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Mr. Hustvedt's Meanderings
Some of the who, what, when, where, why and how from www.RonHustvedt.com
About Mr. Hustvedt
Author: mrhustvedt
I wear several different hats throughout the year in a variety of positions and am very blessed to say I greatly enjoy it all. I take pride in my work and put forth my best effort in every undertaking. I'm always open to new opportunities. Here are some of the "hats" that I wear throughout the year... First and foremost, I am a teacher. Currently, I am a Middle School Social Studies Teacher in the Elk River School District at Salk Middle School's STEM Magnet Program. I have received several teaching awards, the most recent being the 2022 Gilder Lehrman Minnesota Teacher of the Year. I was the 2016 National Council for the Social Studies Middle Grades Teacher of the Year, the 2015 Minnesota Council for the Social Studies Middle School Teacher of the Year and the 2014 National Teacher of the Year from the Magnet Schools of America. My other education related awards include a top ten finalist for 2013 Minnesota Teacher of the Year, a 2013 Normandy Scholar Institute and Minnesota History Day Teacher of Merit. I've been teaching continuously for the past 25 years with a third of that time in Minneapolis and the rest in ISD 728. In recent years, I have been honored to speak at several national and regional conferences about my social studies instruction. I am also an Adjunct Professor of education courses at higher education institutions including the College of St. Benedict and St. John's University and, St. Cloud State University and Saint Mary's University of Minnesota. My company WriteOutdoors is a "catch-all" for all of my non-teaching work with writing, photography, videography, marketing, public relations, and seminar speaking. Please visit WriteOutdoors.com for more details. My writing appears regularly in numerous publications including Outdoor News, Star Tribune and Lake Country Journal. I have received awards for my writing and photography. I provide public relations services to several companies including Game Fair. My work includes feature and editorial writing, press releases, product photography, video-production and event coordination.
The scary, fun, uncertain need for change: Inspiration and collaboration drive the evolving nature of magnet schools
March 22, 2017 mrhustvedtLeave a comment
Salk's updated themes and essential questions were created by a committee of teachers and approved/embraced by the entire staff
If you've been living in the real world for any number of years you can probably rip off a bunch of different cliches about the need for change, embracing it, how it's an opportunity for growth and so on and so forth. Change is scary and often those cliches are tossed at us by people who are about to impose it upon us as they see fit.
That's not how it has to be, however, and Gandhi dished out the best advice when he told us to "Be the change you want to see in the world." My hope is that your magnet program has the staff, leadership and structure to be able to make this a reality.
It's not a simple process, but it's certainly a necessary one and while it's messy, with many heads and hands involved it can turn out quite elegantly in the end. The STEM magnet school where I teach at in Elk River, Minnesota (suburb northwest of Minneapolis) recently went through a significant change with our school themes because we felt it was time to do so and necessary to reinvigorate our program.
This change comes not at a low point in our overall school performance but a high point. Our school was recently recognized as a top performer in the state and we have seen powerful growth in statewide assessment measures. Our commitment to having a diverse student body continues and our school population of students of color is double the district average with ongoing recruitment efforts showing further growth.
The 140-characters-or-less story of our program is this: a decade ago our magnet program began as a school within a school. I joined the program in year two and we changed our themes. Eight years later the magnet expanded to encompass the entire school and our themes remain the same.
Okay, that was longer than 140 characters, but it's a pretty good summary of the last decade. Those themes that served us well for four years of being a small program, and through the process of going all-school magnet, were due for a change because so many of the conditions they were created in changed.
Going to an all-school magnet program was the first big change. It was championed by the small number who were part of the original magnet. It was accepted by a good portion of the staff and tolerated by the rest. While there weren't any who actively opposed the transition, it took a few years to get the vast majority in the "accepted" category.
The number of staff who championed the magnet program grew over time, and new hires into the magnet program didn't know any different. Ongoing professional development of our STEM themes was extremely helpful in bringing everybody into the "accepted" category and creating champions, but it was glaringly obvious to those of us with the most experience that a Salk STEM version 2.0 was necessary. Making change can be tough when it seems that everything is going just fine, but one could argue that anytime you see the need for change that's when you should make it. Don't wait for things to get better or worse, be the change you wish to see.
Changing our themes
Our original themes, that existed for only the first year, were very specific to various interdisciplinary units. In the second year of our magnet program (my first year there), we began changing them to broader themes that encompassed all subject areas. Those STEM themes were as follows: Technology Applications; Scientific Communications; the Nature of Science and Engineering; and, STEM in Society.
Those themes were used very effectively with four years worth of students in the school-within-a-school program and because the subject area magnet teachers taught those students for two to three years of their middle school experience, we highlighted each theme for a quarter and integrated them into our instruction.
Those themes were easily interwoven into the entire school culture with the expansion to all-school magnet but those of us in the small program felt the dilution of the themes. This transition was led by our curriculum coordinator, Teri Ann Flatland who worked diligently with subject area professional learning communities (PLC's) and helped them connect the themes to their existing curriculum maps. She used the existing magnet program model as a template, and allowed PLC's to make adjustments as needed.
That drove us to help boost the concentration and understanding of the themes for students and staff alike and it was effective. Still the problem remained, and those of us in it felt it the most, should we engage in a process to change the themes? Flatland, myself, and our school principal Julie Athman, who opened the magnet program, had the same overarching concern: If we change the themes do we run the risk of losing the momentum gained with the existing ones? We wondered if staff merely embraced the existing themes at a superficial level or believed in them strongly enough to go on that soul-searching journey of creating new ones.
Change for the sake of change is never effective. Change for the sake of improvement and a better understanding of self is essential. Adapting to changing conditions is the key to survival, but getting others to embrace and live that process together is complicated.
Sending a group of staff members to the Magnet Schools of America conference in 2014 and again in 2016 turned out to ignite conversations that sparked in 2014 and ignited in 2016. When you have a staff who only know your program from within, either because they had it superimposed upon them or were hired into it, they likely don't know what else is out there. "New teachers to our school don't understand the bonus they get when being hired to a school with so many opportunities for students," said Tasha Goudy, a Salk special education teacher who was hired a few years after the all-school transition. Goudy attended the MSA conference in Miami and said the school tours were the most powerful part of her experience, "I was able to bring back lots of ideas and realize that just because I teach a smaller population of students, I still have the capacity to give these students a quality STEM experience that connects with the larger mission of our school."
The school tours, workshops, speakers, and opportunities for networking at MSA's national conferences were crucial to electrifying the light bulb of new ideas and understanding of the power of magnet schools. Themes that looked good on paper, and were superficially understood in the classroom, became glaringly in need of adjustment by these folks new to the STEM magnet program. "There were so many great ideas that we garnered from the conference that are starting to show up and trickle into the classrooms and program as a whole," said science teacher and theme team member Megan Heitkamp.
