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Mountain Pines Campground takes cash only!
Quiet time is enforced at 11:00 p.m.!
All music devices off at 10:00 p.m.!
Check in time is 12:00 p.m.!
Check out time is 11:00 a.m.!
All guest must register at office before picking a site. Do not just drive in and pick a site.


Each strand is of equal value and may be presented in any order throughout the year. Students rely on personal observations and perceptions, which are developed through increasing visual literacy and sensitivity to surroundings, communities, memories, imaginings, and life experiences as sources for thinking about, planning, and creating original artworks. Students communicate their thoughts and ideas with innovation and creativity. Through art, students challenge their imaginations, foster critical thinking, collaborate with others, and build reflective skills. While exercising meaningful problem-solving skills, students develop the lifelong ability to make informed judgments.
make judgments about the expressive properties such as content, meaning, message, and metaphor of artwork using art vocabulary accurately.
demonstrate effective use of art media and tools in drawing, painting, printmaking, sculpture, ceramics, fiber art, design, and digital art and media.
compare and contrast career and avocational opportunities in art.
explore the suitability of art media and processes and select those appropriate to express specific ideas such as content, meaning, message, and metaphor relating to visual themes to interpret the expressive qualities of artwork.
select from a variety of art media and tools to express intent in drawing, painting, printmaking, sculpture, ceramics, fiber art, design, digital art and media, photography, jewelry, and mixed media.
examine, research, and develop a plan of action for relevant career, entrepreneurial, and avocational art opportunities within a global economy.
select and analyze original artwork, portfolios, and exhibitions to demonstrate innovation and provide examples of in-depth exploration of qualities such as aesthetics; formal, historical, and cultural contexts; intentions; and meanings.
discriminate between art media and processes to express complex visual relationships such as content, meaning, message, and metaphor using extensive art vocabulary.
create artwork, singularly and in a series, by selecting from a variety of art materials and tools appropriate to course work in drawing, painting, printmaking, sculpture, ceramics, fiber art, design, digital art and media, photography, jewelry, and mixed media.
examine, research, and develop a plan of action for relevant career or entrepreneurial art opportunities within a global economy, justifying the choice.
evaluate a wide range of artwork to form conclusions about formal qualities, aesthetics, historical and cultural contexts, intents, and meanings.
Dance students develop perceptual thinking and movement abilities in daily life, promoting an understanding of themselves and others. Students develop movement principles and technical skills and explore choreographic and performance qualities. Students develop self-discipline and healthy bodies that move expressively, efficiently, and safely through space and time with a sensitive kinesthetic awareness. Students recognize dance as a vehicle for understanding historical and cultural relevance, increasing an awareness of heritage and traditions of their own and others, and enabling them to participate in a diverse society. Evaluating and analyzing dance allows students to strengthen decision-making skills, develop critical and creative thinking, and develop artistic and creative processes. Students continue to explore technology and its application to dance and movement, enabling them to make informed decisions about dance.
identify images found in the environment through movement.
create basic compositional forms using fundamental dance elements for choreographic processes.
understand the principles of an effective warm-up and cool-down, implementing elements of proper conditioning for performing skills.
identify dance in various media and content areas.
identify knowledge and skills of technology in dance.
Dance students develop perceptual thinking and movement abilities in daily life, promoting an understanding of themselves and others. Students develop movement principles and technical skills and explore choreographic and performance qualities. Students develop self-discipline and healthy bodies that move expressively, efficiently, and safely through space and time with a sensitive kinesthetic awareness. Students recognize dance as a vehicle for understanding historical and cultural relevance, increasing an awareness of heritage and traditions of their own and others, and enabling them to participate in a diverse society. Evaluating and analyzing dance allows students to strengthen decision-making skills, develop critical and creative thinking, and develop artistic and creative processes. Students will continue to explore technology and its application to dance and movement, enabling them to make informed decisions about dance.
interpret details in movement in natural and constructed environments.
create enhanced compositional forms using fundamental dance elements for choreographic processes.
implement an effective warm-up and cool-down, implementing the elements of proper conditioning for performing skills.
interpret historical and cultural dance forms using technology.
apply knowledge and skills of technology in dance.
differentiate designs and images in natural and constructed environments.
differentiate compositional forms using intermediate dance elements for choreographic processes.
distinguish an effective warm-up and cool-down, implementing the elements of proper conditioning for performing skills.
research historical and cultural dance forms using technology.
experiment with knowledge and skills of technology through a dance portfolio.
create and notate or record original musical phrases at an appropriate level of difficulty.
demonstrate accurate intonation while sight reading using concepts such as vowel shapes, ensemble blend, and just intonation.
identify and explore tools for college and career preparation such as personal performance recordings, social media applications, repertoire lists, auditions, and interview techniques.
interpret music symbols and expressive terms referring to style, dynamics, tempo, and articulation.
generate tools for college and career preparation such as electronic portfolios, personal resource lists, performance recordings, social media applications, repertoire lists, auditions, and interview techniques.
evaluate musical performances by comparing them to similar or exemplary models and offering constructive suggestions for improvement.
analyze and apply health and wellness concepts related to music practice such as body mechanics, repetitive motion injury prevention, first-aid training, hearing protection, vocal health, hydration, and appropriate hygienic practices.
interpret music symbols and expressive terms.
create and notate or record original musical phrases at an increasing level of difficulty.
generate tools for college and career preparation such as curricula vitae, electronic portfolios, personal resource lists, performance recordings, social media applications, repertoire lists, and audition and interview techniques.
evaluate musical performances and compositions by comparing them to similar or exemplary models and offering constructive suggestions for improvement.
The foundation of music literacy is fostered through reading, writing, reproducing, and creating music, thus developing a student's intellect. Through creative expression, students apply their music literacy and the critical-thinking skills of music to read, write, create, and/or move. By experiencing musical periods and styles, students will understand the relevance of music to history, culture, and the world, including the relationship of music to other academic disciplines and the vocational possibilities offered. Through critical listening, students analyze, evaluate, and respond to music, developing criteria for making critical judgments and informed choices.
demonstrate music-making skills such as appropriate use of technology in recording, notating, editing, manipulating, arranging, Standard Motion Picture Time Encryption (SMPT), and emergent technologies.
exhibit and explain appropriate performance techniques for formal and informal concerts or recording sessions.
notate or record original musical phrases.
identify and explore tools for college and career preparation such as social media applications, repertoire lists, and audition and interview techniques.
Through the foundations: inquiry and understanding strand, students develop a perception of self, human relationships, and the world using elements of drama and conventions of theatre. Through the creative expression strand, students communicate in a dramatic form, engage in artistic thinking, build positive self-concepts, relate interpersonally and integrate knowledge with other content areas in a relevant manner. Through the historical and cultural relevance strand, students increase their understanding of heritage and traditions in theatre and the diversity of world cultures as expressed in theatre. Through the critical evaluation and response strand, students engage in inquiry and dialogue, accept constructive criticism, revise personal views to promote creative and critical thinking, and develop the ability to appreciate and evaluate live theatre.
Participation and evaluation in a variety of theatrical experiences will afford students opportunities to develop an understanding of self and their role in the world.
identify and recognize the importance of safe theatre practices.
create, write, and refine original monologues, improvisations, scenes, or vignettes that reflect dramatic structure to convey meaning to the audience through live performance or media forms.
demonstrate responsibility, artistic discipline, and creative problem solving by concentrating in one or more areas of theatre production such as acting, technical theatre, or theatre management.
identify and appreciate the innovations and contributions of the United States to the performing arts such as theatre, melodrama, musical theatre, radio, film, television, technology, or electronic media.
connect theatre skills and experiences to higher education and careers outside of the theatre.
develop and practice memorization skills.
create, write, devise, and refine original monologues, improvisations, scenes, or vignettes to convey meaning to the audience through live performance or media forms.
develop responsibility, artistic discipline, and creative problem solving by concentrating in one or more areas of theatre production such as acting, technical theatre, or theatre management.
integrate two or more art or media forms in a performance.
perform the role of actor, director, or technician, demonstrating responsibility, artistic discipline, and creative problem solving.
create a personal resume or portfolio of theatrical experience.
develop and model memorization skills.
create individually or devise collaboratively imaginative scripts and scenarios.
apply expertise in one or more areas of theatre production, demonstrating responsibility, artistic discipline, and creative problem solving.
identify and appreciate the innovations and contributions of the United States to the performing arts such as theatre, melodrama, musical theatre, radio, film, television, technology or electronic media.
The course will also provide an atmosphere in which students benefit from a teaching and learning experience in these performance disciplines of musical theatre. Students will receive comprehensive and rigorous instruction so that they may make informed choices about the craft, college, and the profession. The course will enhance and cultivate the creative gifts of each student while encouraging a sense of self-confidence. The course will enable students to study and perform the varied styles of musical theatre with special attention to the principles of stage movement, stage vocal technique, stage choreography, acting, characterization, and other aspects of a musical production.
describe the interdependence of all theatrical elements.
interpret lyrics for characterization, vocalization, and dance.
perform a role and collaborate with others to tell a story through live musical theatre or media performance.
articulate the influences of musical theatre forms such as theatre, television, and film on past and present society.
document and present information in a clear and coherent manner using technology in a resume or portfolio format.
collaborate effectively with all artistic partners in a musical theatre production.
collaborate to produce material related to musical theatre such as monologues, scenes, lyrics, or choreography to convey meaning to the audience through live performance or other media forms.
collaborate with others to perform a role such as actor, director, designer, technician, and editor in a musical theatre or musical media production.
relate the influences of musical theatre forms such as theatre, television, and film on past and present society.
employ the language of musical theatre such as stage terminology, elements of musical theatre, or theatrical conventions.
collaborate with others to perform a role such as actor, director, choreographer, designer, technician, and editor in a musical theatre or musical media production.
cast and direct a musical theatre or musical media production.
defend the influences of musical theatre forms such as theatre, television, and film on past and present society.
document and present information in a clear and coherent manner using technology to build a resume or portfolio.
Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following theatre courses: Technical Theatre, Level II (one credit), Lighting and Sound (one-half to one credit), Stagecraft, Costume Construction (one-half to one credit), Makeup for the Theatre (one-half to one credit), Design for the Theatre (one-half to one credit), and Theatre Management (one-half to one credit). Technical Theatre, Level I is suggested as a prerequisite for Technical Theatre, Level II courses.
Students explore and apply a myriad of technical theatre concepts and skills. Students will exercise and develop creativity, intellectual curiosity, critical thinking, problem solving, and collaborative skills. Participation and evaluation in a variety of theatrical experiences will afford students opportunities to develop an understanding of self and their role in the world.
Through more independent study and increased production responsibilities, study in Technical Theatre IV involves the application of expertise prepared for and acquired in previous theatre art studies. Students explore and apply a myriad of technical theatre concepts and skills. Students will exercise and develop creativity, intellectual curiosity, critical thinking, problem solving, and collaborative skills. Participation and evaluation in a variety of theatrical experiences will afford students opportunities to develop an understanding of self and their role in the world.


