shopping in the meat aisle at Walmart. Arizona law does not require a permit (nor a holster for that matter) to carry a firearm, so our hero felt free to carry his piece "commando-style" (unholstered) beneath his waistband. When the unholstered gun drifted down into his jeans, he reached in and pulled the trigger while repositioning his weapon. This loose cannon's low hanging fruit didn't have a chance. Firearm supporters can add this event to the arsenal of ammunition against gun control. Guns really do make a difference."
A. removing himself from the gene pool.
B. no longer able to reproduce.
A man who accidentally shot himself while changing his daughter's diaper in a vehicle in Vestavia Hills, Alabama, has died, police said.
Is it too early to nominate for a (posthumous) Darwin Award? (Asking for a friend).
I'd wonder if that Chuck E Cheese lacked changing tables in the Men's Room, but if so, perhaps it was just as well?


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text:
Parole Board Hearing: Stuart Murray WILSON
Press Release – New Zealand Parole Board
The Board is satisfied that the test in section 107(3) continues to be met. In the Board's view, the risk of Mr Wilson committing a specified offence before his applicable release date, remains a real and substantial one and that, by an appreciable margin, …
Review of section 107 order
Under section 107(6) of the Parole Act 2002
Stuart Murray WILSON
Hearing:	17 October 2011
at (Withheld) Prison
Members of the Board:	Judge D Holderness (Panel Convenor)
Mr J Thomson
Ms R Pritchard
Counsel:	(Withheld) for Applicant
Present:	(Withheld) (Department Psychologist)
DECISION OF THE BOARD
1.	Stuart Murray Wilson has appeared before the Board for a further review of the order made on 16 December 2008 under section 107 of the Parole Act 2002 ("the Act").
2.	The last six-monthly Review occurred on 29 April 2011.
3.	Section 107(7) of the Act provides that on a Review the Board must revoke the Order if it is no longer satisfied that the test in section 107(3) is met.
4.	The issue for the Board is therefore whether it remains satisfied that Mr Wilson would, if released before his applicable release date, be likely to commit a sexual offence as defined in section 107(9) of the Act between an earlier release date and the applicable release date.
5.	The Board understands that Mr Wilson's applicable release date is 1 September 2012. However, during the hearing Mr Wilson indicated that he believes that the date is 28 August 2012.
6.	Mr Wilson is now aged 64. He will turn 65 on 11 December next.
7.	In 1996 Mr Wilson was sentenced to a total of 21 years imprisonment for sexual offending against women and girls over a period of 25 years or thereabouts.
8.	A period of approximately 11 months remains before Mr Wilson reaches his applicable release date.
9.	The Board must revoke the order unless it is satisfied that there is a real or substantial risk of further offending of the specified kind within the period before the applicable release date and that any such risk is appreciably or significantly greater than the risk of recidivism which ordinarily attaches to such offending. See: Secretary of Justice v M (1990) 6 CRNZ 57.
10.	Mr Wilson has previously been represented before the Board by counsel. Counsel appeared at the hearing of the most recent Review.
11.	Mr Wilson advised the Board that his counsel would not be attending this Review hearing as he had not been asked to do so by the Community Probation Service (CPS) or by the Crown.
12.	The Board explained to Mr Wilson that it was for him, not CPS or the Crown, to instruct Counsel, to appear.
13.	The Board is satisfied that Mr Wilson is familiar with the section 107 review procedure and that he has known since the last hearing that there would be a further Review this month. There was no suggestion by Mr Wilson that he had not received proper notice of the hearing of this Review. He indicated to the Board that he did not seek an adjournment; that he wanted the hearing to proceed and that he wished to represent himself. Being conscious that it was required, by virtue of section 107(6), to review the Order on or before 28 October the Board decided, despite the absence of counsel, that the hearing should proceed in accordance with Mr Wilson's wishes.
14.	In considering the central issue in relation to this review, the Board has carefully considered and taken into account the parole assessment report prepared for the hearing; the psychological addendum report dated 6 September 2011; the submissions of (Withheld), counsel for CPS, and the submissions and statements of Mr Wilson.
15.	The registered clinical psychologist, (Withheld), confirmed on oath the contents of her addendum report. She was then cross-examined by Mr Wilson.
16.	Mr Wilson had carefully thought out his questions. They focused, to a significant extent, upon his contention that (Withheld) has misrepresented or twisted comments made by him during the interview she conducted on 1 September 2011.
17.	In questioning (Withheld), Mr Wilson sought to establish a lack of professionalism on her part; a mere regurgitation of matters canvassed in previous psychological reports and generally a biased approach to the issue of her assessment of his risk of reoffending.
18.	As to his release plans, the report indicates that Mr Wilson continued to assert that such plans were his own business and that, because legally he has 72 hours after release to find accommodation, he is under no requirement to inform anyone of his intentions prior to release. However, he indicated that he intended to go initially to (Withheld) before visiting the (Withheld) to go white-baiting. Mr Wilson indicated to (Withheld) that he would have support from a Brother of the Catholic Church and the support of the Prisoners Aid and Rehabilitation Trust (PARS). Mr Wilson was unable to report which of these support people would be living in the town in which he might choose to settle or to identify any other available support persons.
19.	Of significance for the Board, was Mr Wilson's reported response to an enquiry regarding his ability to adhere to a condition that he have no contact with any child under the age of 16 years. Mr Wilson is recorded as having stated, "I don't give a stuff about it".
20.	(Withheld) in her report has indicated that consideration is to be given an Extended Supervision Order (ESO) application and that an associated health assessment is scheduled to occur later this year.
21.	(Withheld) in her report has noted that since the last Review, Mr Wilson has undertaken no intervention aimed at addressing his offending or managing his risk of re-offending. He is reported not to have requested any engagement with a psychologist and that he has not developed a release plan with his Case Manager. Despite seeing Mr Wilson's willingness to meet with her for the purposes of an interview as a positive, (Withheld) nevertheless reported that Mr Wilson's engagement has remained superficial.
22.	However, (Withheld) reports that Mr Wilson has commenced work with an ACC-funded counsellor (Withheld). (Withheld) considers that if Mr Wilson is able to engage with an ACC counsellor, this may assist his ability to work in the future with a Departmental Psychologist and facilitate his awareness of, and to take some responsibility for, his offending behaviour.
23.	As to Mr Wilson's potential to reoffend, (Withheld) notes in her report that on the automated sexual recidivism scale (ASRS), Mr Wilson is assessed as being in the high risk category and records that offenders in this category re-offend sexually at a rate which is approximately four times that of the average rate. This probability of recidivism is based solely on static risk predictors.
24.	(Withheld) refers to a previous psychopathy check list screening version (PCL-SV) assessment. She notes that Mr Wilson's higher score on Factor 1 (interpersonal and affective deficits) indicates a higher probability of committing serious violent offences within two years of release into the community. (Withheld)'s current review of this instrument suggests to her that no convincing or persistent changes have occurred over the recent years which might warrant any alteration to the initial assessment (Withheld).
25.	As to the Stable – 2007 assessment, (Withheld) has reported as follows:
"Mr Wilson was found to be in the high risk group on the Stable–2007, according to (Withheld)'s previous assessment and the writer's current assessment. The following Stable items were identified as problematic for Mr Wilson, and these are considered to remain current: deviant sexual preference; sex drive/sexual pre-occupation; co-operation with supervision; negative emotionality; poor problem-solving skills; lack of concern for others; hostility towards women; capacity for relationship stability and social influences."
26.	In relation to the identification of dynamic risk factors, (ACUTE 2007), the factors seen as relevant by (Withheld) all contribute in her view to concerns of acute risk present upon Mr Wilson's release. (Withheld) reports as follows:
"In addition, his current self-report indicates limited motivation to comply with the possible conditions of release, (such as a condition regarding having no contact with children under 16 years), which reflects an additional potential risk factor of poor compliance with supervision."
27.	We turn next to the issues of Mr Wilson's advancing age and its impact on his risk of reoffending and also the now shorter period until his applicable release date. In respect of these issues (Withheld) refers to her previous report (April 2011) and at paragraphs 23 to 27 of her more recent report, she has set out additional information to provide further background in relation to her views. In short, and for the reasons set out in this section of her report, (Withheld) suggests that Mr Wilson remains at risk of committing a specified offence between the date of any release and his applicable release date. (Withheld) does not consider that his advancing age mitigates this risk. Her view is that his high PCL-SV score, his high dynamic risk including both dynamic and static factors, coupled with his lack of an appropriate release plan, point to Mr Wilson remaining at high risk of sexual recidivism.
28.	The parole assessment report notes Mr Wilson's continued denial of his offending; his lack of co-operation in relation to any appropriate treatment programme and his unwillingness to disclose for full consideration and approval any proposed accommodation or reintegration plan. It is reported that CPS again does not support a release.
29.	Towards the conclusion of the hearing, Mr Wilson was frank with the Board in acknowledging that he was not expecting a release. That indication however is not in any way determinative of the central issue which requires the Board's determination.
30.	The Board regards the following matters as being of primary importance in relation to this further review:
(a)	Mr Wilson's decision to date not to engage in any appropriate treatment;
(b)	The assessment of the psychologist that, despite his advancing age, Mr Wilson remains at high risk of committing a specified offence;
(c)	Mr Wilson's reluctance to develop, or indeed recognise the need for, an appropriately robust relapse prevention and reintegration plan.
31.	Having considered the reports and all that it heard from (Withheld) and Mr Wilson during the hearing, the Board concludes that there has been no appreciable change in Mr Wilson's risk of reoffending since the review last April.
32.	The Board is satisfied that the test in section 107(3) continues to be met. In the Board's view, the risk of Mr Wilson committing a specified offence before his applicable release date, remains a real and substantial one and that, by an appreciable margin, it is greater than the risk of recidivism which ordinarily arises in relation to such offending.
33.	The Board is therefore satisfied that the Order should remain in place until the next six-monthly review.
Judge D Holderness
Panel Convenor
[Also: April decision: Stewart_Murray_WILSON_April_11.doc]