Those of us who knew it from the start were not in a position to ignite the change. We could facilitate it, we could harness it, we could work with it, but we alone could not drive it. Flatland created a "theme team" that existed for several years before our recent overhaul. That team needed time to analyze the existing themes and develop their own desire for change ."It took lots of staff input and seeing how students connected with the themes–that power of common language–to get more staff understanding the need for change."
Something else was happening at the same time that posed a threat to the old themes. Teachers were innovating their instruction because that's what good teachers do, but these innovations were not always tied to the magnet themes. When that happens, it's time to make a change. "The conference helped me identify how our magnet program is unique and illustrated the point that we cannot allow the program to become stagnant even as our practice is improving, those must all be part of the same process for the sake of our students," Heitkamp said.
The theme team engaged in a brainstorming process in the spring of 2016 and then met over the summer to try and develop updated themes. One decision that was made was to ditch the quarterly thematic approach and allow the themes to exist all year. The power of quarterly themes is that emphasis can be placed on each one schoolwide, allowing students to see the theme through a multitude of lenses. The drawback of that is the theme doesn't always fit best with each subject area during any given quarter.
Through all those discussions we developed updated themes to present to the staff, parents and select students for feedback at the beginning of the school year. "The journey we were on to update our program is an important one because the world is shifting around us," Heitkamp said. "Our learners become more diverse and dynamic so our goals need modification to ensure that they meet student needs and push success at higher levels."
By December the theme team had ditched the four quarterly themes for three annual themes: Technology Integration; Innovative Thinking and Problem Solving; and, Evidence Based Communication. The response was very favorable from staff, parents and students and what was especially appreciated has been the essential question of each theme:
Technology Integration: How can I appropriately utilize technology as a tool for learning and communicating?
Innovative Thinking and Problem Solving: How do I use innovative and creative thinking to solve problems as citizens of our community?
Evidence Based Communication: How do I apply the inquiry process to show evidence of learning?
"I believe that these latest themes and essential questions are better intertwined with the work that we are engaging our students in and the future curriculum pieces that we are envisioning. The essential questions are better geared to the cornerstone projects that already take place and better involve all the content areas to demonstrate that each teacher, no matter the subject area, is a magnet teacher," Heitkamp said.
Evolving and celebrating
A s the students and staff of the Salk STEM magnet program stride into 2017 we do so with an updated mission. Posters of the new themes adorn classroom walls and the hallway. Discussions at several staff meetings and PLC's have folded the updated themes into every classroom at ever-expanding levels.
Our theme team has created a theme alignment board in the staff workroom and teachers across all subject areas are sharing the work they complete that aligns to each of the themes. This listing of lessons and units will be used to further integrate the themes into all classrooms and further discover alignment across the disciplines.
In a celebration of our updated themes and staff-wide re-commitment to an aligned focus, we recently donned our finest formal wear, rolled out the red carpet, and hosted the first of what we hope will become our annual "STEMmie Awards." Check out #SalkSTEMmieAwards on Twitter if you dare!
Each of the content areas were recognized for their commitment to the themes and this has been a great official launch into the next phase of our ongoing growth. Creating a welcoming school for all of our students, engaging them in active learning that compels them to ask questions and dig into the possible solutions, and honoring the processes of learning, is what this is all about and student feedback is very positive.
As we enter our second decade of existence as a magnet school, we are inspired to continue collaborating together for our students and being the drivers of the evolving nature of our STEM magnet school program.
Posted in Magnet Schools of America, Salk STEM MagnetTagged elk river, flatland, inquiry, inquiry based, julie athman, magnet schools, Magnet Schools of America, megan heitkamp, MSA, northwest suburban integration school district, nwsisd, Ron Hustvedt, salk magnet program, school change, STEM, STEMMIE Awards, tasha goudy, themes
Nominate a social studies teacher who inspired you and return the favor by expanding their platform
March 14, 2017 March 19, 2017 mrhustvedtLeave a comment
Click to watch my brief acceptance speech for the National Social Studies Middle Grades Teacher of the Year Award from the National Council for the Social Studies in December 2016
I have been very fortunate over the past few years to receive several major teaching awards. It is a very special honor to be nominated by people you highly respect and then supported by letters from colleagues, students/parents, community partners and administrators. I consider myself to be a very humble person but something I feel strongly about is the need for elevating the profession. The primary reason I followed through with any of the award nominations I've received over the years was to gain a greater platform with which to improve the overall quality of education, particularly of the Social Studies.
Nominate a teacher and then when they receive the award, strongly encourage them to use the platform of that award to promote whatever is their educational passion. There are a lot of closed doors in this world and an award can serve as a great door stop. It can be an excuse to have a meeting with somebody who helped sponsor the award to thank them for the honor. The publicity that goes along with the award won't make the nightly news or generate much action on social media (outside your friends and family) but the right people will see it and could reach out. Better yet, use it to reach out. Share the news with your alma mater and offer to return and speak with pre-service teachers. Share the news with your legislators and ask them to visit your classroom or have a sit-down conversation with them about educational issues.
When I won my first teaching award from the Minnesota Historical Society in 2010 I made a plan to use that award as a launch pad. I once interviewed somebody for an article I wrote in the Outdoor News who had won a national championship. He said when he won the competition the sponsors would come calling. A year later, his phone had barely rang and somebody else took his title. It took him 10 years to win the title again, and when he did it his next call was to a few companies he hoped to work for. The title gave him the meeting and the rest was up to him, but he was speaking to me with 20 years of being a professional in his chosen field (duck and goose calling if you must know) thanks to the platform given him by striking when the timing was right. If a duck and goose calling champion can turn a national title into a life's work, a significant teaching award can transform a good teacher into a greatly influential one.
So please nominate somebody. Pick somebody with a great classroom presence who truly enjoys teaching students and the teaching profession. Pick somebody who is passionate about the value of the social studies and will work to elevate the profession further. Honor somebody who is on a Quixotic journey to slay the windmills and who dreams the impossible dreams. If they dare believe their students can change the world, and it's their life's work to make it happen, then by all means take a few minutes to nominate them.
There are a lot of awards out there and two that are near and dear to my heart include the Minnesota Social Studies Teacher of the Year program from MCSS and the National Council for the Social Studies Teacher of the Year program (see below). Nominate that teacher. Tell them you did and insist that they complete the application. Then remind them what they owe their students and the profession once they win. To paraphrase a great movie, "Nothing's riding on this, except maybe the future of our country."
Outstanding Social Studies Teacher of the Year
The annual NCSS Outstanding Teacher of the Year Awards recognize exceptional classroom social studies teachers for grades K-6, 5-8, a nd 7-12 who teach social studies regularly and systematically in elementary school settings, and at least half-time in middle or junior high and high school settings.