Great picture, Joe, and what a wonderful unexpected treat!
I'm one of those people who are terrible at facial recognition. I could probably walk right into him and not register who he is. My husband on the other hand would fall all over himself with excitement, but would struggle to recall his name!
Thank you so much Joanne it was an unexpected treat. I was busy taking pictures of the march so I wouldn't have realized he was there either. It was my friend Carmela who I was with that informed me that Paul was there. Carmela was like a gitty little girl (except for the screaming back in the Beatlemania days) and she was afraid to approach him. I said to her "hold my beer" and went up to him, shook his hand, told him I loved his music and ended up talking to him for a couple of minutes and you know what ? He's a regular guy. He was very gracious and I when asked if I could get a picture of him so my wife would believe I actually met him and he said sure no problem mate. I also met Leiv Schreiber of "Ray Donovan" fame that day. All in all I would say it was a good day, LOL.
I haven't been on FB in ages. I better go take a look!!
I would have fainted! Did you know he would be there before time? I have your shots of him saved to my photos, also the one I found of him online with you in the picture! What an amazing encounter! Merry Christmas to you and Terry and a Happy and healthy New Year!
No I had no idea he would be there Gale it was just one of those things. I hope you and your mom have a Merry Christmas and a Happy New Year also.


text:
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redpajama_set_name: RedPajamaGithub


Nouveau Lashes is currently the top and the most appreciated method of eyelash extension, created for women, that expect long-lasting effect. Thanks to the complementary treatments, you can continuously enjoy the phenomenal lashes.
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Abbey Spanier is currently investigating Goldman Sachs & Co. and Goldman Sachs Group, Inc. ("Goldman Sachs") for unfair employment practices, including failure to pay its hourly IT employees overtime compensation in violation of the federal Fair Labor Standards Act (the "FLSA") and state wage and hour laws. These employees contracted through an independent agency to work in the Technology Division of Goldman Sachs, and include, but are not limited to, Network Technicians and IT Consultants. Although Goldman Sachs retained the employees through an outside agency, Goldman acted as their joint employer because it set their hours, compensation and job duties, controlled all aspects of their day-to-day employment, required them to work from the company's offices and supervised their work.
The IT employees allegedly did not perform any computer programming; they were primarily involved in repairing the network infrastructure, installing and configuring new hardware and software and replacing routers. Upon information and belief, Goldman Sachs required these employees to respond to "trouble tickets" generated by the company and to assist in the troubleshooting and repair of the problems based on fixed policies implemented by company. They were expected to be ready and prepared to respond to these trouble tickets throughout the week, including at night and during weekend. In order to ensure that maintenance and repair of such network problems didn't interfere with the company's day-to-day activities, these employees were routinely required to stay late, long after other employees had left for the day, before even beginning their tasks. As a result, the IT employees allegedly worked over 40 hours per week without overtime pay.
Abbey Spanier is investigating whether the primary duties of IT employees who work or worked at Goldman Sachs include performing non-exempt tasks that are routine in nature and do not require the exercise of independent discretion or highly-specialized knowledge in computer systems. If these employees do not qualify for the computer employee exemption, they may be entitled to unpaid overtime.
For covered, non-exempt employees, the FLSA requires overtime pay at a rate of not less than one and one-half times the employee's regular rate of pay for each hour worked in excess of 40 hours in a given workweek. An employee's workweek is a fixed and regularly recurring period of 168 hours – seven consecutive 24-hour periods. A workweek does not need to coincide with the calendar week; it may begin on any day and at any hour of the day.
Abbey Spanier has been representing employees in class actions and collective actions in federal and state courts throughout the United States for over a decade. Please visit our unfair employment practices page for more information about the firm's recent recoveries and achievements in this field. If you are a current or former employee of Goldman Sachs and would like to discuss our investigation, please tell us your story.