redpajama_set_name: RedPajamaCommonCrawl


If you have been reading the advice of established founders and corporate business magnates that we share each edition, then you'll know that one of the first things they tell wannabe 'treps to do when developing an enterprise model is to solve a problem that exists for a niche that has no good existing solution. Already a few times this month, I've been pitched business models that do what someone else is already doing (better). If you can improve upon that existing model, and onboard users to rival that established company's user base, then great. If you are offering what amounts to the same service or product offering, do not present your idea as though this is a) groundbreaking b) innovative and c) needed.


As a Retail Furniture Sales Consultant, you will provide our customers with consultative design assistance as you discover their needs and help them to create a warm and inviting home. In addition, you will partner with other members of your team to create an engaging customer experience. You will also be responsible for consistently meeting established sales goals.
Entering client information (including email addresses and/or phone numbers) into our state of the art customer relationship management (CRM) system, and conducting prompt and professional follow-up before and after the sales.
Explaining special financing plans, delivery procedures, warranties, etc.
As a Retail Furniture Sales Consultant you must be highly driven and self-motivated to achieve individually while being a supportive team member as you contribute to overall store success and customer satisfaction. You must also be highly organized and able to maintain a responsive follow-up schedule. It is also important that you display excellent verbal and written communication and interpersonal skills as well as the ability to connect and establish relationships with a diverse group of customers.
This job description in no way states or implies that these are the only duties to be performed by this employee. He/she will be required to follow any other instruction and perform any other duties upon the request of his/her supervisor.


text:
Summit County 'abnormally dry' as most of Colorado falls into drought
Taylor Sienkiewicz
tsienkiewicz@summitdaily.com
The U.S. Drought Monitor map shows widespread drought in Colorado.
Courtesy map U.S. Drought Monitor
DILLON — Summit County fared well in the way of snowpack this year yet is experiencing dryness as portions of the state fall into drought conditions.
According to the U.S. Drought Monitor, Summit County's drought level is classified as abnormally dry, while most of the counties in southern Colorado fall under extreme drought.
The U.S. Drought Monitor's July 16 high plains drought summary explained that southern states have seen a gradual deterioration over the summer and that Colorado, Wyoming, Nebraska and Kansas are experiencing drought conditions. The summary noted that despite some precipitation in northeastern Colorado, high temperatures expanded drought in much of the state.
Treste Huse, a senior hydrologist for the National Weather Service in Boulder, said that while the snowpack was fairly normal this year, Summit County didn't see the abundance of snowfall that it enjoyed last season. Overall, Huse said this season's snow added onto leftover storage from last year.
"We had that storage still from 2019, and it's been holding pretty steady for the last half a year," Huse said. "And then the snowpack was enough to bring us back up to where we're around normal."
Huse noted that it has been a dry spring and summer and that the snowpack melted out two to three weeks earlier than normal this year. Yet, water storage is strong as of the end of June. Huse said the upper Colorado River Basin was at 109% of average water storage and at 97% capacity. Green Mountain Reservoir is currently sitting at 110% of average water and 99% of capacity. Huse said the area is faring much better than other parts of the state as the Arkansas Basin is at 49% of average. She said six streams along the Blue River are showing normal streamflow while three streams that are mainly going into Dillon Reservoir are below normal.
Over the past 30 days, Huse said the county has seen a "flash drought" where dry conditions develop quickly, which can impact crops and fire weather — rated as high in Summit County. She said the percent of average precipitation throughout most of Summit County is running around 70% to 90% of normal. For July, only 0.49 inches of precipitation have been recorded at the weather site in Dillon while the normal precipitation level through July 20 is 1.13 inches.
Huse said the next good chance for precipitation is Wednesday and that the county could see three-quarters to 2 inches of precipitation over the course of the week with better chances for afternoon showers and thunderstorms later in the week.
"We're starting to get into that monsoonal flow where we get that moisture coming in either off the ocean or, in this case, it's starting to come through Mexico," Huse said. "It's moister air, and it's coming through Arizona, the Four Corners and then up into Colorado, and that's a really good moisture source for us for getting precipitation in the summer."
Moving forward, Blue River Watershed Group Executive Director Erika Donaghy said effects of the drought will be studied when creating the group's long-term integrated water management plan. The group will be conducting stream assessments on parts of the river, which involves looking at hydrology trends in the rivers and streams.
"What that will help us do is identify certain areas where that consistent climate change and overall growing drought in the region is affecting specific areas negatively, and then that will help inform what we do for future restoration projects," Donaghy said.
Donaghy gave the example of a possible section of the river where flow is lower due to drought and cannot support fish that need a deeper water level. From there, the group could come up with solutions such as narrowing the stream channel.
Ask Eartha: Environmental success stories from 2020
High Country Conservation Center opens nominations for Green Scene Awards
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Breckenridge opposes planned development on Little Mountain
CTL|Thompson
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We had a productive 2018 annual meeting today! Thank you to everyone who attended. Congratulations to Cindy Zeller, Elizabeth Benjamin, Michael O'Malley, and Adriana Manchen on becoming NJAWR board members! Join us next year in January!
St. Francis Wildlife Sanctuary, Inc.
St. Francis Wildlife Sanctuary, Inc. (SFWS) is the newest addition to the New Jersey wildlife rehabilitation centers and is located in West Windsor, NJ. Owned and operated by Dr. Priscilla Purnick, this wildlife refuge takes in mammals (rodents, opossums, rabbits, raccoons) and reptiles (turtles) that have been abandoned, injured or orphaned, treats them and then … Continue reading St. Francis Wildlife Sanctuary, Inc.
These little guys tend to get a bad wrap, but they are wonderful animals that help to keep tick populations down. They are also the only marsupial located in the US. National Wildlife Federation has a great article on why you should give opossums a break!