$2,500 cash prize
up to $500 in 2017 NCSS Annual Conference travel expenses
complimentary 1 year NCSS membership
2017 Teacher of the Year Annual Conference Panel presentation
2017 Individual Teacher of the Year Annual Conference session presentation
Click here for more details and additional awards/honors from NCSS you can earn or bestow on your fellow Social Studies teachers
Posted in MCSS, NCSSTagged MCSS, Minnesota Historical Society, Mr Hustvedt, NCSS, Ron Hustvedt, Teacher Awards, Teacher of the Year, www.RonHustvedt.com
The Scary, Fun, Uncertain Need for Change
February 2, 2017 April 2, 2021 mrhustvedtLeave a comment
This was originally published on http://www.ronhustvedt.com in February 2017
Inspiration and collaboration drive the evolving nature of magnet schools
As the students and staff of the Salk STEM magnet program stride into 2017 we do so with an updated mission. Posters of the new themes adorn classroom walls and the hallway. Discussions at several staff meetings and PLC's have folded the updated themes into every classroom at ever-expanding levels.
Our theme team has created a theme alignment board in the staff workroom and teachers across all subject areas are sharing the work they complete that aligns to each of the themes. This listing of lessons and units will be used to further integrate the themes into all classrooms and further discover alignment across the disciplines.
In a celebration of our updated themes and staff-wide re-commitment to an aligned focus, we will be donning our finest formal wear and hosting the first annual "Stemmy Awards." Each of the content areas will be recognized for their commitment to the themes and launch us into the next phase of our ongoing growth. Creating a welcoming school for all of our students, engaging them in active learning that compels them to ask questions and dig into the possible solutions, and honoring the processes of learning, is what this is all about and student feedback is very positive.
Group Treasure Hunt template and some ideas
April 2, 2016 April 2, 2021 mrhustvedtLeave a comment
SPECIAL NOTE: IN AN ATTEMPT TO CONSOLIDATE TWO BLOGS I AM PUBLISHING THIS PIECE FROM FIVE YEARS AGO.
Click here for a GoogleDoc of the group treasure hunt (view only…make a copy for yourself and edit away!).
This is real fun, low-risk activity I've done with middle school, high school, undergraduate and graduate students and they've all had a lot of fun with it. I use it when I've put the students into groups and want them to develop a sense of cohesiveness and build community amongst themselves. I don't take credit for "inventing" this activity by any stretch of the imagination…I learned it during my time as an adjunct professor at St. Mary's University of Minnesota and am pretty sure it's a Tom Jackson activity.
Experience taught me…
1) Give one copy of the treasure hunt per group and make sure each group has space to work together without interference from other groups.
2) If you haven't already, introduce the concept of shared responsibility. Students can rotate asking the questions and keeping track of the "points."
3) When students ask about the points, you can make it seem like a big deal or leave it mysterious. It can make many groups more engaged if they think the points are attached to some reward. Spoiler Alert: The ultimate award is getting to know their teammates a bit better
4) The key point to make at the end, as you process the results, is how arbitrary the points seem to be. The process of learning was what was most important, not who had the most eyelets in their shoe versus the number of people in their family. A good point to make about the value of the work they do together…it's not for the points, it's for the learning together.
Elk River Mayor John Dietz meets with 17 of my students to discuss city issues
March 2, 2016 April 2, 2021 mrhustvedtLeave a comment
Originally published on http://www.ronhustvedt.com in March of 2016
The scene in the conference room at Salk Middle School resembled a typical city committee meeting with Mayor Dietz at the head of the table giving reports from city staff and asking questions of the group.
The only difference is that the mayor wasn't meeting with city council members, city staff, or local business leaders–he was meeting with 17 Salk students in seventh grade who had written him letters airing their concerns about city affairs.
"I grew up in Elk River and went to school here, I received your letters and instead of writing back, I worked with staff to come up with answers so I could meet and answer them with you face to face," Dietz told the students.
For the next hour, he went around the table, student-by-student, giving a detailed response to each of their questions. "It was pretty cool that he came here and spoke with us," said Salk student Nick Larson who wrote about traffic safety concerns he has with the fourway stop at 181st Street and Twin Lakes Road. "I learned a lot about my issue and also lots of other things about our community that I'd never thought before," Larson said.
Larson wrote his letter to the Mayor as part of an assignment he completed in his social studies class taught by Ron Hustvedt (Mr. H.). Students were supposed to consider an issue they were interested in at either the local, county, state or national level. They then conducted extensive research into that issue, wrote a position paper outlining the different sides, and then taking action by writing letters to public officials and doing something else to advocate for the issue.
"It's one thing to learn about the responsibilities of citizenship, civic engagement, and communicating with public officials, it's totally another thing to actually do it with issues that are important to you," Hustvedt said. "I wanted students to experience these duties of citizens and get an introduction to what it means to be more actively involved than just voting every few years."
Hustvedt designed the lesson as part of a national grant the district received from the National Council for the Social Studies (NCSS) to develop inquirybased lessons centered around getting students prepared for college, career and civic life. "One of the central tenets of that framework is getting students to take informed action and I'm very proud of how well all my students responded to that charge," he said.
Student letters went to mayors and city council members of not just Elk River, but also Otsego, Zimmerman, Nowthen and Ramsey. Issues regarding the school district went to the Superintendent and School Board. Students who selected county letters wrote to county commissioners and sheriffs. Letters for state issues went to state Legislators, the Governor and his commissioners. Federal issues were addressed to members of the Presidential Cabinet and members of Congress.
"The response has been pretty good from most levels of government and students have received letters back from the Governor, all our local Legislators, most county and state officials, even members of President Obama's cabinet responded," Hustvedt said. Some students have received phone calls from local officials who spoke with them over the phone and the Wright County Sheriff visited the home of a student who wrote about an unsafe intersection near his home.
"It's great to have a student walk into class grasping a letter from her state senator, excited about receiving it, and bragging to others that she received a response," Hustvedt said. "What was an unexpected outcome of the lesson was students who received letters from officials who disagree with the student's position–It was interesting to see how students responded to that and how it really made them think about the need for being informed and involved."
None of the students reported getting a response from the ISD 728 School Board or Superintendent but most are still hopeful for as heartfelt a response as other public officials submitted.
Mayor Dietz spent half an hour going through each student letter and then opened up the meeting to questions from students. They grilled him for the remainder of the meeting. "I attended a meeting last summer with the City Council about a Skate Park by Lake Orono, what's the status of that?" asked 7th grade student Hayden Barnes. "We have it all designed and everything is ready to go, we just need to pick a spot–we are also trying to get the cost down and get a contribution to pay for it," Dietz said.
The mayor concluded the meeting by challenging students to continue to be involved in their community and commit to doing more to make Elk River a better place to live. "It's part of your responsibility as a citizen to not just take but to give back–there are always ways to get involved in something through your classes, your school and with the city," Dietz said.
"The city is grassroots government as its best and we work with citizens to either solve the problem or decide that it's out of our power and develop solutions at other levels."
Final Assignment 2014? Reflective Questions to Measure Learning and Inform my Teaching (Hopefully!)
June 3, 2014 April 2, 2021 mrhustvedtLeave a comment