Sunday 13th May is a special day for the 4KM and 4KJ students. It is Mother's Day! This is a day where we thank and celebrate our wonderful mums.
Many students are looking forward to giving their mums the pop-up cards and cinquain poems they made at school with Miss Paul and Miss Hannan. Lots of students also have special gifts from the school Mother's Day Stall to give their mums.
Some students will be spoiling their mums with a special meal or breakfast in bed. A small number of students look forward to doing the Mother's Day Classic Fun Run along with Miss Jordan and Mrs Morris.
The students in 4KM and 4KJ have all recorded a special message for their mums. Simple click the arrow to go through the presentation and click on the sound icon to hear each message. We hope you like it, mums!
What do you love about your mum?
Mums, we'd love to hear from you too. How did you like our surprise?
This entry was posted in Special Events and tagged Mothers' Day, mums, parents, special day, special event by Kathleen Morris. Bookmark the permalink.
What a lovey post for Mothers Day, thank you so much! Firstly, what I love about my mum is that she is loving and caring and is always there for us. She means the world to me.
I was spoiled this morning from Skye and Brodie with lovely gifts from the school Mothers Day stall and also other gifts they arranged their dad to get. We are having lunch at my Mum and Dad's house and then going to Torquay to catch up with my Mother-in-law.
For those of you who did the Mothers Day Classic Fun Run, I hope you didn't get too wet or cold in this awful weather!
I also think this is a lovely post about Mothers Day. I also love my mum for the reason because she is there when I need her and she is loving and very thoughtful.
It is good to hear that you were spoiled. My mum sure was! It is also good to hear that you also got other presents and that you are going to visit your Mum's and Dad's house then go to your Mother-in-laws. Have a fun day!
I also hope that people that did the run weren't to wet as well as cold as well!
What a lovely post for the mums to read. I was looking forward to Mother's Day all weekend because we could spoil our mums! They deserve it.
My mum is awesome because she cheers me up when I'm sad, she buys and cooks yummy food and she is always kind.
I loved getting up this morning and getting my presents out from under the bed! 😀 My mum got spoiled for Mother's day. The things I got her were a vanilla car refreshener that said 'Worlds best Mum', a shopping list that said 'Worlds best Mum', toffees and a snow globe. You can put a photo of the family in it.
As my mum said, we are going out for lunch to my Gran and Papa's and then catching up with my Nanny and Pa.
What did you get for your Mum?
I agree, what a lovely post! I was aching to give my mum her present and as you said we can spoil our mums! They really do deserve it!
My mum is fantastic because she listens to my problems and she never lets me get hungry and is so kind.
I also loved getting out of the bed! What a coincidence, I hid my under the bed as well! I got my mum a photo frame that said "Magic moments with mum" and a some shampoo and body gel. She loved my presents!
I hope you have fun going out for lunch and meeting your Nana and Pa.
What a lovely suprise for Mother's Day. I am having a lovely Mother's Day, I got lovely presents, breaky in bed and James is going to help cook lunch. Thank you James for spoiling me.
Thanks for the wonderful comment! We love getting comments from parents.
Yes, it is a lovely surprise for Mother's Day. My mum liked hearing the messages from all the kids for their mums. Did you like hearing the messages?
Thanks for stopping by and leaving a comment. We love getting comments from parents.
It sounds like you got spoiled for Mother's Day from your three daughters. My mum got spoiled from my brother and I.
It sounds like you had a great day!
I have had a great Mother's Day! I ran with Sophie and Liam(Sophie's brother) in the Mother's Day Classic. It was cold and rainy but we all had fun running the 4km course.
I had a beautiful breakfast and a relaxing day after that. I hope all the other 4KM and 4KJ mums had a great Mother's Day.
Thanks for the super comment! 😀 We love hearing from parents.
That's good that you ran in the Mother's Day Classic. It was a very cold day. What time was it when the Mother's Day Classic started and ended?
My mum had a great Mother's day too. She enjoyed getting spoiled with presents from my brother and I. What did you have for breakfast?
My day started with presents and breakfast in bed, My girls are so good at making me meals,they helped get eggs on toast and a mocca,we went to their cross country run at Eastern gardens,Hannah and Beck both did well,then we went to the pet shop where the kids brought me a loverly Blue Yabbie!(Bright Blue.) it looks awesome!then we had a roast for tea with the girls cooking a choclate cake all by them selves which we all enjoyed for desert.
The slide show on the blog was a wonderful gift to all the Mums,I hope all Mums enjoyed their Day as much as I did.I love my Mum because we share and care for each other like best friends!I hope her day was as good as mine too. Bye from Rachel.Hannah and Rebekahs Mum.
Thank you for the beautiful post, another wonderful surprise for all the mums!
l certainly was spoilt today with lots of special gifts. l loved the pop up card that Trent made me. We had a great day together doing things that we all enjoy. It started with some footy in the morning (and in the rain), then we went out for some lunch followed by a little shopping and ending up in Time Zone, Yay!
It was nice to finish my speacial day with a family dinner talking about our favorite things for the day, mine was of course being spoilt, wish everyday was mothers day.
Thanks for the lovely comment on our lovely post and yes we tried to make it a surprise for mums like you.
Wow you're so lucky to have kids that spoil you rotten unlike our mum.
Well you should have loved that card because I made it for you and I'm your son. Well of course you loved watching me play footy in the but fortuanly for you, you got to stay under the shelter. The shopping was very fun! (NOT!) but the Time Zone (NOW THAT WAS AWESOME) it was fun but I only got a couple lollies and saved up the rest for a giant Luigi thingy mabob.
I also loved dinner and talking about our favourite things about the day mine was seeing my mum all happy and having fun.
By mum see you when I get home.
What a lovely surprise and presentation on your blog for Mother's Day. Thank You so much. I got very spoilt starting with Max giving me presents from the Mothers Day stall at school and then a cooked breakfast. I also got some beautiful perfume which Max had got with his Dad! Max and I watched some shows on Foxtel together snuggled on the couch as the weather outside was very cold. It sounds like everyone had a nice day and I also caught up with my Mum and sister in the afternoon which was nice.
My Mum is the best she is always doing things for everyone and going to all of her nine grandkids sports and school events, I love her very much.
Sounds like you had a great Mothers Day. Some of the kids in our grade did the Mothers Day Classic and I did the 8 K run and I got realy puffed.
Wow you must of got alot of great presents from Max and I hope you lked them all.
On Saturday night I went out with my Dad's family for his mum (My Nany) and we saw Gary Ablet senior and I got a pitcure with him.
I enjoyed cooking breakfast for you in bed with Dad.
I love it when my nan comes to most of my sporting events.
I hope all the Mums had a fantastic Mothers day.
I did the mothers day classic.I did the 4 k run and the 8 k walk alltogether I ran and walked 12 k,but I didn't get puffed out of breath.
We went out for lunch to the sail yardz.I went with my nanny, poppy,three cousins and my Mum.
I had a chicken parmi with salad and gravy.
What a quality comment! I agree this is a fabulous post.
I hope everyone's Mum's had a fantastic Mother's Day, I know my Mum did.
Wow, what a great achievement! Walking 8K and running 4K is just amazing. I could not have done that.
I got my Mum a snowglobe that you can put a photo in, some chocolates and a few more little things. My sister gave her a bookmark.
Did you enjoy Mother's Day?
What a great post it is fabulous!
On Mothers Day we didn't do anthing special we just stayed home and had a fantastic pj day. Mum did open all the pressies and it was her day but we still didn't do much. My mum also did my black and white picture with me and it is almost done.
I love this new post about mothers day.
This morning I had a look at it. My mum also had a look at it with me.
She said it was a really good post, as she doesn't look at it much.
Thank you for saying this post was good and I like your comment. I also think it's great you were able to get your mum on the computer to have a look. Now I say goodbye.
For Mothers Day my nan, mum and I went out for breakfast at Cafe Idolge.
Next we went to see Dark Shadows.
It's about a boy called Barnobos (played by Jonny depp.)He jumps off a cliff after his grilfrind and turns into a vanpire by his other grilfriend.
I hope you had a great Mother's Day!
Wow what an excellent reply to your mummy.
And yes your mummy is an excellent comment writer.
I hope she had a good Mothers Day to.
What a lovely Mother's Day message on the blog.
It was great to see all the different Mother's Day cards the children had made and the effort which was put into making them. Loren had fun making her card. She loves creating and making things, and of course she enjoys her shopping at the Mother's Day stall.
My day started off with a lovely bacon and egg breakfast, which Loren made with the help of her dad. Joel, Loren's brother was a bit too young to help – maybe next year.
I phoned my mother, who is holidaying in New Zealand for 3 weeks and wished her a lovely day.
In the afternoon, we visited my mother-in-law in Clifton Springs and enjoyed afternoon tea together.
Then we drove to Portarlington and bought some fresh mussels for my tea – yum! I enjoyed the rest of the day relaxing with my family, which is always nice.
I hope all mothers had a wonderful Mother's Day.
Thank you for commenting on our blog. I think you had a great Mother's Day and I think you loved the presents Loren gave you they looked liked pretty good presents.
That was lovly that Loren and her dad made bacon and eggs for you. I only gave my mum coffe and tosted jam sandwhich in bed I kmow it sounds pretty boring but mum loved it.
Iy was that you called your mother because she couldn't spend the day with her. I think she was suppised that you called her even though you all the way down in Australia.
The breakfast you made for your mum was very nice and I'm sure you made it with lots of love. That's what counts!
What lovely gifts did you give your mum? I think you enjoyed choosing them at the mother's day stall.
I had a fabulous Mothers Day which started on Saturday because my mum (your Gran) had to work on Sunday. We arrived in Geelong from Bendigo on Friday night and caught the ferry from Queenscliff to Sorrento and had a fabulous lunch at Hotel Sorrento. There was ten of us who could make lunch including my two daughters and my 4 grandchildren. It was most delicious when then looked in the shops and went to mumbles ice cream parlour for ice cream very yummy. We caught the ferry back to Queenscliff it was very cold and windy on the top outside deck so I only stayed out there for 5 minutes. Then we had dinner with the rest of our family including you. It was a fabulous weekend and I even stayed for a sleep over at your house on Saturday night. Thank you for that it was very warm and comfortable.
What a great post! I think all mothers deserve a day all about them. Early in the morning my family woke up and got ready for the Mother's Day Classic. The Mother's Day Classic is a fun run around Eastern Beach and the Eastern Gardens.
My time for the Mother's Day Classic was 22 minutes and 18 seconds. Then we went out for breakfast at the Edge across the street from Eastern Beach.
For Mother's Day I got my mum a pair of pyjamas, a bath bom and a coffee mug. My brother and I acidently bought the same thing! We both bought a coffee mug and it was the same colour!
What a great comment I really liked how you used paragraphs and made it clear to read.
Wow that is a coincidence that you and your brother got the same mug for your mum.
This is a wonderful Mother's Day post. Last Thursday and Friday I was at my local school working on the P&C Mother's Day stall. Part of my job is to design and print Mother's Day cards for the school.
Here is a link to show you the card covers. Each also came with wording inside.
My own mother is now over 80 years old yet, to her, my brothers and I are still her boys. No matter how old you get, your mothers will still think of you as their children.
My name is Liv S (I made the guest post 'Meet our student teachers'.) and I am in Miss Jordan's class this year. This is the second time I have had Miss Jordan as a teacher so I am very lucky. Miss Jordan and Mrs Morris are outstanding teachers!
Where do I start? You just blow me away with your comments and your extended posts. They are just outstanding! Thanks!
I agree, this is a wonderful post about Mother's Day. I looked at your designs post and it was outstanding too!
I know my Mum had a wonderful Mother's Day.
My name is Liv S and I am in Miss Jordan's class this year. This is the second time I have had Miss Jordan as a teacher so I am very lucky. Miss Jordan and Mrs Morris are fabulous teachers!
I'm sure everyone's Mum had a outstanding day and got spoilt by all the presents!
My Mum recieved a bookmark, chocolates, a snowglobe that you can put a photo in and a few more things.
Now I want to tell Barret a little something about myself!
but first onething are you from Mrs Yollis' class?
I am lachlan and I absolutely love romans. If you don't know much about them then click on the 2 links below but I think there pretty much the same!?
I have a Mum and a Dad (ofcourse).
PS: I hope I can make up a chat with Barret and Liv sometime!
Wow what a excellent comment and also thanks.
Yes I will be sure to visit your blog.
What school do you come from Cameron?
This is a great Mothers Day post.
Charlotte's mum, Amanda, was very blessed on Sunday.
Charlotte got up early and cleaned her room. (which Amanda said was the best gift of all). She helped make breakfast in bed for her mum, and ate some too!
Both Charlotte and her brother Joel were very creative in their card design and gifts they gave.
We all drove up to Romsey for dinner with our Nanny, Grandma and Great Grandma. Charlotte and Joel had such a big day, they slept all the way home.
Time to Go to work now.
What a marvellous comment, are you a new to blogging?
Hi, i'm Emily and I am in 4KM this year.
It sounds like Amanda got lots of good things happened during Mother's Day. That happend to my mum she got spoiled as well.
When you leave a comment and put your name in the the top , try not to put your last name in it .
Thanks for the awesome comment and I loved the Mother's Day post too!
I think Mother's Day was the best Mother's day Mum has ever had even though, I had no time to rap the presents I got her!
Well, I soughta did rap them,but I put them in a bag I had in my room.
I had no fun cleaning my room though. That was because I had to hang my clothes up and I hate hanging up my clothes!
Wow what a great post. This would be my favourite post because it's about Mothers Day of course! On Mothers Day Libby and I went to my dads place for a BBQ because they were camping at Barwon Heads caravan park. Libbys cousins were there and her auntie and uncle were there too! Libby made me a little sentence thing made out of wrapping paper and a poster with a mini card.
My favorite part about this post is the Animoto everyone did a great job on their card and front covers and of course the message they all put in there.
I agree, what a great post! My mum also liked this post for the same reason!
I hope you had fun visiting your dad and having the BBQ. It must have been a big BBQ with so many people!
My favourite part of the post is also the Animoto. It is great how you have a picture and you can make sound come with our voice on the picture!
Thanks for the wondeful comment on our equaly as good post. Yes of cource its your favourite and plus your no the only one that has said that because the ones who said that were obviously MUMS!
Wow a BBQ on Mothers Day in the rain, your lucky.
Your card also sounds very cool and prezis.
I also loved the animoto.
From your blogging buddy Trent the awesome one.
Thank you for leaving a comment on the blog. You are a great blogger! What did you have for lunch that was cooked on the BBQ?
My favourite part about the post is also the Animoto. I think everyone did a great job on their cards.
What did you get from Libby for Mother's Day?
I had so much fun on Mother's Day. I got my mum a photo frame and I got my grandma a diamond bookmark as well as a big tin of chocolates.
What did you get your mum?
All I did for Mother's Day was watch some movies and made her breakfast in bed.
It sounds like you had a wonderful Mother's Day with Libby! You are very lucky.
I love camping, its lucky you got to go.
For Mother's Day, Mum, Dad, Olivia, me, my Aunty, Uncle and grandparents went to the purple duck for lunch. I had fish, chips and salad.
When I got there my grandparents were already at the table and I saw my other Uncle from Sydney! I was very surprized.
After lunch my grandparents and my uncle from Sydney came over to my house for afternoon tea.
By the way, for mother's day I gave my mum a smelly thing to put in the car and a photo frame. My sister got mum six cards.
Good to hear that all mothers had a lovely day on Sunday for Mother's Day. We had a great lunch and lovely surprise with my brother-inlaw down from Sydney. We had yummy lemon tart for afternoon tea. I felt very spoilt with all the presents and cards from my girls for Mother's Day.
I had a lovely Mother's day evening with my beautiful children..Clancy and Zali and Nyota.
The best part of mother's day is sharing this with your family. But second to this is the anything received from the kids that is 'home made'. I just loved the home-made cards the kids gave me this year.
Clancy also painted on a canvas a picture of Clancy and myself which I will cherish forever.
There is nothing like the love received from your mum and it is always nice to know your mum will always be there for you no matter what.
Thanks for photo presentation for Mother's Day on your blog. Well done. I loved hearing what everyone had to say about their mums.
Hears hoping next year will be a good mums day also.
Ohhhhh thats such a beautiful idea.
I was soooo happy to stumble across this this morning.
They are all such wonderful kids.
I have just watched the presentation you all did for Mother's Day with all your beautiful handmade cards and your kind and thoughtful messages to your mums. It was very interesting to hear what you all think is special about your mums. The reason why I have only just looked at the presentation is because I do most of my blogging, email checking and google searching(and face booking) from an iPad and I didn't realize that I couldn't access it from the iPad! Olivia explained it to me, it's great to get tips from all you tech savvy kids!
I had a wonderful mothers day, eggs Benedict for breaky at 6am, then off to Eastern beach for the Mothers Day classic! We then went home, turned on the heater and had an at home day. I got some lovely gifts, spent the day sewing up a quilt I am making for Olivia and then we had a beautiful roast chicken for dinner!
Bye for now, keep being good for your mums!