text:
Assam Rifles-Bhaichung Bhutia Football School Residential Programme
The school has created the first Bhaichung Bhutia Football School (BBFS) Residential Programme with the BBFS
Shillong (Meghalaya) [India], May 31: Assam Rifles Public School, established in 1980, is run by the Assam Rifles Welfare Education Society under the patronage of the Assam Rifles.
In 2021 the school converted into a Sports School with an aim to harness the rich sports potential of the youth of the North East. An MoU was signed between Assam Rifles Public School, Laitkor, Shillong and Sports Authority of India (SAI) on 01 Jan 2021 as part of the Khelo India Programme. Inauguration of the School & Formal Release of MoU was done by Shri Kiren Rijuju, then Hon'ble Minister of Sports and Shri Conrad Sangma, the Hon'ble Chief Minister of Meghalaya, on 04 Jan 2021.
Assam Rifles has now begun harnessing the Football Talent of the North East and has created a Residential Football Academy with the Bhaichung Bhutia Football School. It is the first Bhaichung Bhutia Football School (BBFS) Residential Programme in the North East and gives an opportunity to excel in football to the football-loving youth of the North East. The dream of India playing in the FIFA World Cup by 2050 with players from the North East in the national team will be actively pursued here. A special programme was conducted on 30 May 2022 to start the MoU between the Assam Rifles and BhaichungBhutia Football School. The MoU was jointly inaugurated by Lt Gen Pradeep Chandran Nair, AVSM, YSM, Director General Assam Rifles and Shri BhaichungBhutia himself.
The Assam Rifles is using education and sports as a tool to guide the youth of the North East to build a better future. North-East India, an actual powerhouse of sports, has produced notable sportsmen, including Olympic medalists. The talent of the local youths in football is the way forward for the future of Indian Football. Assam Rifles itself has abundant talent amongst its ranks. Riflewomen RanjanaChanu of Assam Rifles is presently part of the Indian Women's Football Team.
Assam Rifles Men's Football recently participated in the Durand Cup 2021. Tapping this talent early will allow nurturing of young footballers who will be the future of the Country. The unique initiation of the Assam Rifles for the Residential School will thereby not only push North East youth towards sports but also boost the future of Indian Football.
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Scientists from the Universities of Innsbruck and Trento organised the 6th "Workshop on Information Hiding and Multimedia Security". From 20-22 of June, Innsbruck was the hosting city of workshops on information hiding and multimedia security topics.
Since 2013, the Association for Computing Machinery, a global non-profit learned society for computing, annualy hosts the "Workshop on Information Hiding and Multimedia Security", the internationally leading conferece in the field of multimedia security. In 2018, a cooperation between the Department of Computer Science (Universtiy of Innsbruck) and the Department of Information Engineering and Computer Science (University of Trento) brought the workshop to Innsbruck.
About 60 international experts from academia, industry and governmental institutions took the opportunity to present their work, exchange newest research approaches and discuss novel industrial and commercial applications of techniques and algorithms developed in this area.
The focus of the workshops generally lies in the field of information hiding topics, such as digital watermarking, steganography, steganalysis, anonymity, hard-to-intercept communications, or covert/subliminal channels. But also a variety of multimedia security topics are covered, such as multimedia identification and authentication, signal forensics, and biometrics.
At this year's workshop, the use of artificial intelligence was the main focus topic. Prof. Dr. Giulia Boato from the Institut DISI in Trento pointed out another highlight: "Prof. Ross Anderson from Cambridge University, the founder of this whole line of research, gave a keynote at the workshop. His talk about covert channels and plausible deniability of communication was most insightful." In times of global surveillance of digital networks, those topics are of uttermost importance, i.a. for journalists or NGOs working in conflict areas.


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Scottish leader will kick off Pride parade instead of meeting with Trump
The head of Scotland's government will be the first serving prime minister or first minister in the UK to march in a pride parade.
By Bil Browning Friday, July 13, 2018
NOVEMBER 29, 2017 : Nicola Sturgeon attending a service for Dr Elsie Inglis's memorial in St Giles Cathedral in Edinburgh.Photo: Shutterstock
Scottish First Minister Nicola Sturgeon, the head of Scotland's government, will not meet with President Donald Trump during his visit to the country. Instead, she'll be marching in Glasgow's pride parade as Grand Marshall.
"I'm proud that Scotland is considered to be one of the most progressive countries in Europe regarding LGBTI equality and Pride Glasgow is a fantastic event that brings communities together and celebrates all that LGBTI people bring to Scottish life," Sturgeon told STV News.
"As a society we must champion equality and fairness at all times and defend the progress that has been made."
She will be the first serving prime minister or first minister in the UK to march in a pride parade.
Scottish Secretary David Mundell will welcome Trump instead of Sturgeon. She is not expected to meet with him during his stay in Scotland in a public diplomatic snub.
Trump, meanwhile, is expected to head straight to his golf club so he can relax, play a few holes, and try to destroy the world one tweet at a time.
Nicola Sturgeon, Scotland, Scottish First Minister
Democrats introduce a bill to ban the gay & trans panic defense
19-Foot 'Trump Baby' balloon flies over London as drag performers protest


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bureau EnviroNews Oregon
by Shad Engkilterra
(EnviroNews Oregon) — Toward the end of Donald Trump's first (and last) term, his administration made a handful of monumental slashes to the Endangered Species Act, removing several fundamental underpinnings of the 50-year-old, overwhelmingly popular, bedrock legislation. As reported by EnviroNews, one of those rollbacks allowed economic concerns from…
(EnviroNews Nature) — Missoula, Montana — On Dec. 14, 2020, the Western Environmental Law Center (WELC) filed a formal legal complaint on behalf of WildEarth Guardians (Guardians), Oregon Wild, Cascadia Wildlands, and 10 other wildlife advocacy groups. The lawsuit accuses the Trump Administration's U.S. Fish and Wildlife Service…
(EnviroNews Nature) — In response to Donald Trump being elected president in 2016, environmental NGO Defenders of Wildlife (Defenders) launched the Center for Conservation Innovation (CCI) on March 30, 2017 in order to save 14,000 documents related to the Endangered Species Act (ESA). They had good reason to be…
bureau EnviroNews Arizona
by Mary Schwager
(EnviroNews Arizona) — Parts of eastern Arizona are a conflict zone, as a 100-year war between ranchers, conservation groups, government agencies, and the endangered Mexican gray wolf (Canis lupus baileyi) rages on. The rarest subspecies of gray wolf, also known as "el lobo," is doing what wolves have always…
bureau EnviroNews Headline News
(EnviroNews Headline News Desk) — Portland, Oregon — On Sep. 10, 2020, Leah Stokes, researcher on climate and energy policy and assistant professor at the University of California, Santa Barbara, spoke to Amy Goodman of Democracy Now! about the raging fires on the West Coast and how they are…
(EnviroNews Nature) — Washington D.C. — Rusty patched bumblebees (Bombus affinis) buzz, they bumble, they vibrate, and they knock a helluva lot of pollen loose from the flowers they visit — more than honeybees to be sure. They can fly and work in colder temperatures too, making them…
bureau EnviroNews DC News Bureau
(EnviroNews DC News Bureau) — Washington D.C. — On August 13, 2020, the Environmental Protection Agency (EPA) rolled back methane emission standards for the oil and gas industry, and it's not the only substance the agency plans to liberate from regulatory control. The rules being rescinded required producers to…
(EnviroNews Arizona) — Tucson, Arizona — [EDITOR'S NOTE: Clarification: The headline on this story originally read, "After 5-yr. Legal Battle…" USFWS declined to list the species in 2015, and the joint-lawsuit was filed in Sept. 2019] In a reversal of its 2015 position, the U.S. Fish and Wildlife Service (USFWS)…
(EnviroNews DC News Bureau) — In what prominent conservation group WildEarth Guardians (Guardians) is calling "death by a thousand cuts," the Trump Administration is at it again, with another proposed change that would weaken the overwhelmingly popular Endangered Species Act (ESA/the Act). This go-round features an attempt to…
(EnviroNews USA Headline News Desk) — Tallahassee, Florida — Republican Governor Ron Desantis of Florida made a move to protect the Everglades from oil production. On Jan. 15, 2020, he announced the largest purchase of wetlands in a decade as the state of Florida will spend between $16 and $18 million…
(EnviroNews USA Headline News Desk) — Portland, Oregon — In a highly anticipated ruling watched by climate activists worldwide, the Ninth Circuit Court of Appeals in Portland, Oregon ruled for the U.S. Government against 21 youth plaintiffs in Juliana v. the United States, in what is considered by many…
(EnviroNews DC News Bureau) — Washington D.C. — On September 12, 2019, the Trump Administration announced its plan to open up Alaska's pristine Arctic National Wildlife Refuge (ANWR) to commercial oil drilling for the very first time. The victory for the oil industry came in a Department of the…
(EnviroNews Headline News Desk) — In June of 2017, President Donald Trump announced the United States would leave the Paris Climate Agreement (the Accord/Agreement) unless the terms were changed to be more favorable for America. That decision has become a point of contention in trade negotiations with the…
by Josh Schlossberg
(EnviroNews Nature) — Washington D.C. — You've probably never seen a Canada lynx (Lynx Canadensis) in the wild. And if the U.S. Fish and Wildlife Service (USFWS) pulls off its plan to remove Endangered Species Act (ESA) protections for the elusive wildcat, conservationists say you might never get…
'Alleluia Anyway': Soothing the Fire-Stricken Communities of NorCal With Original Choir Music
bureau EnviroNews California
(EnviroNews California) — Santa Rosa, California — "The fires came down and burned night and day. All we could do is watch and pray. They left the landscape all black and grey — Alleluia anyway." Those were the words sung on December 10, 2017, by soloist, conductor and…