ORIGINALLY PUBLISHED JUNE 3, 2014 ON WWW.RONHUSTVEDT.COM
I've never been a big fan of ending the school year showing some lame "social studies related" movie. Not to judge, I've been there and done that, but never again. For one thing, that's what so many other classes are doing and getting kids to want to focus on their third video of the day is annoying. Another reason I won't do that anymore is that this is a golden moment of the school year. You have a group of people who have been with you through thick and thin…these kids are experts on being your students. They know the most up-to-date version of the teacher you are now. Why not find out from them what they got out of the experience and what sticks in their minds?
Also, having done a last few days of the year assignment for many years now, I've found that this final assignment can be very meaningful for students. It's your chance to provide a meaningful ending to a good year rather than just a session of screen-watching babysitting.
When I had 8th graders we'd conclude the year by doing some personality tests (Myers-Briggs, Gregorc, etc) and then they had a final reflection assignment. They also wrote a letter to themselves that they were mailed a year later along with a note from me. Last year, I had my 7th grade students write about how they were the "Keepers of the Republic." This assignment was then handed off to their 8th grade teacher both as a writing sample but also as a jumping off point from one year to the next.
This year, I am going to ask my 6th graders to reflect back on what they learned from the year, what they wish they'd done better, and what they'd have like to do differently. The questions are phrased very carefully so that the focus is on the work they did and how things were set up…no questions about "what was the most fun" or "what did you like best" because I feel like that's not going to tell me what was the most impactful.
So here are the questions I'm going to handout tomorrow in class for students to discuss as a large class, then in small groups, and then reflect upon individually. Take these and borrow them as you choose, change them, or scoff at them smugly and rock the end of the school year in your preferred way.
1) List the major assignments/projects we worked on this year.
2) Which assignment/project did you learn the most from? Give examples.
3) Which assignment/project made you work the hardest? How so?
4) What are two a-ha moments from this year? Provide details as much as you can remember.
5) What assignment/project did you feel you did the best on? Why?
6) What assignment/project do you wish you could do over again? What would you do differently?
7) What are three pieces of advice for Mr. H. to either keep doing, do better, or totally change?
8) What are the one or two most important things you learned in this class that you will use in your future?
ADD A COMMENT BELOW WITH YOUR OWN TAKE ON THIS…WHAT WOULD YOU ASK STUDENTS? GOOD IDEA? BAD IDEA?
Elk River Teachers 'Donate' $255,000 Weekly to School District for Extra Time
Photos from the live feed broadcast of the meeting
SPECIAL NOTE: IN AN ATTEMPT TO CONSOLIDATE TWO BLOGS I AM PUBLISHING THIS PIECE FROM SEVEN YEARS AGO. WHILE IT MIGHT BE A 'THROWBACK' IT IS STILL EXTREMELY PERTINENT AND CURRENT.
On February 10, 2014 I had the honor of representing the teachers of the Elk River School District (Minnesota) and presenting a check to our district's School Board in the amount of $255,000. It was literally a big check, created by an elementary teacher, and it was meant to remind the leadership of our district how much extra time teachers put in each week.
In the week since presenting it, I've received quite a response from my fellow teachers and the community. Everybody has been grateful and considerate, but what strikes me the most is the difference in response between teachers and, pretty much, everybody else. "Are you sure that's right?" is what most teachers say, followed by, "Only 10 hours a week? That seems so low compared to what I put in." I'd have to agree with that comment. I know that I clocked 18 hours that week and it was a slow week. The comment from non-teachers is an interesting contrast. They tend to say, "Are you kidding me? Teachers put in 10 extra hours each week?" And it's said with legitimate shock and usually some level of disgust. Because then those non-teachers usually say, "That's a lot of extra time put in each week. I don't think people realize it."
Which is why we presented the check to a School Board that is pretty much made up of non-teacher members. It was well receivd by most Board members I'd say, from my perspective at the podium. I made sure to achieve solid eye contact with them as I read my speech, and I had my teacher eyes on to see if I could read them. One member seemed quite annoyed at the whole thing and it's not much of a surprise. The Board member who was taking the place of the Board Chair that night was very gracious and even mugged with the check to the television camera after I presented it to her.
Where's the check now? Good question. One of the Board members commented, "I wish that was real," as I handed it to the chairwoman…and I wish I'd said this at the time, but it's very real. As I did say in my speech, the check is for time already given to the district and, since the survey was conducted, there has been another million dollars of money "donated" by the teachers.
Read my speech for more details below:
"Greetings Board Members, Superintendent, Administrators, Teachers, Staff, Students and Members of the Public. My name is Ron Hustvedt and I am a middle school social studies teacher at Salk Middle School. It is my esteemed privilege to be here tonight on behalf of the educators of ISD#728 and the Elk River Education Association. As all of you know, the educators of our school district are a very hard working group of professionals who are passionate about educating our students, passionate about supporting our schools, passionate about teaching. We do what is necessary and then go above and beyond to do what is amazing.
A few months ago, chatting with a friend of mine, who is also a parent of three students in our district, she said something along the lines of, "Well you get to leave at 3:30 so that gives you lots of extra time I'm sure." With a smile on my face I challenged her to check out our school parking lot at 3:30. And then at 4:30. And then at 5:30. I've worked with each of her three children over the years and reminded her of the times she's seen me at school after 3:30. I asked her to go through the emails she gets from teachers, check when their websites are updated, and when her Parent Portal app beeps with grade updates. As a manager at a Fortune 500 company in downtown Minneapolis, she knows the value of employees putting in extra time. "I wish more of our people put in that much extra time," she said.
It's easy to forget how much extra time goes into the profession of being a professional educator. It's easy to forget that the work we do during our contract is just a portion of the work necessary to do a good job. So we put the question to our teachers. For one week, keep track of the extra time you spend on school work. With over 400 teachers responding, the average teacher registered over 10 hours of extra time per week. This was from January 10 to 17, a fairly average work week. There weren't any snow days, it was not the end of a grading period. If it had been, the average would be even higher.
We asked teachers what they do with their additional time and it's amazing to think all that's accomplished. This time is spent: writing lesson plans, calling and emailing parents, reviewing student assessments, writing individual education plans, collaborating with coworkers, grading student work, meeting with students and parents, working on classroom webpages, and developing SmartBoard lessons. We are professionals. This is a necessity of our job as we see it and we often go to sleep knowing that there's more to do.
According to our calculations, if you round down the average time spent to 10 hours per teacher, multiply by 850 teachers and apply an hourly rate of $30 an hour you come up with a total donation of $255,000 for one week of our extra service. Everyone has value, and I'd say that a $255,000 donation each week is one heckuva value. During the Super Bowl and Olympics they talk about the need to give 110%. Teachers putting in 10 extra hours a week actually calculates to 125% of the time for which they are actually paid.
Taken over the school year, this is at the minimum, a $10 million value added benefit to the community for 350,000 additional work hours. This $255,000 dollar check is a symbol of the gift of time given each week, to the students, the district, and the community, by the 850 educators who make up the Elk River Education Association. This is what we do. It's what we will continue to do to educate, inspire, and empower our diverse learners, to shape their futures, to accomplish their dreams and to contribute positively to our local and global communities. Thank you very much."
Visit My School Website
www.RonHustvedt.com