text:
http://tvtropes.org/pmwiki/pmwiki.php/Recap/CougarTownS4E13TheCriminalKind
Recap / Cougar Town S 4 E 13 The Criminal Kind
Create New - Create New - Analysis Characters FanficRecs FanWorks Fridge Haiku Headscratchers ImageLinks Laconic PlayingWith Quotes ReferencedBy Synopsis Timeline Trivia WMG YMMV
"The Criminal Kind" is the thirteenth episode of Cougar Town's fourth season.
After watching The Breakfast Club, Jules learns that each of her friends have done bad things in their past, and becomes intent on proving she's not the only "goody two-shoes" in the group. She, Laurie, and Bobby go to the store so Jules can steal something. After backing out of stealing some lip balm, she and Laurie leave the store, but the manager stops them and takes a hairdryer from her back, which Laurie stole. After locking them in grocery store jail, they're joined by Bobby, who had been eating food off the shelves.
Ellie messes with Grayson by writing anonymous mean reviews about his bar, leading him to realize he's a dick to his customers, so she and Tom try to teach him how to fake being nice without a judgmental look on his face. After failing, he decides to embrace his judgmental attitude, but it gets him and Ellie thrown in the same grocery store jail that Jules, Laurie, and Bobby are in for eating a grape off the shelves.
Meanwhile, Travis, who's been playing the field to dull his feelings for Laurie, is starting to suffer from a case of impotence, and due to Andy's abilities to sympathize with whatever another person is feeling, he gets it too, and tries to help Travis solve his issue to solve his own.
This episode contains examples of:
Arson, Murder, and Jaywalking: A very toned-down example, but the Cul De Sac crew is accused of stealing a hairdryer, eating food off the shelves, failing to steal lip balm, and eating one grape off the shelf.
Breakfast Club: Parodied with Jules, Ellie, Laurie, Grayson, and Bobby.
The Breakfast Plot: Done with Jules, Ellie, Laurie, Bobby, and Grayson in a grocery store, where they're all accused of stealing.
Disproportionate Retribution: Invoked. The police aren't gonna come arrest some people for a stolen hairdryer, food eaten off the shelves, attempting and backing out of stealing lip balm, and eating one grape. But before the manager lets them go, he forces them to write a Breakfast club-style letter about "just who they think they are".
Freudian Excuse: Jules claims that growing up on a farm and having a kid at a young age prevented her from being a "badass" like the others.
I Resemble That Remark!: Jules, in attempting to prove that she's not a "goody two-shoes".
Grayson, when attempting to prove he's not a dick.
Leaning on the Fourth Wall: Done by Bobby, Travis, and Andy, who talk about how "nothing ever happens" in "The Sea Story", which happens to be the name of Bobby's boat.
Not So Above It All: The main plot focuses on Jules' attempt to prove this, as does Grayson's plot.
OOC Is Serious Business: In-universe; Ellie agrees with Laurie about childhood problems, and with Tom about Grayson's dickishness.
Shout-Out: The whole episode is one to The Breakfast Club.
Third Line, Some Waiting: Referenced by Bobby, Travis, and Andy. Their storyline doesn't play into the main plot at all, unlike the other two.
Cougar Town S 4 E 07 Flirting With Time
Recap/Cougar Town