The producer producesunder output contract C that specifies fixed output price p and contracted quantity [?
6) In the presence of an output contract, however, full property insurance may be purchased even if it is actuarially unfavorable.
Musanada has also introduced output contracts, which are accepted as best-practice technically and economically," says Al Balooshi.
The period of output contracts corresponds to a move to de-collectivise agriculture.
While still allowing for technological change as an unexplained residual, the assumption that share coefficients drawn from the period 1991-1994 are constant and apply to the period of output contracts (1981-1987) can thus be seen as reasonable.
Unless a specific exception applies, the Final PAB Regulations treat a person as a private business user of bond-financed property based on ownership, leases, nonqualified management contracts or incentive pay contracts, certain output contracts (but do not make these rules final), or a catch-all category of certain other actual or beneficial uses based on either "special legal entitlements" to property available for general public use or "special economic benefits" from other property.
The Final PAB Regulations do not provide final rules on when output contracts (e.
When agricultural output contracts, everything else remaining the same, it means income contracts.
US Session Key Developements Banks Rally on JPMorgan Earnings Optimism Consumer Prices Slump for First Time Since 1955 Industrial Output Contracts More Than Expected Stocks Finish Up on Rocky Day Prior to Bank Earnings U.
Despite the minister's insistence, two German government advisers said last week a restructuring of the debt pile, which is only increasing as Greece's output contracts, was now inevitable, and markets hold the same view.
Fitch IBCA will continue to monitor management's progress in funding the acquisition and negotiating output contracts.
He adds, "Encore's long term exclusive output contracts with major Hollywood studios and its programming philosophy geared to serve the broadest audience were the key reasons for CCI to enter this long term agreement with Encore.


As we learn to trust God, he will show us how to trust and accept others. He will help us understand human beings are fallible and may let us down. But Jesus accepted us with all our failings, and he wants us to do the same for others.
The Lord may show us how we have been bad risks for intimate relationships because of our fears and apprehensions and the protective actions we have taken, the walls we have built, when we felt we were getting too close. He will help us understand the negative reactions to closeness we experience from others may come from their anxiety and fear of closeness. We will see that they are struggling just as we are.
As we develop empathy with others who are struggling with fear, compassion helps us take our eyes off ourselves, and we learn to reach out to them in love. We refocus our concern on their comfort and ability to relax in the relationship rather than on ourselves. Our anxieties lessen.
As we take our eyes off ourselves, we will be more concerned about how we treat others. We will show more respect for those around us. The Lord will show us who we can trust and how much. Even those who cannot be trusted will be targets of our love, not our fear.
Lord, thank you for accepting me, flaws and all. Help me do the same for others. Help me get my eyes off myself and my need to control, to protect myself. Help me to be more sensitive to the needs of others. Help me to be real with them. To build a relationship on acceptance and love. In Jesus' name . . .


Do you realize what you have should have in common with an Olympic athlete? I do!
The 2016 Summer Olympics are here! Are you excited?
Even if you don't like sports you can learn a lot about yourself by watching these athletes compete. Watch this video to find out why you have to keep pushing yourself even when no one is looking.
Nothing happens overnight! You have to keep going even when no one is looking to get the results you want! Those are the moments that make you a champion!
Go down summer olympic memory lane with me as I recall past summer olympics of my youth and how it relates to achieving your fitness goals.
Feel free to share your past olympic experiences in the comments section below.