text:
Paul Ginisty, född den 4 april 1855 i Paris, död där den 4 april 1932, var en fransk skriftställare.

Ginisty var 1896–1906 direktör för Odéonteatern i Paris och blev 1906 generalinspektör över offentliga minnesmärken (avdelningen mobilier). Han var en uppmärksammad medarbetare i pressen och skrev i livfull stil romaner, vers, sedeskildringar, teaterpjäser med mera.

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Franska teaterchefer
Franska journalister under 1800-talet
Franska romanförfattare
Franskspråkiga romanförfattare
Franska novellförfattare
Franskspråkiga novellförfattare
Franska poeter
Franskspråkiga poeter
Franska dramatiker
Franskspråkiga dramatiker
Franska journalister under 1900-talet
Poeter under 1800-talet
Poeter under 1900-talet
Dramatiker under 1800-talet
Dramatiker under 1900-talet
Franska författare under 1800-talet
Franska författare under 1900-talet
Födda 1855
Avlidna 1932
Män
Ugglan
Teaterchefer under 1800-talet
Teaterchefer under 1900-talet
Författare från Paris

redpajama_set_name: RedPajamaWikipedia


Bitcoin, Litecoin, Namecoin, Dogecoin, Peercoin, Ethereum - price, reward, difficulty, hashrate, market capitalization, block time, blocks count.Disclaimer: This is a beta version of bittrex.com, which is in the process of being tested before official release.Read the latest news about Dogecoin to stay posted about one of the most popular altcoins.
Probably the biggest altcoin exchange today. I think bitcoins are the way of the future. A group of altcoins has reached rock-bottom twice now and they seem.
Palmer is an Australian entrepreneur who is now based in San.
Top 3 Litecoin Price. but i think in the future the price of the litecoin will.Are scammers invading Dogecoin. fees and drive up the price.Although Dogecoin has been around for quite some time now, this altcoin never amounted to much.A cryptocurrency created as a joke about a dog meme now has a.
Actually I see alot of future in dogecoin and ordered 150k dogecoin from.
See the most important information about Dogecoin in a single page.
This tutorial will explain how to buy Dogecoin using Paypal a credit.
See the live Dogecoin to Canadian Dollar exchange. with this simple Dogecoin calculator.
Bitcoin Price Prediction Today, Future Price Prediction Over the Next 30 Days, Real Time Price Update, Bitcoin Faucet List,. My advice is to use a preset buy order at the price you feel good.
Dogecoin Is Now More Popular Than All Other Cryptocurrencies.
Dogecoin and Other Cryptocurrencies Now. off list price of all future.


text:
Visually Speaking Spanish -
The Fastest, Easiest, and Most Fun Way To learn Spanish
Learning Like Crazy, Inc. was founded by Patrick Jackson in the Summer of 2004 with the introduction of the first foreing language course for the company called Learning Spanish Like Crazy Level 1.
Learning Spanish Like Crazy was developed to teach conversational Latin American Spanish. The course was developed after Patrick realized that the Spanish that Latin American actually speak was different from the Spanish that he had learned from other self-study Spanish courses.
In late 2005, Joél Contreras joined as the President and Chief Excutive officer.
Since 2006, the company has launched a level two of the very popular Learning Spanish Like Crazy, a Learning Italian Like Crazy course, and a Spanish verb conjugation software called the Verbarrator that has been met with some very positive reviews.
Joél and Patrick are very passionate about the company and have one simple message for every single customer, that message is "we care very much about you!"
You may direct questions, comments or reports to:
Our postal address is
909 Third Ave. 5th Floor
We can be reached via e-mail at support@learninglikecrazy.com or you can reach us by telephone at 914-813-2052
2 Responses to About Us
I have been using the Pimsleur system and have reached Level 4. There are no more levels at this time. I am considering your system but am unsure if level 1 or 2 would be best. any thoughts?
Sandra January 24, 2013 at 3:43 am
Your H&S spanish covers 29 topics, but would it be ok if you could let me know what the topics are? I just want to know if I already know them or not
Jennifer November 19, 2012 at 3:08 am
Terms and Conditions Disclaimer About Us

redpajama_set_name: RedPajamaCommonCrawl


text:
package com.nillith.android.permissions;

import junit.framework.Assert;

import org.junit.Test;

import static org.junit.Assert.*;

/**
 * To work on unit tests, switch the Test Artifact in the Build Variants view.
 */
public class sequencerTest {
    @Test
    public void sequencerShouldReturnIntegerIncrementallyFrom0To255(){
        int pre = Sequencer.next();
        int cur;
        for (int i = 0; i < 10000; ++i){
            cur = Sequencer.next();
            Assert.assertTrue(cur >= 0);
            Assert.assertTrue(cur <= 255);
            if(pre == 255){
                pre = 0;
                Assert.assertEquals(0, cur);
            }else {
                Assert.assertEquals(1, cur - pre);
                pre = cur;
            }
        }
    }
}