redpajama_set_name: RedPajamaCommonCrawl


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By Wednesday, November 9, one of the most contentious presidential elections in modern American history will be over. Americans will know the identity of their next president and will likely know which party has a majority in the House and the Senate. But the divisions so evident during this unprecedented campaign will not quickly disappear. Will this election mark a significant turning point in the tone and tenor of American politics? What can the campaign and its results tell us about the governing challenges that will face America over the next four years?
On November 9, the Brookings Institution convened a panel of experts to address these questions the day after this historic election. Panelists reviewed the results of the race, the factors that produced that outcome, and the implications for domestic and foreign policy, the economy, and the future of America's electoral system.
After a moderated discussion, panelists responded to audience questions. This event was part of the Brookings Election 2016 and America's Future project.


text:
Q: Activity restarts instead of resuming Steps:

*

*Launch app using the launcher icon

*Visit few pages / screens

*Minimize app

*Launch again from the launcher, the last activity resumes
Steps (issue):

*

*Launch app using a deeplink from outside

*Visit few pages / screens

*Minimize app

*Launch again from the launcher, the launch activity starts over the previous activity
How can we ensure that the current running activity is resumed when app is opened using launcher ?
possibly related: App restarts rather than resumes
The app in question is: https://play.google.com/store/apps/details?id=fun.drawguess
and is deeplinked with urls starting https://drawguess.fun
built using the svg twa example: https://github.com/GoogleChromeLabs/svgomg-twa

redpajama_set_name: RedPajamaStackExchange


(1) RCW 42.56.070(1) requires Columbia Basin College (college or agency) to make available for inspection and copying nonexempt "public records" in accordance with published rules. The act defines "public record" to include any "writing containing information relating to the conduct of government or the performance of any governmental or proprietary function prepared, owned, used, or retained" by the agency.
(2) The purpose of these rules is to establish the procedures Columbia Basin College will follow in order to provide access to public records. These rules provide information to persons wishing to request access to public records of the college and establish processes for both requestors and college staff that are designed to best assist members of the public in obtaining such access.
(3) The purpose of the act is to provide the public access to information concerning the conduct of government, mindful of individuals' privacy rights and the desirability of the efficient administration of government. In carrying out its responsibilities under the act, the college will be guided by the provisions of the act describing its purposes and interpretation.


HEMEL HEMPSTEAD, England - July 5, 2018 - PRLog -- On Thursday 21 June, 40 members of the Hemel Hempstead Business Ambassadors attended an exclusive tour of the Amazon fulfillment centre located at Boundary Way, Hemel Hempstead.
Leading edge technology and a dedicated workforce is at the heart of this impressive 450,000 sq ft warehouse which receives millions of items which then are stowed, picked, packed and shipped to customers around the world.
Opened in September 2012, the Hemel facility employs more than 1500 people across a wide range of positions from operations managers to engineers, HR and IT roles to employees who handle customer orders.
Amazon has invested more than £9.3 billion in its UK Operations since 2010 and has a dedicated and enthusiastic workforce who play a crucial role in delivering a first rate level of service for customers.
David Tindal, site leader at Amazon's Hemel Hempstead fulfillment centre said: "It was a real pleasure to welcome Hemel Hempstead Business Ambassadors for a tour of our site. We're really proud of our team here and the work they do every day to deliver for customers; it was great to be able to share this with our neighbours in the Hemel business community. Thanks to all who came along."
Amazon has been offering free guided tours of its fulfilment centres in the UK since March 2015.
"The tour was fascinating," said Caroline Jones – Director, Cobham Consulting. "Seeing the production line, finding out about how the staff are trained and its ability to grow when needed during busy times. We got a chance to parcel up and to experience what it would be like to pick items from the shelves and to see the processes they use to make this as fast as possible. My personal favourite was the machines that rejected items without stickers, just like Willy Wonka and the bad eggs!"
"Thanks to Amazon and the Hemel Hempstead Business Ambassadors for the opportunity to see how an organisation most of us know about and use. The Amazon tour showed what a truly impressive logistical organisation they are," said Mike Taylor, Chairman of the Board of leading kitchen appliances distributer DBD Distribution Ltd.
Gary Stringer, Place manager, Hemel Hempstead Business Ambassadors concluded: "The tour of the Amazon fulfillment centre was a fantastic opportunity to bring our Business Ambassadors together to see behind the scenes of this global brand, that has made Hemel Hempstead its home.
"By locating in Hemel Hempstead, Amazon are able to take advantage of the town's excellent connectivity. With both the M1 and the M25 being only 4 miles away, over 70% of Great Britain's population, that's 45m potential customers that can be reached within a four-and-a-half-hour drive time."


text:
.. Mapchete documentation master file, created by
   sphinx-quickstart on Fri Feb 24 21:39:27 2017.
   You can adapt this file completely to your liking, but it should at least
   contain the root `toctree` directive.

.. figure:: img/mapchete.svg

Mapchete processes raster and vector geodata.

Processing larger amounts of data requires chunking the input data into smaller
tiles and process them one by one. Python provides a lot of useful packages to
process geodata like shapely_ or numpy_.

.. _shapely: http://toblerity.org/shapely/
.. _numpy: http://www.numpy.org/

With the help of fiona_ and rasterio_ Mapchete takes care about resampling and
reprojecting geodata, applying your Python code to the tiles and writing the output either
into a single file or into a directory of files organized in a WMTS_-like tile pyramid.
Details on tiling scheme and available map projections are outlined in
:doc:`tiling`.

.. _fiona: https://github.com/Toblerity/Fiona
.. _rasterio: https://github.com/mapbox/rasterio/
.. _WMTS: https://en.wikipedia.org/wiki/Web_Map_Tile_Service

The code_ is available under the :doc:`MIT License <license_link>`.