The Polytechnic Institute of Viana do Castelo (IPVC), in the north of Portugal (Alto Minho region), is a public institution of higher education which produces, distributes and transfers knowledge and culture, promoting the education and lifelong learning of citizens, through an attitude of continuous innovation, quality and entrepreneurial spirit, focused on the development of the region and the country, and on the institution internationalization and convergence with the European area. The IPVC values and promotes freedom, responsibility and citizenship, critical thinking and belonging, solidarity, inclusion, cooperation and multiculturalism.
The IPVC is proactive in the identification of potential regional, national or international partners and in the promotion of the partnership in coordination of all interested parties. Partnerships are considered a key element for effective and successful actions at IPVC. The institution focuses on the creation of synergies between the concerted action of both internal (students, staff and teachers) and external communities (graduates, municipalities, services, enterprises and, in particular, school clusters which are in this project our main partners).
The IPVC promotes the use of attractive and innovative methodologies in the processes of teaching/learning, supported by new technologies and in a stimulating academic environment. Training processes are implemented in a close proximity with the social and economic regional institutions aimed to get the students close to their future social role and the reality of labor (IPVC, 2014).
The IPVC is part of the network supporting entrepreneurship in the region of Alto Minho which, among other partners, includes the Inter-Municipal Community of Alto-Minho (CIM Alto Minho). One of the strands of this network is "Entrepreneurship Education" (EE) which aims to spread the entrepreneurial culture among schools of various levels of education in the region, from pre-school to higher education, with the aim of training young people with entrepreneurial skills.
The School of Education of the Polytechnic Institute (ESE-IPVC) is operating since 1984 and its mission is to train qualified professionals in the field of Education, both in pre-service/initial teacher training and in-service/continuous teacher training, as well as to produce research aiming to contribute to innovation and social development of the Alto-Minho region.
ESE-IPVC, in partnership with CIM-Alto-Minho, the Coração Delta Association and its Educational Centre Alice Nabeiro (CEAN), designed and developed a Project to foster the entrepreneurial education in children. The Project is directed to children from 3 to 12 years old (IPVC, 2013). It is intended to contribute for children to transform ideas into action, creating conditions for them to accomplish their dreams and create value.
The manual "Having ideas to change the world" was developed by Educational Centre Alice Nabeiro (CEAN, 2009) and was used as the main resource of the project. It has materials and proposals of activities designed for preschool children (ages 3-5), 1st cycle basic school children (ages 6-9) and 2nd cycle basic school children (ages 10-12).
Inside the project the connection to the schools was implemented by the CIM-Alto Minho due its privileged connection to the municipalities and school clusters. The teacher participation in this project was voluntary and teachers developed the 12SPrEE integrated in the national curriculum and included within their work in school.
A recent study (Portuguese) conducted in several European countries points out that young job seekers, despite their wide-ranging, graduate and post-graduate education (Masters and PhD degrees) do not show skills considered essential by employers and are, thus, not being hired to job vacancies. The skills lacking in candidates relate to verbal and written communication, teamwork, problem solving, leadership, initiative, flexibility/adaptability, enthusiasm, planning, determination and assertiveness, among others. However, already in 2000 at the Lisbon Strategy, the European Union countries pointed out that in order to make Europe a knowledge-based economy, marked by active and competitive dynamics, but also paying attention to the social dimensions of sustainability and development, it should emphasize the training and qualification of its citizens towards lifelong learning. The competence of entrepreneurship was then included in the European framework of key competences for lifelong learning. These core competences should be present in the student profile when they complete their compulsory education and provide the basis for a process of continuous learning throughout life.
To achieve this goal, entrepreneurship is conceptualized in its broadest perspective: "the spirit of initiative and entrepreneurship refers to the ability of individuals to turn ideas into actions. It includes creativity, innovation and risk taking, as well as the ability to plan and manage projects to achieve objectives" (European Commission, 2006, p. 11). This skill is considered useful to individuals in general, in their daily lives, at home, in society and at work, because it makes them able to identify needs, to seize opportunities, to adapt to new challenges, to be confident and independent (McCoshan, 2010).
The development of children's entrepreneurial skills has been receiving increasing attention and some European countries have already set global policies for its inclusion in curricula. Entrepreneurship Education consists in developing entrepreneurial abilities that relate to individuals' attitudes and skills in their interaction with others, such as: the ability to communicate, persuade, negotiate and solve conflicts, solve problems creatively, work with others, be self-confident, flexible and able to adapt to new situations, manage time, accept criticism, analyse and learn from mistakes and generate "positive energy" in the working group among many other aspects (OCDE, 2005).
These concerns about the promotion of entrepreneurial skills go in line with today's pedagogical thinking that advocates the transition from teacher-centred approaches to child-centred active approaches. To meet the challenges and demands of society in the twenty-first century it is necessary to change the restrictive orientation of a pedagogical practice limited to declarative and routine content towards a more flexible practice that requires effective teaching strategies which challenge and enable students to develop their transversal skills all the way from preschool to higher education, as well as to expand their knowledge of content. In "Education in a changing world: Flexibility, Skills and Employability"(2012), Wang suggests the use of games and projects that encourage teamwork, cooperation among peers, interpersonal relationships, entrepreneurship, leadership and communication between all involved.
Being an institution of teacher education, ESE-IPVC is committed to dynamic, innovative and creative methodologies in the teaching/learning processes and therefore decided to design and implement the project "Entrepreneurship for children from 3 to 12 years" whose main goal is to foster social appropriation of entrepreneurial culture by preschool children and pupils from grade 1 till grade 6 (primary education) of Alto Minho Region.
The school environment is the most privileged space to reach this goal for all children, but it implies action and project-based learning environments, giving teachers a crucial role. Support for the development of these teachers is needed as well support of the school leaders, groups and community.
A distinctive feature of this project is the intersection of children and teacher education. To achieve the entrepreneurial education of children from 3 to 12 years old it's necessary to train teachers, both pre-service and in-service teachers. And, before this it is necessary to train teacher educators (Figure 1).
The need for integrating the theme of entrepreneurship in the curricula of pre-service and in-service teachers is a challenge for teacher education institutions, as has been the case in many European countries.
a project involving in-service teachers.
Training on entrepreneurship would be enriched within an approach that allows combining learning about entrepreneurship with training through entrepreneurship. Teachers received training on EE, during 33 contact hours plus 18 non-contact hours, that was implemented in the same format as the EE program for ages 3-12 (12SPrEE). EE training is designed to foster the development of entrepreneurial skills (knowledge, attitudes and values) for the teachers themselves and simultaneously they learn how to promote entrepreneurial skills for young children. This option follows closely the Budapest Report (European Commission, 2011), which argues that the development of entrepreneurial attitudes and skills among teachers requires the use of the same methodology that is expected they use with their students.
Next we briefly present the 12 steps of the program for entrepreneurial education (12SPrEE). We illustrate them with some examples of tasks or products from the manual and our experience, either with children or with adults (pre-service and in-service teachers).
Step1 – Stimulating ideas - Children are invited to elaborate their ideas, projects, interests or goals, within a context were they experience total freedom and confidence. Children's initial statements are crucial to build communities based on common interests. It is also intention that children are introduced to a culture in which the public presentation of interests and the sharing with others with similar interests are opportunities for work development.
Example (task for children 3-6 years old) - A story about a child who loves drawing and how he/she took part in doing an exhibition of his/her drawings. Afterwards the teacher talks to the children about what they love to do. The teacher writes the children's statements on the board and children are asked to draw their own ideas.
Step 2 - Sharing ideas - Children develop the basis for collaboration and cooperative work. Based on the records from step 1, children share their ideas with others trying to find similarities and/or complementary ideas among them. The orientation of this process by the teacher may be required. However, based on our experience, children are usually able to do it spontaneously. The teacher should observe carefully that no one is excluded in the project groups that are formed. Children should always be able to identify their own contribution to the group project. That is a critical aspect for their sustained engagement and motivation along the project.
Example - Group projects prepared by participants from different age ranges and with different scopes: Children from a preschool wanted to build a treehouse (Figure 2); a class of pre-service teachers design a project planting fruit trees in the school park within the scope of the 2014 International Year of Family Farming, aggregating diverse interests on ecology, sustainability, solidarity and open-air activities (Figure 3).
Step 3 – What do I want to do? – Children have the opportunity to think how they can be active in pursuing their goals. Also we want them to be able to recognize some of the characteristics of an entrepreneur and be aware that no one is born an entrepreneur, but can learn and become an entrepreneur. The words "entrepreneur" and "entrepreneurship" are introduced, but it is important to note that we are concerned with being entrepreneurial in different areas (not exclusively, nor foremost in the business world).
Example (task for children from 9-12 years old) - On a board, children write the name of one of their idols (someone who succeed improving his/her life and the life of others), describe what that person achieves, and what are their main characteristics and values. We found that children often choose their idols within their families or within the community. Using a stamp, each child highlights two characteristics he/she elects as the most important. Then a Top 10 table is drawn up with the most often nominated characteristics/values; the resulting table is displayed on a wall.
Example (task for teachers) - Teachers were given the opportunity to listen and discuss with two entrepreneurs (a working woman who has started a project of volunteer work with elderly in her community and a young man who has diabetes and is also an alpinist).
Step 4 – Mind-sets – Children have the opportunity to recognize the role of some positive mind-sets both in the individual as in the team work. Another challenge, perhaps more appropriate for older children and adults, is to discover how they can control or modify some negative mind-sets. This stage gives credit to research on emotional intelligence.
Example (task for children from 7-8 years old) - Using pictures of faces expressing different emotions, children are invited to name that emotion and to classify it as a positive or negative mind-set. Another activity is called the "collective laugh" and it is aimed for children to experience how emotions may be contagious within the group.
Step 5 - Active listening - Listening to others, considering their opinions, empathic communication, listening to the needs and aspirations of others in one's environment are crucial skills to entrepreneurship.
Example (task for children from 9-12 years old) - Children are divided into groups. In each group some children will have the role of senders and others, turning their backs, will have the role of receivers. One child begins reading a text (it should have an interesting and meaningful content, or innovative information) while the receiver tries to listen. Meanwhile, other children begin making a noise using musical instruments. Then, the teacher motivates the children towards active listening, and a second trial is made under the same conditions. Children are invited to identify the obstacles to communication and how they overcame them.
Step 6 – Talking about the project - Children are challenged to master communication skills. A project is a story that hasn't happened yet. When someone begins an entrepreneurial project, they have to build a narrative that may include a plan, a mental picture of the final product of the project, the planning and scheduling of actions, a list of possible collaborators and the prediction of future scenarios. Narratives are also needed to communicate information about the project to other collaborators.
During this stage children will learn that the script for creating a narrative about the project must integrate the answers to the what, why, for whom, how, with whom, when and where questions.
Example (task for children from 3-6 years old) - the teacher tells a story about a little girl who managed to achieve a specific project. The teacher initiates a dialogue about the story, asking the children "What was the girls' project? Why did she want to achieve that? For whom? How? Using these items they all together build a narrative about their own project, writing and/or drawing the answer to each item.
Step 7 - Working with collaborators – emphasizes the need of working with others in today's world. The word "collaborator" is introduced, meaning those that are members of the working team, those who can supply the resources (financial or other) for the project, those who can recommend the product of our project and those who are competing with our project. Children learn how to use the names "buyer", "supplier", "financier", "advertiser" and "competitor".
Example (task for children from 3-6 years old) - Using the same story as in step 6, children identify the various collaborators in the little girl's project, and their specific role. Then, they try to list the collaborators for their own project.
Step 8 - Identification of needs in order to write our offers or proposals - Offering something is based on talks and thoughts about some dissatisfaction and on the creation of a proposal to meet this need.