redpajama_set_name: RedPajamaGithub


text:
IDEO LogoThese Two Designers Published a Visual Guide to Gender Fluidity
These Two Designers Published a Visual Guide to Gender Fluidity
Words by Ali Cottong, Visuals by Brooke Thyng
Ever wondered what "nonbinary" and "gender nonconforming" really mean? Or if it's grammatically correct to use "they" as a singular pronoun? You're far from alone. Many people share these same questions but are afraid to ask. They don't want to be rude or make a misstep—which can generate more missteps and even cause harm simply due to being uninformed.
Solving this issue is exactly what IDEOer Stuart Getty set out to do with their new book, How to They/Them. Stuart, who uses they/them pronouns, wanted to create a guide that answered a lot of the questions they commonly get asked, and find a way to educate people in a friendly way. Far from being a niche topic, gender is an important part of the human experience and its landscape is ever-expanding as we learn new ways to describe our most innate identities. It's important to realize that everyone has a gender identity—not just those whose identity diverges from traditional norms. In Stuart's brilliant words, "Gender is for everyone and we all get to decide who we want to be in this world."
We sat down (virtually) with Stuart and Brooke Thyng, a former IDEOer who helped bring Stuart's story to life through illustration, to talk about the book—the role of humor in the story, the pair's collaboration process, and why the timing of the book was so important. Read on for a peek behind their creative process.
This book approaches talking about gender from both an educational perspective, as well as through humor. Why was that balance so important?
Stuart Getty: There's a hidden audience with this book and for me, it's my mom who's in her 70s and lives in Kentucky. I think that jokes are what get her to be like, "Oh, okay! I'll keep reading."
Stuart Getty: I think that people get really uptight when these kinds of subjects around gender are being talked about. People are worried they're going to mess up and use the wrong words like "transgendering," for example. What I'm saying is, I like to add a little levity, because it makes people relax into the learning process. It's about access to the information.
Brooke Thyng: I wanted to follow Stu's lead and make sure that everything that I created was in service of their message. So as much as I wanted to make myself laugh, as a cis-person, it was important for me to come to this project very humbly and with the utmost respect.
The whole time, we'd ask, "Is this pushing people, but in a way that's authentic and respectful, and not just doing it to be a jerk?" There's a time and place for joking around. And I think it was clear that Stuart's message wasn't a joke, but that it needed to come across with some levity, or just some openness.
I was really conscious of finding that nice balance of, yeah, it's not a joke and we're fighting for rights and we're fighting for exposure and visibility, but at the same time, when we take ourselves so seriously I think we block out people from coming into the message. And so I really wanted to use humor as access, and use the visuals as access.
How does this book connect to what's going on in our society right now?
Stuart Getty: If you look at the stats for Gen Z, 35 percent of them know someone who uses they/them pronouns, and something like 20 percent of them also identify as gender neutral, even if they don't use they/them. People are stepping into these places of breaking binaries, and I think the binaries of sexuality have been crumbling over the last couple years. People are now asking, "Why do we have to be only gay or straight?"
What I also love about this book is it means cis-people get to look at their gender and the way that they've been told to be a man, a woman, an American, a human, whatever—and decide what they actually believe and what they actually want to be. And I think that is the thesis statement of the whole book. "They" is for me, and I want to explain it to you, but also, gender freedom should be for all of us.
Tell us more about what your collaborative process was like.
Stuart Getty: I came to Brooke with pages that looked like this, and then we would sit down and go page by page. I do think that I had a really good idea of the story, but it was on a level seven or eight when I turned it to Brooke, and then she kicked it up to the, "It's a 10, everyone!" She just made it such a better story.
Brooke Thyng: Stuart came with all of these pages printed out, and I would meet up with them at IDEO. We'd sit in the communal area and we'd go through the pages, and they'd be like, "Oh, I was thinking about this here. And this is sort of what I meant here." I would just take notes and try to take it in.
I'm always so taken aback when Stuart asks me to be a part of things like this. I really felt like I was helping make the vision come to life, like I was Stuart's visual hands for this project. I just wanted to amplify the text that was written. As I read through their draft, it was an immediate, "Oh, this is what it's making me think of." Either I am slightly out there and can just see weird images come to life, or Stuart is really good at crafting their words. I think maybe it's both.
Want to read How to They/Them and learn more about gender identity? Get your hands on a copy here, or wherever books are sold!
Animations by Louisa Liu and Devin Peek
Ali Cottong
Marketing, IDEO San Francisco
Ali is a content strategist with roots in telling stories for deep tech. She originally earned her nerd cred as a former world-class Quidditch player and has competed in the Quidditch World Cup twice. Ali currently lives in Oakland and has traded in her broomstick for a bike.
@alicottong
Brooke Thyng
Brooke is a communication designer with a background in anthropology and human biology. Her favorite pastimes include word play, batting cages, sending odd scans to the email addresses in the copy machine, and laughing her head off.
@imeanwhatever
More From The Octopus
BlogAli Cottong
Portraits of Gayface by a San Francisco Artist
BlogShoshana Berger
Artist George McCalman on Black History, Creative Blocks, and the Luxury of Hope
This Designer Created a Digital Zine to Explore Culture Through Cooking


out so you can chat in peace.
No Ads! No popups. No banners. No blinking pleas for your attention. We're a subscription service, so we don't rely on advertising to foot the bills.
No Bull! It's a very cool chat-interface — avatars, gestures, tours, games, — our rich graphical environment leaves text-based chats in the dust.
Just Chat! Well, not exactly... you also get free web hosting with your membership. Those pages are ad-free too of course.


text:
Mysterious Life Forms Discovered Underneath Hawaii – Might Point to Life on Mars
by Jack Davis
in Opinion
Mysterious microbes found in Hawaiian lava caves could offer some clues about early life on Earth and life on Mars as well, according to a new study.
The study was published Thursday in the journal Frontiers in Microbiology.
As noted by Gizmodo, the areas sampled have extremely high heat and contain chemicals that are toxic to most forms of life.
However, in both older lava tubes formed more than 500 years ago and those currently active, there was a broad array of microbial life.
Rebecca Prescott, a researcher at the NASA Johnson Space Center and the University of Hawaii and lead author of the study, said the research breaks ground.
Centuries-old lava caves of Hawaiʻi Island contain thousands of unknown bacterial species, shows a new study published in @FrontMicrobiol.
Read the original study: https://t.co/DNG8S7vWU3, or our news story
— Frontiers (@FrontiersIn) July 25, 2022
"This study points to the possibility that more ancient lineages of bacteria, like the phylum Chloroflexi, may have important ecological 'jobs,' or roles," she said, according to Frontiers Science News.
"The Chloroflexi are an extremely diverse group of bacteria, with lots of different roles found in lots of different environments, but they are not well studied and so we don't know what they do in these communities. Some scientists call such groups 'microbial dark matter' – the unseen or un-studied microorganisms in nature," Prescott said.
The study poses areas of inquiry for scientists, she said.
"This leads to the question, do extreme environments help create more interactive microbial communities, with microorganisms more dependent on each other?" Prescott said. "And if so, what is it about extreme environments that helps to create this?"
She said the study should shape future research.
"Overall, this study helps to illustrate how important it is to study microbes in co-culture, rather than growing them alone (as isolates)," Prescott said. "In the natural world, microbes do not grow in isolation. Instead, they grow, live and interact with many other microorganisms in a sea of chemical signals from those other microbes. This then can alter their gene expression, affecting what their jobs are in the community."
The study suggested a connection to possible life on Mars.
Research on life forms in inhospitable locations "will address questions in a variety of fields, including the structure of possible microbial communities on an early Earth and Mars in astrobiology studies, potential use of microbial consortia in biotechnology and bioremediation, and improving our understanding of microbial communities in volcanic or desert soils for enhanced agricultural production," the study said.
Jeff Parsons put some of the impacts of the study in layman's language in an Op-Ed for the British publication Metro.
"What's got the experts so interested in Hawaii's lava caves is that the conditions there are as close as you might get to those of … Mars or other distant planets," he wrote. "And if microbes can survive in these 600 – 800-year-old lava tubes, we might just find some on Mars at some stage."
Hundreds of years ago, the volcanic processes that created Hawaii also formed a network of underground caves
They're inhospitable to most life but, scientists have found colonies of microbes that possess many secrets
Let's unlock the mystery
https://t.co/BYzLTm8m8z
— Metro (@MetroUK) July 25, 2022
NASA's Perseverance rover is on Mars now on a mission to "[s]eek signs of ancient life and collect samples of rock and regolith (broken rock and soil) for possible return to Earth."
The rover recently captured an image of what appeared to be string on the planet's surface. The initial conjecture is that it came from the rover's descent to the panel, according to CNN.
The post Mysterious Life Forms Discovered Underneath Hawaii – Might Point to Life on Mars appeared first on The Western Journal.
Joe Biden Just Officially Got His First Challenger for the 2024 Democratic Nomination