.. _code: https://github.com/ungarj/mapchete

Example
=======

A process creating a hillshade from an elevation model and clipping it with a
vector dataset could look like this:

.. code-block:: yaml

    # content of hillshade.mapchete
    process: hillshade.py
    zoom_levels:
        min: 0
        max: 12
    input:
        dem: /path/to/dem.tif
        land_polygons: /path/to/polygon/file.geojson
    output:
        format: PNG_hillshade
        path: /output/path
    pyramid:
        grid: mercator

    # process specific parameters
    resampling: cubic_spline

.. code-block:: python

    # content of hillshade.py

    def execute(mp, resampling="nearest"):

        # Open elevation model.
        with mp.open("dem") as src:
            # Skip tile if there is no data available or read data into a NumPy array.
            if src.is_empty(1):
                return "empty"
            else:
                dem = src.read(1, resampling=resampling)

        # Create hillshade using a built-in hillshade function.
        hillshade = mp.hillshade(dem)

        # Clip with polygons from vector file and return result.
        with mp.open("land_polygons") as land_file:
            return mp.clip(hillshade, land_file.read())

Examine the result in your browser by serving the process by pointing it to
``localhost:5000``:

.. code-block:: shell

    $ mapchete serve hillshade.mapchete

If the result looks fine, seed zoom levels 0 to 12:

.. code-block:: shell

    $ mapchete execute hillshade.mapchete --zoom 0 12

.. toctree::
   :maxdepth: 2
   :caption: Contents:

   installation
   cli
   tiling
   processes
   common_functions
   configuration
   process_input
   process_output
   apidoc/modules
   changelog_link
   license_link
   misc

Indices and tables
==================

* :ref:`genindex`
* :ref:`modindex`
* :ref:`search`


text:
SPORTS | LACROSSE
Duke men's lacrosse rides late run to critical conference victory against Virginia
Joe Robertson led Duke with three goals.
Photo by Sujal Manohar | The Chronicle
By Mitchell Gladstone
April 14, 2019 | 11:51pm EDT
As morning turned to afternoon in Durham, there was not a raindrop to be seen. But with storms rolling in, a top-10 matchup had to wait just a bit.
Four and a half hours after the original noon start, No. 6 Duke turned it on late, riding a 7-1 outburst during the final 19:11 to push past fourth-ranked Virginia 12-7 Saturday at Koskinen Stadium. The Cavaliers came to Durham having already secured the top seed in the upcoming ACC tournament, yet the Blue Devils found a way to extend their home winning streak to eight after a stunning early-season defeat to High Point.
Sophomore attackman Joe Robertson—who knotted the game at six apiece in the third quarter—led Duke with three scores, all coming during that late surge, and senior goalie Turner Uppgren made a dozen saves, as the Blue Devils moved into a tie for fifth in scoring defense among all Division I teams.
"The guys were excited to play," head coach John Danowski told GoDuke.com. "It's the last regular season game in Koskinen and they just wanted to play. We had mentioned it yesterday and again this morning at pregame meal that [a delay] could happen and they would have to handle whatever comes our way."
If the change of plans had any impact on Duke (10-3, 2-2 in the ACC), the Blue Devils certainly didn't show it. They grabbed a quick 2-0 lead within the first five minutes courtesy of goals by Sean Lowrie and Reilly Walsh.
Of course, Virginia wasn't going to go quietly. The Cavaliers responded with three goals of their own to grab control while they held Duke scoreless for nearly 17 minutes. But the Blue Devils regained the lead at 4-3 with another Lowrie goal and Nakeie Montgomery's 14th tally of the season.
Virginia (9-3, 3-1) then got back-to-back scores via Matt Moore, who finished the day with a game-high four goals, before the hosts leveled things just prior to intermission.
"I don't think we were happy at halftime," Danowski told GoDuke.com. "We scored twice on man up, but we were relatively disorganized. We didn't communicate really well on the field."
The stage was then set for Duke's overwhelming run. The Blue Devils have been a second-half team all season long, outscoring opponents 78-53 out of the locker room this season prior to Saturday. After the Cavaliers scored seven minutes into the third quarter, Virginia's top-10 offense went silent.
At the same time, Duke began to heat up, as Robertson got his first goal of the day. CJ Carpenter scored 51 seconds later and right off the ensuing faceoff, senior Brad Smith put home his 20th goal of the year.
In the span of a minute, the Blue Devils went from down 6-5 to up 8-6, and the momentum was theirs.
"The second half I thought we were more organized and played better together," Danowski told GoDuke.com "I think it was important that we just play right."
Get Overtime, all Duke athletics
Duke would go on to score three goals in the first 11 minutes of the fourth quarter, extending its advantage to as many as five at 11-6. The two teams would trade scores as the final minutes ticked away, but the Blue Devils had done more than enough to secure their 10th win of the year.
Now, Duke will ready for a neutral-site matchup against Marquette next Saturday morning at Bethpage High School in Bethpage, N.Y. The Blue Devils will also be scoreboard-watching as No. 18 North Carolina visits No. 10 Notre Dame at noon—a Fighting Irish win would make Duke the No. 2 seed in the ACC tournament whereas a Tar Heel victory would bump the Blue Devils all the way down to the No. 4 seed.
Either way, Duke will get a postseason rematch with Notre Dame in Chapel Hill in less than two weeks.
PAN-HANDLED: Duke men's basketball upset on the road by Florida State
Five observations from Duke men's basketball's first half against Florida State
Duke women's basketball outlasts Miami to snap two-game skid
Mitchell Gladstone | Sports Managing Editor
Twitter: @mpgladstone13
A junior from just outside Philadelphia, Mitchell is probably reminding you how the Eagles won the Super Bowl this year and that the Phillies are definitely on the rebound. Outside of The Chronicle, he majors in Economics, minors in Statistics and is working toward the PJMS certificate, in addition to playing trombone in the Duke University Marching Band. And if you're getting him a sandwich with beef and cheese outside the state of Pennsylvania, you best not call it a "Philly cheesesteak."
Share and discuss "Duke men's lacrosse rides late run to critical conference victory against Virginia" on social media.
Tweets by chroniclesports