Example (task for children from 9-12 years old) - Children read about a fictional situation in a school where there are several problems with pupils and discuss the ways to solve them. Then, they are asked to think about their real school, to identify the needs (problems) existing there, and to think what they could do to improve the situation. One interesting activity to conclude this task consists in using a scale to weigh volumes, where children put a ball for each need they have identified, on one side of the scale, and a ball for each proposal, on the other side. If the scale is balanced, it means that everyone is profiting, both those who receive and those who offer. Next they apply those concepts to their own project, to enrich their previous narratives. They make an oral presentation trying to stimulate the interest of others for their project.
Step 9 – Building prototypes to communicate the project – Introduces the idea that using images to explain a project facilitates communication. A prototype is a 2D or 3D model of the product. The difference between a product and a prototype is explored. Depending on the nature of the project, the prototype may be a 3D object, a draft, a plan, a model, an archetype. Building a prototype involves many steps and trials, creating, experimenting, incorporating suggestions, innovating. It is a good way of showing the link from the need we identified in the first place to the proposal we are presenting and to motivate others to our project. Then, project teams are encouraged to build prototypes to communicate their own projects.
Step 10 – Collaborators' networks – Is about the organization of individuals for achieving common purposes, about collaborators and partners that share the risks and the benefits in the project. An efficient network develops its own identity and working style. An important issue for teacher intervention is to highlight how diversity within a network may enrich it.
Example (task for children 7-9 years old) - Beginning with the question "Can you accomplish your project without any collaborators?" children are invited to think about a collaborators' network for their own project. Talking about how these networks are built, the teacher may recall what they have learned about active listening, communication, positive mind-sets, etc. In Figure 7, Figure 8 and Figure 9 it´s possible to see the collaborators in action (children's families and other members of the community) constructing the greenhouse and the treehouse in the kindergarten's backyards and the employees of the municipal carpentry constructing the individual lockers, with the participation and surveillance of the students.
Step 11 – Task cycles – Is about the organization of the workflow. A task cycle is the path from the demand until its satisfaction. Projects integrate multiple task cycles, and it is crucial that every task cycle is successfully closed.
This step introduces the need for scheduling task cycles, establishing conditions and criteria and negotiating them, evaluating the collaborator's performance, evaluating the satisfaction of the project's public audience. Defining dates and writing a contract may help control the execution of task cycles and the accomplishment of the project.
For the project "Habemus individual lockers" 6th graders elaborated a work plan divided into different cycles (for example, to buy the wood material; the negotiation for having the collaboration of a municipal carpentry; the work planning with the carpenter). By the end of the project children realized that they forgot to plan the acquisition of locks and keys (Figure 10). This way they learned why a continuous revisiting and evaluation of the work plan is needed and also they experienced how to face failure and overcome it.
Example (task for children 7-9 years old) - Based on a story or on a real task from their daily life, children analyze the task using the following items in a diagram: demand; product, negotiation, contract, delivery, evaluation, new demand. Children are asked to divide their project into task cycles that are needed to be performed for a successful fulfilment of the project. They write it down using a similar diagram as many times as the number of task cycles they identified.
Step 12 – Project leadership – Deals with the role of the leader in an entrepreneurial project. It is intended for children to learn that leadership skills are not an innate gift, and that no one is able to be a leader by simply stating it or by evidencing authority. Those skills emerge from the communication with the team and from personal commitment with the team and its goals. Thus, leadership has to be recognized by the team and everyone can be a leader.
Example (task for children 7-9 and also 9-12 years old) - Is a dramatization of a story where a group of children is planning a summer camp, for example using a puppet show. The characters in the story represent diverse skills during the negotiation and planning of that project. Children discuss who they think is the leader, and why. The story also elicits the reviewing of skills previously mentioned: who in the story is evidencing skills of active listening, communication, sharing, positive mind-sets, and good narratives? To conclude they may collectively summarize the qualities of a good leader.
The Entrepreneurship Education Project began on September 1, 2011.The project was developed in three stages.
In the first stage workshops and practical sessions were held for teacher trainers to raise the awareness towards the practice of entrepreneurship based on the manual "Having ideas to change the world" (CEAN, 2009), the base source used in the project.
The second stage involved the training of the preschool and primary teachers (grade1 to grade6), both in-service and pre-service teachers from the Alto Minho region. To in-service teachers this training was a certified one, because this is required to them.
A number of practical sessions aiming towards the acquisition of entrepreneurial skills and values were carried out with the simultaneous presence of all those involved. The content of the training was focused on the 12SPrEE. As a result, trainees travelled a similar pedagogical path to what they would later set out to travel with children in an educational context and in doing so, better understood the dynamics of entrepreneurship. Activities in this phase of the project consisted of meetings for sharing ideas, producing narratives for communication projects, workshops for building prototypes and seminars to share the results of the training sessions.
The third stage was developed through teachers interventions in educational contexts that took place in 2012/2013. Participants, both trainees and teachers, began the work of entrepreneurship with their students. To do this, they followed the methodology from the manual presented in the first stage and experienced new dynamics to work the subject of entrepreneurial knowledge in children from 3 to 12 years of age. In face-to-face sessions, the prompting for ideas and the detection of upcoming ones was executed with sensitivity by several children who perceived the existence of contact points between the ideas presented among their colleagues. The development of the individual's ability to communicate, with increasing clarity and organization so that others understand the ideas and desires, enabled the building of narratives.
The demand for collaborators to complete the projects led to families being added as well as other teachers, community members, local authorities and entrepreneurs. Children had to explain their own projects through narratives and prototypes, 2D or 3D, to get collaborators.
Events showcasing the projects developed in the community motivated both the children and students involved.
The work undertaken in educational settings by the educational community and the partner institutions in the project was exhibited in a final workshop organized at ESE - IPVC in July 2013 (Figure 11).
This event featured national and foreign speakers who lectured on the topic of entrepreneurship; teachers who presented summaries of the project they developed, together with materials produced, highlighting the work done, the momentum achieved, the participation of everyone who contributed and the final product itself. This event was attended by a number of teachers from the schools involved, as well as parents and children.
Apart from bringing to the public eye the work undertaken in different contexts, there was also the intention to create a network of entrepreneurial schools that contribute to entrepreneurial skills training in the children in Alto Minho region since the early years.
In the academic year 2013/2014, the exhibition "Following dreams" (Figure 12) was organised to disseminate the projects developed by children and students, along the Alto Minho community.
Teachers involved in the project acted as "seed teachers" of entrepreneurial education in their educational contexts. They attracted other teachers for the project, so in the next teacher training, starting in late October, we will have engaged 33 new teachers, from throughout the Alto Minho region.
We rely on these "seed teachers" to achieve a multiplier effect in the region for the sustainable development of entrepreneurial education.
The development of this project has implications for teacher education, both in-service and pre-service ones.
Firstly, from the point of view of the curriculum, it becomes necessary to think of the various alternatives for the integration of this theme. The advantage of integrating entrepreneurial education into the curriculum (and not as an optional subject), transversal to various components of training and in direct connection with teaching experiences in a real context has been argued in th Budapest Agenda.
Secondly, we emphasize the acquisition of entrepreneurial skills by the teachers themselves, as part of their personal and their professional training. Thus, teachers can be participating citizens in their community, with a strong social awareness and gearing up for ethical principles, either in their personal, social or professional activity.
Thirdly, as it has been argued, this project demonstrated the advantages of doing teacher training in this area using the same approaches to develop with children, particularly active methodologies, project work and collaborative work.
the actions developed in educational contexts (from preschool to grade 6) were transformed, in some cases, into seed projects that were continued, sustained by the motivation of the teachers and students involved. For example: the project "Habemus individual lockers" (grade 6) developed by a single class was extended to the entire school.
in the next school year children involved in the project demonstrated entrepreneurial attitudes and skills revealing the influence of the project, such as the ability to identify a need in the educational context and propose a plan to overcome it.
there was an enlargement of the network of teachers interested in joining the project, influenced by peers.
being an intervention project has led to research projects that helped improving teachers' practices.
the creation of an "Observatory for Entrepreneurship Education", whose main goal will be to evaluate the implemented actions and the outputs.
The project becomes reality, based on a close relationship between all the partners, ESE-IPVC, CIM-Alto Minho, CEAN, teachers in school contexts and the community. To upscale this impact in Alto Minho region we need to rely on "seed teachers", to spread the main idea of the project. In the future we also intend to engage families in the project, to contribute to their capacity building and empowerment in those areas and to promote the collaboration school-family in order to foster entrepreneurial education of all children in our region. This was the first step towards this goal. The work developed revealed itself to be promising, so it will be continued. This is our dream!
The motivation of all the participants geared by the adoption of dynamic student-centred approaches was a success factor. The natural school context chosen for teacher training was another aspect that contributed to the success of the project.
The final reflections are upon the development of work project in very early ages (with preschool and basic school children). "To follow the dreams" was the expression of a 5 years child when she was communicating about her project. As the developmental psychologist Erik Erikson (1963) stated, preschool children seek to initiative. They are learning to master the world around them and they want to begin and complete their own actions for a purpose. It is important for a healthy resolution of this developmental stage to give children ample opportunities to do things on their own, to encourage and support their efforts with guidance and also to allow experiencing their limits.
On the other hand, at the next stage, basic school children are learning to read and write, to do sums, to make things on their own and teachers and peer group become major sources of the child's self-esteem. Following Erikson's psychosocial developmental theory, the child at this age feels the need for being industrious, that is the need for demonstrating specific competencies that are valued by society. It becomes important that the child's environment offers the opportunities for feeling competent, otherwise he/she begins to feel inferior, doubting his/her own abilities and risking not reach his/her potential.
In Portugal, Basic Education is organized by educational cycles (3-5 years old; 6-9 years old; 10-12 years old) and this means that teachers change from one educational cycle to the next. This change can be an obstacle to the maintenance and continuity of the development of soft skills methodology. In the higher levels of schooling, there is a greater focus on subject contents which may hinder the implementation of this methodology. Moreover, even during the same educational cycle there is no guarantee that teachers can keep up with the same group of children. These changes are an obstacle to the continuity of the development of an entrepreneurial education.
At the beginning of training in EE, some teachers revealed reluctance towards the possibility of involving children in the early years of schooling in EE. It is considered that behind this reluctance could be a less correct association of the concept of entrepreneurship related to economic issues. These expectations gradually changed along the Project.
Another obstacle was related to attracting teachers to the project and its permanence. To overcome this obstacle, the teacher education on EE provided to teachers was credited (a requirement for teachers in Portugal) and there was a follow-up of the projects' development in educational contexts through and a final seminar was set up for sharing results.
CEAN (2009). Ter ideias para mudar o mundo. Manual para treinar o empreendedorismo em crianças dos 3 aos 12 anos. Campo Maior: Associação Coração Delta.
Erikson, E. H. (1963). Childhood and society (2nd edition). New York: Norton.
European Comission (2006). Promover o espírito empreendedor através do ensino e da aprendizagem. Bruxelas: Comissão Europeia.
European Comission (2007). Key competencies for lifelong learning. European reference framework. Luxembourg: Office for official publications of the European Communities.
European Commission (2011). Entrepreneurship Education: Enabling Teachers as a Critical Success Factor. A report on Teacher Education and Training to prepare teachers for the challenge of entrepreneurship education. Brussels: Entrepreneurship Unit Directorate-General for Enterprise and Industry.
IPVC (2013). Entrepreneurial Programme for 3-12 year old children. In Entrepreneurship Education: A guide for educators, (pp. 38-39). Brussels: European Commission.
McCoshan, A. (2010). Towards Greater Cooperation and Coherence in Entrepreneurship Education. Report and Evaluation of the Pilot Action High level Reflection Panels on Entrepreneurship Education. Birmingham: ECOTEC.
OCDE (2005). The definition and selection of key competences: Executive summary. Paris: OCDE.
Pereira, M., Ferreira, J. & Figueiredo, I. (2007). Guião "Promoção do Empreendedorismo na Escola". Lisboa: ME-DGIDC.
Wang, Y. (2012). Education in a changing world: Flexibility, Skills and Employability. Washington: The World Bank.