text:
Washington Officials Flock to "Doomsday Camps": What Do They Know that We Don't?
By Mac Slavo
Global Research, March 21, 2018
SHTFplan.com 20 March 2018
Theme: Intelligence
Washington D.C. government officials are flocking to doomsday camps around the country. Which of course begs the question: what do they know that we do not?
According to the Washington Examiner, a building network of backwoods doomsday camps around the country are pulling in members from affluent areas and even Washington national security officials as the threats grow from nuclear war, an EMP (electromagnetic pulse), or virus attack. Dubbed Fortitude Ranch, the outposts promise protection and a year's supply of food for those unable to build their own bunker with preparations for a SHTF scenario. What's more, until a crisis strikes, the doomsday camps are being used for prepper training and vacations.
One of Fortitude Ranch's members from the Baltimore area said that he and others joined after "waking up" to the potential of a national crisis from an attack, financial meltdown, or political violence. "For most of us, something rattled our cages and woke us up," he said.
"We're seeing members from all the three letter agencies," said Fortitude creator Drew Miller, a retired Air Force colonel, and intelligence officer, in a reference to the Central Intelligence Agency, Defense Intelligence Agency, Federal Bureau of Investigation and more. Miller called an attack or even a weather-related electromagnetic pulse shutdown of the electric grid "inevitable," and a driving force in his project.
Prepping has offered many a sense a freedom none of us have anymore. No longer needing the government for anything, preppers can survive most scenarios that will leave many others begging for their slavery again and in return, for the government to give them abject poverty in exchange.
Through memberships and his own cryptocurrency called "Fortitudes," Miller has raised about $400,000 and established a ranch in West Virginia and Colorado with 10 others planned. An open house at the West Virginia ranch is scheduled for April 21-23.
He said that for the West Virginia ranch, "most members are professional Washington area folks. They don't have time to do this own their own." The cost is about $1,000 per person per year to join. –Washington Examiner
"You'd have to be an idiot not to think it will happen," said Miller, author of "Rohan Nation: Reinventing America After the 2020 Collapse." Miller also said that the camps are nearly as survivable in an attack as the Mt. Weather FEMA site near Virginia's Shenandoah River where several Washington leaders were housed after the 9/11 attacks.
Each camp has a shooting range and is equipped to handle between 50 and 500 people during any SHTF scenario. The camps will have lodges, underground bunkers, and guard towers. In the event of a social meltdown, members will be responsible for manning those towers.
With all of the high-powered government officials signing up as members at Fortitude Ranch, it's pretty safe to say that if you are not prepping now, you should probably start. A good reference for those just beginning to tread into the realm of prepping is the book titled The Prepper's Blueprint.
Featured image is from the author.
The original source of this article is SHTFplan.com
Copyright © Mac Slavo, SHTFplan.com, 2018
Articles by: Mac Slavo


The purpose of the processing of the data of the insurance applicant, policyholder and/or insured is the acceptance and execution of the legal insurance relationship and any novation thereof, including the management, assessment and processing of requests, complaints, claims, quality or satisfaction surveys and any other circumstance or service related to the insurance; management of the insurance for statistical, pricing and risk purposes; and, in particular, the maintenance and fulfilment of the healthcare provision granted by the insurance contract.
The purpose of the data processing will be to manage, process and respond to requests, applications, incident reports or queries made by the data subject concerning the products and services offered by any of the Entities belonging to the Assistència Group and related companies, and to carry out subsequent follow-up.
The ancillary purpose of the data processing, if it has been expressly accepted through the different communication channels that have been established, is so that the insurer and/or the companies belonging to its Group or related companies can advertise the services or products and any special offers or promotions related to their activities, which includes profiling in order to offer new products and services. These commercial communications may be made through any channel (including by post, e-mail and/or telephone).
Insurance applicant, policyholder and/or insured: Throughout the term of the contractual relationship and, subsequently, during the statute-barring term of five years established for personal insurance. The established term may be extended in the event that additional legal obligations have to be met or in order to defend the insurer's interests. In the event that the contract is not finally formalized, the data will be cancelled in the legally established term, unless the data subject's express and specific consent has been given for any other purpose.
Person requesting information: The data will be cancelled within a term of two years.
Acceptor of the ancillary purpose: The data will be stored for this ancillary purpose until the data subject objects or revokes his/her consent.
Insurance applicant, policyholder and/or insured: Formalization and performance of the health insurance contract and article 99 of Act 20/2015 on the organization, supervision and solvency of insurance and reinsurance entities, as well as the legitimate interest deriving therefrom.
The data requested in the "Insurance Application" are mandatory for the acceptance of the contract: refusal to provide the information would mean that the insurer would not formalize the contract.
Personal data referring to the health of insured persons must be declared in the mandatory "Health Questionnaire" submitted to them for completion, as established in article 10 of Insurance Contract Act 50/1980, of 9 October. Any withholding or inaccuracy of information given by the applicant when completing the "Health Questionnaire" will lead to forfeiture of the right to the guaranteed benefit and may lead to rescission of the insurance contract under the conditions established in the aforesaid article 10 of the Insurance Contract Act.
Person requesting information: Express consent granted previously.
Acceptor of the ancillary purpose: Express consent granted previously.
In all the above cases, where the data provide refer to natural persons other than the signatory, the latter states that he/she has informed such natural persons and has obtained their prior consent to the processing of their data in accordance with the purposes indicated in this clause. In the specific case of minors, the signatory declares that he/she is the father, mother, guardian or legal representative of the minor. Notwithstanding the above, the insurer will make every effort to act appropriately in relation to the processing of such data.
The personal information provided by the applicant and/or policyholder and/or insured can only be accessed by the administrative services of ASISTENCIA SANITARIA COLEGIAL responsible for managing your insurance, as well as by the entities that belong to the Assistència Group and related companies (SCIAS, S.C.C.L.; Autogestió Sanitària, S.C.C.L.; BIOPAT, S.L.; AIALE, S.A.; CIRHAB, S.L.; ANDAIRA, S.L.) to process the data for the same purposes as those indicated above and in accordance with the corporate object of each one of them, for as long as they form part of or remain in the aforesaid Group of companies, including the related companies.
Your personal data will be assigned to the entity Inter Partner Assistance España, SA de Seguros y Reaseguros, as it is the entity that provides Travel Assistance Insurance to the insured of ASISTENCIA SANITARIA COLEGIAL SA DE SEGUROS while the Travel Assistance Insurance contract is in force, or is enforceable.
The controller guarantees the confidentiality of the data and that the data will be processed in accordance with the purpose for which they have been collected. Furthermore, the controller guarantee that, in accordance with applicable legislation, it has taken the necessary technical and organizational measures to prevent alteration, loss, unauthorized processing of or access to the data.
Service providers with whom ASISTENCIA SANITARIA COLEGIAL has a contractual relationship and who have the status of data processors may also have access to personal data.
You are responsible for the veracity and accuracy of the data you provide to us and you have the faculty to revoke the consent provided (in the cases where consent is the legal basis for processing), and you may also exercise the rights of access, rectification, erasure, restriction of processing, portability and objection in respect of your data in accordance with the provisions of data protection legislation. To exercise such rights, you should write to the insurer at Avinguda Josep Tarradellas, no. 123-127, Barcelona (08029), enclosing a photocopy of your National Identity Document or equivalent identification document.
The data subject is entitled to submit complaints to the Spanish Data Protection Agency (www.aepd.es).