text:
Home Muse Page 309
The Muse, vol. 22, no. 20 (17 March 1972)
jSfcw**15^
■>«■
Psych grading issue to go before senate committed
Students fighting the psychology
department's system of grading on a
normal curve in general and, in particular,
the cutting of grades in two courses last
term, will bring their case before the
Senate Undergraduate Studies Committee
next Thursday.
"If there is no final decision made at
Thursday's meeting," said one of the
leaders, "we are not going to let it drop."
He said the students would "rely on more
concrete tactics, such as each student
affected phoning the department head
asking for an explanation of the mark cuts
and demanding that their marks be
returned."
He said that early replies to a
questionnaire sent out to the students
affected show that there is interest in
taking further protest action.
Some other early results of the
questionnaire were revealing-.
— The majority of the people didn't
know when they registered for the courses
(psyhc 2410 and psyhc 2411) in the fall that
the possibility existed that final marks
could be downgraded."
— All but one thought that the normal
curve was either "unacceptable" or "very
unacceptable."
— All thought that the professor is the
best person to evaluate the mark in the
— None were able to explain the reasons
for the change in the marks, although most
were downgraded by 10 marks and others
by as much as 15 marks.
The student said that as soon as the final
results are of the questionnaire are
tabulated they will be officially released.
The students have also gotten more
exact documentation of the circumstances
surrounding the downgrading of the marks
in Psych 2411 from the professor, Jim
Hedegard.
— Hedegard was informed by the
department that in their opinion the marks
wouldn't have been accepted by either the
registrar or the undergraduate studies
committee.
— His own professional ability or the
ability of the students weren't compared
with that of the professors and students in
the other classes.
— The deviation of the students' marks
in the course had deviated only 5 percent
from their other psychology marks, while
their marks were cut by over twice that
— The specific interests of the students
in the course weren't considered. For
example, in the other class where marks
were downgraded, psych 2410, the course
dealt mainly with the idea of exams. Since
90 percent of the class-members were
teachers, the students argue, they would
probably have had a special interest in the
course material.
Replies to a memo sent out by student
union president Charlie Greene to
department heads asking for accounts of
their grading procedures have been slow
in coming in. Only four have been returned
so far.
The sociology department indicated only
that it has "no specific procedures."
The Romance languages department'
i\o case" uses a curve fori
which are decided fairly equally by term
work and a final exam.
The commerce department doesn't use a
curve, and replied that professors have
flexibility in grading "provided they
remain within reasonable departmental
standards."
The political science department head
refused to give any information on the
department's methods, on the grounds
that grading is currently under consideration by the department and the
Senate and their committees.
Honourary degrees revealed
At Tuesday night's Senate meeting,
behind closed doors, six people were
chosen to receive honorary degrees from
Memorial at the spring convocation. The
honorary degree is supposedly bestowed
upon citizens who have made noteworthy
contributions to society in one form or
This year the Senate (headed by
president    Lord    Taylor,    and    VP
^Friday. March 17,1972
Volume 22, Number 20
Matthews on the Canadian "revolution'7
BY   ROBIN MARTIN
Canadians have to compete with the rest
of the world for jobs in Canadian
universities and there is no legislation to
prevent this, said Robin Matthews
Thursday afternoon while speaking in the
Little Theatre. Matthews, a Carleton
university professor of English, and coauthor along with James Steele of the book
The Struggle for Canadian Universities,
outlined the problems Canadians face
when looking for jobs both at Canadian
universities and abroad. He also went into
the broader social and economic implications of this problem.
Two thirds of the jobs in Canadian
universities are advertised abroad, and
though other countries usually hire their
own countrymen first, Canada has no
similar policy. Canada is a free market,
said Matthews, and competition is pretty
stiff. Quoting from a number of statistics
throughout his speech, he stated that more
than 50 of the Ph.D,s in Arts and Science
are non-Canadian, while 80 of the post-
doctorate fellowships in science are held
by non-Canadians. The situation is worsened by the fact that those who do the
hiring for universities are not often even
Canadians.
Planning within the country is at a
minimum as regards to supply and
demand of graduates. At the present time
there are about 1000 people working
towards their Ph.D. in the fields of
philosophy and political science in
Canada, 300 of which are from outside the
country. Within the next two years, there
will be jobs for about 200 of these. This
means that Canada has paid about
$40,000,000 to train people for unemployment said Matthews.
The problem said Matthews, is that it is
difficult to organize a country which is
controlled by another - i.e. the United
States. He described the relationship
between the two countries as that of hin
terland and metropolis, with Canada being
the hinterland. Canada, he said , is the
resource centre both economically and
socially of the United States.
Again citing statistics he pointed out that
over 63% of mining and about 80% of gas in
Canada is foreign owned. "When you sell
out your economy, you sell out your
culture as welV.
This was evidenced by the concern
shown in the audience over the lack of
Canadian literature available. Matthews
said this was a problem when publishing
companies, not owned by Canadians,
served the interests of the home office
rather than the Canadian branch.
Recently the Canadian owned Ryerson
Press was taken over by the American
McGraw-Hill company, said Matthews,
and this was done with a Canadian Bank of
Commerce Loan.
The hinterland, said Matthews, is used
as "an economic cushion" by the
metropolis. Excess personnel are sent
there, while minor bureaucratic positions
are filled by members of the hinterland
community, and "Industry who doesn't
care about the branch community will
train personnel who don't care about the
community as well."
However, Matthews believes there is a
growing awareness of the necessity "to
throw off the metropolis". He spoke of a
coming revolution in Canada when
Canadians would once more come to
control and organize their country. It takes
only about 7 of the population said Matthews, to make a revolution, and when
these are mobilized the rest of the
population will give them their support.
Though accused of over-simplifying the
situation, expecially in regard to the
availability of jobs to Canadians abroad
and in Canada, Matthews said, "It is
impossible to over-exagerate the situation.
Since 1961 the percentage of Canadians in
Canadian university faculties has gone
down every year."
While he is by no means suggesting that
there be few or no foreign professors here,
he is demanding that the majority of jobs
available be given to Canadians and that
there be some legislation to ensure this.
"If hiring committees don't hire
Canadians, get rid of them."
When other countries take down their
barriers against hiring Canadians "we
may take barriers down".
"But Canadians cannot afford to be
an open market to the rest of the world."
One of the important issues brought
forward from the audience was that of
regional disparity within Canada. As one
person put it, after both the British and
American influence are gotten rid of in
Newfoundland, will this province then
become the hinterland or resource centre
of such prosperous areas in Canada as
Ontario? Matthews said he fully realized
this was a problem but that if Canadians
had control of the economy" we could
settle our regional disparities."
Also brought forward was the question
whether Canadians meant socialism.
Matthews said he supported this view and
believed that a bourgeois Canada would
remain under American or foreign control,
but said there were Canadian capitalist
groups in existence who believed the
Canadian ebterprise system could become
independent of foreign control.
Matthews advocated action to push for
reform in the university as regards as to
hiring practices, and urged people to fight
the U.S. take over. He also offered his help
to students and faculty at Memorial if they
wanted to get in the fight to promote
Canadianism.
Generally optimistic about the outcome
of the Canadian "revolution", he never
theless took a hard line, "If we don't win
with words we will have to use weapons...
a planned economy will make Canada one
of the richest countries in the world."
(Academic) Mose Morgan tried to conceal
their choices of "honorary men" from the
university public by selecting them in a
private Senate meeting; although in
theory Senate meetings are now open to
the public.
Before the meeting Taylor said it would
be "Unfair to reveal their names because
those rejected by Senate will feel embarrassed and so will the alternate people
we select." He also expressed the fear that
senators might "make a stupid mistake
and turn down a Nobel Prize winner" and
then they would feel embarrassed.
But even after the meeting was over
Taylor and Morgan refused to release the
names of the successful degree candidates, or even commit themselves to a
time when they would.
According to some senators the whole
selection process was a little dubious.
"I only received the names of the men
we would have to chose from 6 hours
before the meeting," said one senator and
then once the meeting started Lord Taylor
proceeded to try to push through his own
personal favorites. Judging from the
reactions I saw many senators did not
even know most of the men on the list."
Another senator said, "If you think the
final choices we make are a tragedy you
should see some of the ones we refuse; that
would be a real tragedy."
A third senator expressed disgust at the
entire group chosen. "How can anyone
speak of fairness when so many hardworking Newfoundlanders never hear of
honorary degrees for their services? The
best chance of getting an honorary degree
from this university is to already have two
or three from somewhere else."
But despite the shady selection
procedure and all the efforts on the part of
the university officials to keep the "winners" of the degrees secret for the time
being, reliable sources have revealed their
names to the Muse. They are David
McCurdy Baird, E.R. Emerson, Chris
topher Pratt, Bishop Seaborn, James
Albert Micenor and Lord Snow. (Lord
Taylor listed as one of Lord Snow's
credentials the fact he had received an
honorary degree from the University of
Toronto. He also asked Senate to chose
Lord Snow's wife, because Snow would
probably not come without her. Senate
refused.
At last year's fall convocation the
Senate's two most publicized choices were
Don Jamieson, federal minister of transport, and Leslie Curtis, then Justice
Minister in the Smallwood cabinet, and
known to be one of the biggest slum landlords in St. John's.
This selection prompted strong criticsm
among students; a criticism that was
intensified when it became clear that the
university officials had made this choice to
improve their chances of obtaining a $50
million DREE grant for the university. It
was never made clear whether any actual
deals had been made or if the u niversity
was acting on its on initiative in this bid for
political favour, but in any case the worth
of the honorary degree took a sudden drop
in many people's eyes.
Title The Muse, vol. 22, no. 20 (17 March 1972)
Publisher Council of the Students' Union
Physical Description 1 v. : ill.
Description The student newspaper of Memorial University of Newfoundland, providing coverage of not only university life but also national and international news relating to students.
Subject Memorial University of Newfoundland--Students--Periodicals
College students--Newfoundland and Labrador--St. John's--Periodicals
College student newspapers and periodicals--Newfoundland and Labrador--St. John's