To ensure a governance structure that is based in community representation, the Regional Leadership Training Program (RLTP) was created. The goal of the program is to develop a pool of qualified, educated and prepared Metis and Inuit candidates to serve on the Board of Directors for Metis organizations including regionally appropriate Metis and Inuit Child and Family Services Agencies.
RLTP members are appointed by the Manitoba Metis Federation Regional Vice Presidents (4 members) and the Metis Women of Manitoba Board of Directors (1 member per region). Training relevant to leadership, Board governance and child welfare in Manitoba is facilitated by the Metis Child and Family Services Authority. RLTP members are not responsible for reporting to any individual or organization. The Metis Child and Family Services Authority is the reporting body.
RLTP members appoint from among themselves, individuals to sit on the Board of Directors. Appointment terms for Directors are staggered to ensure continuity of leadership for the Agency.


text:
Previous / Motegi Super GT: Yamashita, Oshima snatch title from TOM'S Next / Yamashita reflects on "aggressive" title-winning move
Super GT / Motegi Breaking news
Cassidy: Fuji safety car cost us second Super GT title
, News Editor
Nick Cassidy believes he and TOM'S Lexus teammate Ryo Hirakawa were only denied their second SUPER GT title in three seasons by the timing of the safety car in August's Fuji race.
Victory in Sunday's Motegi finale was not enough to prevent Kenta Yamashita and Kazuya Oshima from claiming the championship for Team LeMans, as Yamashita crucially passed the sister #36 TOM'S car for second place behind Cassidy and Hirakawa.
It came after Yamashita and Oshima's back-to-back wins earlier this year at Buriram and Fuji, the latter assisted by a well-timed safety car period that gave the #6 Lexus a free stop and essentially handed it victory in a race it was carrying considerable success ballast.
"We were a safety car away from the title," lamented Cassidy, who went on to highlight that the #37 car was only beaten in a straight fight by the #6 car in one race, Buriram.
"I think we did the maximum [from Fuji onwards]," he told Motorsport.com. "They were heavy, but we were also heavy, so to then catch them back was really tough.
"From round three onwards we finished every race in the top four. We had a lot of podiums these last races, catching the gap, even in the changing weather. We beat [the #6 car] in six out of eight races, which says it all really.
"The championship is structured in such a way that if you win, you get heavy, and then you don't usually score big points. But at that race [Fuji], we were both hugely heavy already, so it threw the whole weight system out the window."
Cassidy also acknowledged the disappointment that a number of SUPER GT drivers felt with the situation at Fuji, even suggesting that it could have contributed to Jenson Button's decision to exit the series after this season.
Button and his Kunimitsu Honda teammate Naoki Yamamoto would have won the Fuji race had the decision been made to penalise Yamashita and Oshima.
"I can't say much, but I can say it's probably the reason why the series is losing a high-profile driver," said Cassidy when pressed on the matter.
Cassidy blindsided by change of team strategy
Cassidy was at the wheel of the #37 Lexus for the opening stint of the Motegi race, handing over to Hirakawa having moved up from fourth on the grid to second behind Kazuki Nakajima in the #36 TOM'S car.
But the Kiwi admitted post-race that the plan had been for Nakajima to hand over to Yuhi Sekiguchi as late as lap 26, only for the #36 crew pit on lap 20, the lap after Cassidy.
"At that stage of the race, I was not worried about overtaking [Nakajima] because our pace was much better than P3 or P4," Cassidy explained. "So I was more focussed on trying to extend the gap than fight.
"I had one little look and he covered me. If I was racing him for the championship I would have attacked more, but because he's my teammate I was a little bit gentle.
"And I knew I was coming into the pit two laps later, so I knew it was not important if I got ahead or not. Their strategy [pre-race] was to pit on lap 26, so I was really surprised to see them cover our strategy."
Asked whether he felt the team had let he and Hirakawa down by pitting the #36 car earlier than planned, Cassidy said: "I respect them, they are fighting for the win, so it was their decision. I respect that they wanted to race [us]."
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Metro Detroiters recently raised their glasses for some good causes in Royal Oak.
On Jan. 18, Royal Oak craft beer supporters, the Polar Beer Club, threw the Royal Oak Beer Fest at the city's farmer's market. The sold-out event funneled its donations to multiple charities, including AIDS Walk Detroit.
AIDS Walk Detroit is Michigan's largest grassroots HIV/AIDS fundraiser. Since 1991, the Royal Oak-based charity has held several fundraisers throughout the year, including their annual 5K walk through Royal Oak every fall.
This year's Royal Oak Beer Fest included food samples, local and national beer presence, and even games. A highlight of the crowded affair included the super-sized "Jenga" near the entrance, with strangers quickly becoming friends as they played.
Some stand-out samplings included the large Sierra Nevada station, handing out this year's Bigfoot and the expensive quad, Ovila. Grand Rapid's Brewery Vivant was present to hand out many of their mainstays, while Quebec's Unibroue was on hand with their world-renowned La Fin du Monde Golden Ale.
Representatives of the charities being supported, like Vista Maria, were present throughout the night to hand out information on their causes.
Information on the charities, as well as this year's Royal Oak Beer Fest, can be found at www.royaloakbeerfest.com.
On Jan. 25, the Royal Oak Craft Beer Fest took a slightly more personal focus with its Royal Oak Music Theatre event: Everyone working the festival was a volunteer for Camp Casey. The festival was in its third year of working with Camp Casey to bring donations to the unique, local non-profit, with many LGBTs present both behind and in front of the beer sampling.
Some of the beers present included Bell's well-known Hopslam and a unique combination at Founder's: their Centennial IPA mixed with Blood Mary Mix. Craft liquor from Detroit-based Two James Spirits was handed out as well.
Camp Casey is a Royal Oak-based organization that runs a horseback-riding program for children with cancer. Founder Molly Reeser was present at the festival the entire night, while many people pouring drinks or handing out fliers were personally touched by the nonprofit. One pourer, Nicki, excitedly volunteered; her daughter had received a "Horsey House Call" while suffering from cancer, and is thankfully now in remission.
Camp Casey was started as a dedication to Reeser's best friend, Casey, who passed away from cancer at age 13. In college, Reeser decided to turn her friend's love of horses into a passion to be shared with others suffering from the disease. Ten years later, the charity has become Michigan's own answer to "Make a Wish," focusing on the seemingly universal love of horses most children have.
Funds raised from the various events thrown in Royal Oak throughout the year go toward various aspects of the charity, including funding "Cowboy Camp Outs." The campouts happen two times a year, where children are able to go to a real "Dude Ranch" and experience Wild West living.
The Royal Oak Craft Beer Fest funds will also be funneled toward "Horsey House Calls," where very ill children are able to see and pet horses brought directly to their homes.
Charity events in the Royal Oak area will occur throughout the next several months to benefit Camp Casey, including "Dabble," a wine and craft beer tasting event on Valentine's Day at Rust Belt Market in Ferndale (www.dabbledetroit.com).
Other upcoming events in the area for Camp Casey include the Cowbell Pub Crawl in Ferndale on March 29 and the Gardenia Bluegrass & Roots Festival at the Royal Oak Farmer's Market on April 11.
For further information on Camp Casey and their events, visit www.camp-casey.org.
Royal Oak Craft Beer fest information for this year's event can be found at www.royaloakcraftbeerfest.com.


text:
Альфонсо Артуро де лос Ерос Перес-Альбела (15 січня 1939, Ліма) — перуанський юрист і політичний діяч. Був міністром праці та соціального сприяння та Головою Ради Міністрів Перу (1991—1992). Він пішов у відставку після державного перевороту 1992 року.

Життєпис
Син Альфонсо де лос Ерос де лос Ріос і Марії Естер Перес-Альбела Гомес. Він вивчав право в Католицькому університеті в Перу і здобув ступінь права у 1964 році. Спеціалізувався з трудового права. В університеті Сан-Мартін-де-Поррес отримав ступінь магістра з трудового права та соціального захисту (1997).

Де лос Ерос був Спеціальним послом у Болівії та Чилі, щодо очікуваних переговорів між Перу та Еквадором і координатором Комісії Амазонського договору з торгівлі та навігації, укладеного з Еквадором, членом Консультативної комісії Міністерства закордонних справ, Міністерства праці та Міністерства юстиції, Голова Правління AFP UNIÓN VIDA та Президент Асоціації адміністраторів приватних пенсійних фондів.

Він був віце-президентом Суду з питань етики Перуанської ради з питань преси, директором Міжбанку, президентом Інституту підготовки та трудових досліджень, президентом Інституту громадських і соціальних питань, членом Іберо-американського інституту праці та права соціального захисту та радником юридичний огляд Перу та професор закону про працю та соціальне забезпечення юридичного факультету Лімського університету.

Урядова діяльність
У першому уряді Альберто Фухіморі він був призначений міністром праці та соціального заохочення 15 лютого 1991 року. 6 листопада 1991 року він замінив Карлоса Торреса у Торреса Лару на посаді Голови Ради Міністрів, зберігаючи портфель міністра праці.

Перед самим переворотом 5 квітня 1992 р. він побачив записане звернення президента Альберто Фухіморі в штабі армії, незадовго до його трансляції в національній мережі. Його супроводжували інші члени кабінету, але він і міністр сільського господарства Густаво Гонсалес Пріето були єдиними, хто вирішив не брати участі у порушенні конституційного ладу, одразу подавши у відставку

Примітки

Прем'єр-міністри Перу
Міністри Перу

redpajama_set_name: RedPajamaWikipedia


Service often comes at a cost. I have few regrets about my time in uniform, but my loved ones and I paid a price for that service. It took time, support, and a lot of hard work to heal myself and repair the relationships in my life. In my practice, I hope to repay those who supported me by continuing to serve our community and provide my clients with the skills, support, and safety they need to heal and connect with their loved ones.
Each of us has a different story, and I hope in sharing yours with me, we can help you find the skills and knowledge to make the change in your life that you are looking for. Give me a call, and we'll see if I am the right therapist for you.
I am a member in good standing of Veterans of Foreign Wars Post 1 and the newly founded American Legion Post 5280. I highly value my veteran community and am proud to be both part of, and in service to, our military community.
Foundation 1023 is a non-profit dedicated to providing care for First Responders. With their support, I can provide free, short-term therapy for First Responders without any involvement with their department or benefits.
ResponderStrong TM is a group of Colorado emergency responders working in collaboration with the National Behavioral Health Innovation Center to create a platform for mental wellness that serves emergency responders across the state. Members come from law enforcement, EMS, dispatch, fire, and their advocates.


Dr. Amer A. Khakwany D.M.D.
Tinseltown Dental is conveniently located in the centre of downtown Vancouver's Crosstown district. Dr. Amer Khakwany and his team look forward to meeting with you to discuss the best care and treatment methods that will improve dental function and provide brilliant, lasting smiles.
Copyright ©2019 Tinseltown Dental Clinic.


I am delighted to be able to serve as the President of the Scots College Parents' Association (SCPA).
Alongside the rest of the Executive team, we're working hard to deliver fun & friendship opportunities, run fund-raising activities to support the school, and facilitate forums for discussion with the school and other parents.
We're supported by a great team of people – maybe you'll be one!
The SCPA is a group of parents with boys in the College, from Prep School through to Senior School, covering Years 1-13. Parents are both working and non-working parents, including women and men.
School fees provide students with fantastic staff, facilities and resources. But there are always some projects that have to go on the wish list – and this is where the SCPA gets involved. A key aim for the SCPA is to raise funds for these key school initiatives that benefit the boys and the school.
Whilst fund-raising is a key aim, the SCPA is an excellent way to get to know other parents, have a chance to network with each other, to engage with College staff, Headmaster and Principals, as well as having some fun along the way!
Why get involved with the SCPA?
Parents get involved for many reasons; many are new to the school and want to meet other parents; many want to get involved with the school through helping out with events; others want to use their skills to contribute to the school community.
Whatever your reason, we'd love to have you involved! One hour, one afternoon or one event; it's about deciding what you want to be involved in and giving as much time as you can commit. Every bit of help counts.
There are a number of ways to get involved; you can contribute to any or all of the roles listed.
Get involved by attending our monthly meetings as a member. Here, you get to socialise with other parents, participate in decisions and engage in discussion with the College staff.
Meetings are held at the College on the second Tuesday of the month (term time). You can come to as many meetings as you like. Check the calendar of events for dates.
Your commitment: Approx. 2 hours per month.
Get involved by volunteering to help run a single event or activity. Here, you'd get to work with a small group of other parents who will be responsible for organising the event or activity.
Your commitment: Approx. 2 hours per week in the lead up to the event.
If you're short on time but want to help now and again for a couple of hours, just join our mailing list and we can let you know where we need extra help for events coming up.
Your commitment: Approximately 2 hours as and when needed for an event.
There's more information on the subsequent pages about who we are and what we do. We have members covering most year groups, so if you would like to find out more, feel free to drop an email to parentsassociation@scotscollege.school.nz, and we can connect you with a member from your son's part of the school.
All parents are more than welcome to attend any of our monthly meetings to find out what it's about. Also take a look at our calendar of events to see if there's something coming up you'd like to help out with.


text:
First ever video of an elusive new ruby seadragon filmed in wild
Life 13 January 2017
By Chelsea Whyte
The needle in the haystack
Scripps Institution of Oceanography/UC San Diego
Ruby seadragons, a kind of spiny fish that lives in the deep waters off Western Australia, have been recorded alive and swimming for the first time.
They were first identified as a species in 2015 based on DNA sequencing of just four dried out specimens that had washed ashore or been caught in trawling nets between 1919 and 2007.
"We had very good details on where the fish in 2007 had been found, but very little other information to go on," says Greg Rouse from the Scripps Institution of Oceanography at the University of California, San Diego, who led the expedition to the remote Archipelago of the Recherche.
"We knew it was like finding a needle in a haystack to go and look for this thing."
The team used a small, remotely operated vehicle to make a sequence of dives down to 55-metres deep. During the fourth and final dive, they happened upon a ruby seadragon and followed it to another, watching them both feed and move through the strong ocean swells.
Sponge garden
The surrounding area was what Rouse calls a "sponge garden", in contrast to the kelp-filled waters that leafy and common seadragons inhabit. These relatives of the ruby seadragon have fleshy appendages that help them move about and hide among sea kelp in the rocky reefs where they live.
Rouse says seeing the ruby seadragon alive confirms that they lack such lacy protuberances. In waters 55 metres deep, they just aren't necessary – or even a good idea.
For starters, the strong currents that far down could catch them like a sail. "They don't have appendages, just stumps where they would have attached," says Rouse. "Where they live, it's not useful for camouflage."
Instead, their colour helps them hide. Red is the first colour seawater absorbs from sunlight, so at that depth, no red light will bounce off these seadragons, making it hard for predators to see them.
Rouse's video also shows that the creature has a curled tail similar to that of a seahorse. This is likely to be used for gripping objects and keeping in one position in rough waters, he says.
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