Note Frequency: biweekly, 1951-present. Not published: March 1954? - April 1955. Includes advertisements. -- Before settling on "The Muse" two nameless issues were published: a false start to the paper dated 11 December 1950, and a 12 February 1951 issue which met with success. The title of both is given solely as "The [blank]" and both are numbered vol. 1, no. 1. Although included here, the physical issues have been catalogued by the caption title "Memorial University of Newfoundland."
Collection Muse newspaper
PDF File (5.37 MB) -- http://collections.mun.ca/PDFs/muse/TheMuse_V22N20.pdf
Description The Muse, Vol 22, No 20 (March 17, 1972)
PDF File (5.37MB) -- http://collections.mun.ca/PDFs/muse/TheMuse_V22N20.pdf
Transcript jSfcw**15^ ■>«■ Psych grading issue to go before senate committed MAR 28 1972 Students fighting the psychology department's system of grading on a normal curve in general and, in particular, the cutting of grades in two courses last term, will bring their case before the Senate Undergraduate Studies Committee next Thursday. "If there is no final decision made at Thursday's meeting," said one of the leaders, "we are not going to let it drop." He said the students would "rely on more concrete tactics, such as each student affected phoning the department head asking for an explanation of the mark cuts and demanding that their marks be returned." He said that early replies to a questionnaire sent out to the students affected show that there is interest in taking further protest action. Some other early results of the questionnaire were revealing-. — The majority of the people didn't know when they registered for the courses (psyhc 2410 and psyhc 2411) in the fall that the possibility existed that final marks could be downgraded." — All but one thought that the normal curve was either "unacceptable" or "very unacceptable." — All thought that the professor is the best person to evaluate the mark in the course. — None were able to explain the reasons for the change in the marks, although most were downgraded by 10 marks and others by as much as 15 marks. The student said that as soon as the final results are of the questionnaire are tabulated they will be officially released. The students have also gotten more exact documentation of the circumstances surrounding the downgrading of the marks in Psych 2411 from the professor, Jim Hedegard. — Hedegard was informed by the department that in their opinion the marks wouldn't have been accepted by either the registrar or the undergraduate studies committee. — His own professional ability or the ability of the students weren't compared with that of the professors and students in the other classes. — The deviation of the students' marks in the course had deviated only 5 percent from their other psychology marks, while their marks were cut by over twice that amount. — The specific interests of the students in the course weren't considered. For example, in the other class where marks were downgraded, psych 2410, the course dealt mainly with the idea of exams. Since 90 percent of the class-members were teachers, the students argue, they would probably have had a special interest in the course material. Replies to a memo sent out by student union president Charlie Greene to department heads asking for accounts of their grading procedures have been slow in coming in. Only four have been returned so far. The sociology department indicated only that it has "no specific procedures." The Romance languages department' i\o case" uses a curve fori which are decided fairly equally by term work and a final exam. The commerce department doesn't use a curve, and replied that professors have flexibility in grading "provided they remain within reasonable departmental standards." The political science department head refused to give any information on the department's methods, on the grounds that grading is currently under consideration by the department and the Senate and their committees. Honourary degrees revealed At Tuesday night's Senate meeting, behind closed doors, six people were chosen to receive honorary degrees from Memorial at the spring convocation. The honorary degree is supposedly bestowed upon citizens who have made noteworthy contributions to society in one form or another. This year the Senate (headed by president Lord Taylor, and VP ^Friday. March 17,1972 Volume 22, Number 20 the muse Matthews on the Canadian "revolution'7 BY ROBIN MARTIN Canadians have to compete with the rest of the world for jobs in Canadian universities and there is no legislation to prevent this, said Robin Matthews Thursday afternoon while speaking in the Little Theatre. Matthews, a Carleton university professor of English, and coauthor along with James Steele of the book The Struggle for Canadian Universities, outlined the problems Canadians face when looking for jobs both at Canadian universities and abroad. He also went into the broader social and economic implications of this problem. Two thirds of the jobs in Canadian universities are advertised abroad, and though other countries usually hire their own countrymen first, Canada has no similar policy. Canada is a free market, said Matthews, and competition is pretty stiff. Quoting from a number of statistics throughout his speech, he stated that more than 50 of the Ph.D,s in Arts and Science are non-Canadian, while 80 of the post- doctorate fellowships in science are held by non-Canadians. The situation is worsened by the fact that those who do the hiring for universities are not often even Canadians. Planning within the country is at a minimum as regards to supply and demand of graduates. At the present time there are about 1000 people working towards their Ph.D. in the fields of philosophy and political science in Canada, 300 of which are from outside the country. Within the next two years, there will be jobs for about 200 of these. This means that Canada has paid about $40,000,000 to train people for unemployment said Matthews. The problem said Matthews, is that it is difficult to organize a country which is controlled by another - i.e. the United States. He described the relationship between the two countries as that of hin terland and metropolis, with Canada being the hinterland. Canada, he said , is the resource centre both economically and socially of the United States. Again citing statistics he pointed out that over 63% of mining and about 80% of gas in Canada is foreign owned. "When you sell out your economy, you sell out your culture as welV. This was evidenced by the concern shown in the audience over the lack of Canadian literature available. Matthews said this was a problem when publishing companies, not owned by Canadians, served the interests of the home office rather than the Canadian branch. Recently the Canadian owned Ryerson Press was taken over by the American McGraw-Hill company, said Matthews, and this was done with a Canadian Bank of Commerce Loan. The hinterland, said Matthews, is used as "an economic cushion" by the metropolis. Excess personnel are sent there, while minor bureaucratic positions are filled by members of the hinterland community, and "Industry who doesn't care about the branch community will train personnel who don't care about the community as well." However, Matthews believes there is a growing awareness of the necessity "to throw off the metropolis". He spoke of a coming revolution in Canada when Canadians would once more come to control and organize their country. It takes only about 7 of the population said Matthews, to make a revolution, and when these are mobilized the rest of the population will give them their support. Though accused of over-simplifying the situation, expecially in regard to the availability of jobs to Canadians abroad and in Canada, Matthews said, "It is impossible to over-exagerate the situation. Since 1961 the percentage of Canadians in Canadian university faculties has gone down every year." While he is by no means suggesting that there be few or no foreign professors here, he is demanding that the majority of jobs available be given to Canadians and that there be some legislation to ensure this. "If hiring committees don't hire Canadians, get rid of them." When other countries take down their barriers against hiring Canadians "we may take barriers down". "But Canadians cannot afford to be an open market to the rest of the world." One of the important issues brought forward from the audience was that of regional disparity within Canada. As one person put it, after both the British and American influence are gotten rid of in Newfoundland, will this province then become the hinterland or resource centre of such prosperous areas in Canada as Ontario? Matthews said he fully realized this was a problem but that if Canadians had control of the economy" we could settle our regional disparities." Also brought forward was the question whether Canadians meant socialism. Matthews said he supported this view and believed that a bourgeois Canada would remain under American or foreign control, but said there were Canadian capitalist groups in existence who believed the Canadian ebterprise system could become independent of foreign control. Matthews advocated action to push for reform in the university as regards as to hiring practices, and urged people to fight the U.S. take over. He also offered his help to students and faculty at Memorial if they wanted to get in the fight to promote Canadianism. Generally optimistic about the outcome of the Canadian "revolution", he never theless took a hard line, "If we don't win with words we will have to use weapons... a planned economy will make Canada one of the richest countries in the world." (Academic) Mose Morgan tried to conceal their choices of "honorary men" from the university public by selecting them in a private Senate meeting; although in theory Senate meetings are now open to the public. Before the meeting Taylor said it would be "Unfair to reveal their names because those rejected by Senate will feel embarrassed and so will the alternate people we select." He also expressed the fear that senators might "make a stupid mistake and turn down a Nobel Prize winner" and then they would feel embarrassed. But even after the meeting was over Taylor and Morgan refused to release the names of the successful degree candidates, or even commit themselves to a time when they would. According to some senators the whole selection process was a little dubious. "I only received the names of the men we would have to chose from 6 hours before the meeting," said one senator and then once the meeting started Lord Taylor proceeded to try to push through his own personal favorites. Judging from the reactions I saw many senators did not even know most of the men on the list." Another senator said, "If you think the final choices we make are a tragedy you should see some of the ones we refuse; that would be a real tragedy." A third senator expressed disgust at the entire group chosen. "How can anyone speak of fairness when so many hardworking Newfoundlanders never hear of honorary degrees for their services? The best chance of getting an honorary degree from this university is to already have two or three from somewhere else." But despite the shady selection procedure and all the efforts on the part of the university officials to keep the "winners" of the degrees secret for the time being, reliable sources have revealed their names to the Muse. They are David McCurdy Baird, E.R. Emerson, Chris topher Pratt, Bishop Seaborn, James Albert Micenor and Lord Snow. (Lord Taylor listed as one of Lord Snow's credentials the fact he had received an honorary degree from the University of Toronto. He also asked Senate to chose Lord Snow's wife, because Snow would probably not come without her. Senate refused. At last year's fall convocation the Senate's two most publicized choices were Don Jamieson, federal minister of transport, and Leslie Curtis, then Justice Minister in the Smallwood cabinet, and known to be one of the biggest slum landlords in St. John's. This selection prompted strong criticsm among students; a criticism that was intensified when it became clear that the university officials had made this choice to improve their chances of obtaining a $50 million DREE grant for the university. It was never made clear whether any actual deals had been made or if the u niversity was acting on its on initiative in this bid for political favour, but in any case the worth of the honorary degree took a sudden drop in many people's eyes.


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