text:
Console dei Cavalieri di Malta a Venezia, con la fine della Repubblica si ritirò a Belluno con un modesto impiego. Scrisse moltissimo in dialetto veneziano: gran parte della sua produzione in versi è raccolta nei tre volumi delle Poesie (1817).

Tra esse spiccano le orecchiabili e maliziose canzonette. Di queste, particolarmente celebre è La biondina in gondoleta  (1788), che fu musicata da Johann Simon Mayr; su di essa, nel 1859, Franz Liszt compose delle variazioni per pianoforte, intitolate Gondoliera .

Scrisse anche varie malinconiche composizioni di gusto arcadico, che si adattano bene al tramonto di Venezia. Fu anche un acuto osservatore di costume; alcuni suoi inediti sono stati pubblicati con il titolo di Ceti e classi sociali del '700 nel 1959.

Tradusse in veneziano alcune poesie di Giovanni Meli.

Note

Bibliografia

Altri progetti

Collegamenti esterni

Poeti in lingua veneta


text:
package edu.uoregon.casls.aris_android.models;

import java.util.Collection;
import java.util.HashMap;
import java.util.LinkedHashMap;
import java.util.LinkedList;
import java.util.List;
import java.util.Map;

import edu.uoregon.casls.aris_android.GamePlayActivity;
import edu.uoregon.casls.aris_android.data_objects.Dialog;
import edu.uoregon.casls.aris_android.data_objects.DialogCharacter;
import edu.uoregon.casls.aris_android.data_objects.DialogOption;
import edu.uoregon.casls.aris_android.data_objects.DialogScript;

/**
 * Created by smorison on 8/20/15.
 */
public class DialogsModel extends ARISModel {

	public Map<Long, Dialog> dialogs = new LinkedHashMap<>();
	public Map<Long, DialogCharacter> dialogCharacters = new LinkedHashMap<>();
	public Map<Long, DialogScript> dialogScripts = new LinkedHashMap<>();
	public Map<Long, DialogOption> dialogOptions = new LinkedHashMap<>();
	public transient GamePlayActivity mGamePlayAct;

	public void initContext(GamePlayActivity gamePlayAct) {
		mGamePlayAct = gamePlayAct; // todo: may need leak checking is activity gets recreated.
	}

	public void clearGameData() {
		dialogs.clear();
		dialogCharacters.clear();
		dialogScripts.clear();
		dialogOptions.clear();
		n_game_data_received = 0;
	}

	public void requestGameData() {
		this.requestDialogs(); //should be split up into multiple models...
	}

	// to be consistent with iOS these are here to do what the listener declarations did in iOS
	public void dialogsReceived(List<Dialog> dialogs) { this.updateDialogs(dialogs); }
	public void dialogOptionsReceived(List<DialogOption> dialogOptions) { this.updateDialogOptions(dialogOptions); }
	public void dialogCharactersReceived(List<DialogCharacter> dialogCharacters) { this.updateDialogCharacters(dialogCharacters);}
	public void dialogScriptsReceived(List<DialogScript> dialogScripts) { this.updateDialogScripts(dialogScripts);}

	public void updateDialogs(List<Dialog> newDialogs) {
		long newDialogId;
		for(Dialog newDialog : newDialogs) {
			newDialogId = newDialog.dialog_id;
			if(!dialogs.containsKey(newDialogId))
				dialogs.put(newDialogId, newDialog); // setObject:newDialog forKey:newDialogId];
		}
		n_game_data_received++;
		mGamePlayAct.mDispatch.model_dialogs_available(); 		// a call to no one._ARIS_NOTIF_SEND_(@"MODEL_DIALOGS_AVAILABLE",nil,nil);
		mGamePlayAct.mDispatch.game_piece_available(); 	// _ARIS_NOTIF_SEND_(@"GAME_PIECE_AVAILABLE",nil,nil);
	}

	public void updateDialogCharacters(List<DialogCharacter> newDialogCharacters) {
		long newDialogCharacterId;
		for(DialogCharacter newDialogCharacter : newDialogCharacters) {
			newDialogCharacterId = newDialogCharacter.dialog_character_id;
			if(dialogCharacters.get(newDialogCharacterId) == null ) dialogCharacters.put(newDialogCharacterId, newDialogCharacter);
		}
		n_game_data_received++;
		mGamePlayAct.mDispatch.model_dialog_characters_available(); //		_ARIS_NOTIF_SEND_(@"MODEL_DIALOG_CHARACTERS_AVAILABLE",nil,nil);
		mGamePlayAct.mDispatch.game_piece_available(); //		_ARIS_NOTIF_SEND_(@"GAME_PIECE_AVAILABLE",nil,nil);
	}

	public void updateDialogScripts(List<DialogScript> newDialogScripts) {
		long newDialogScriptId;
		for(DialogScript newDialogScript : newDialogScripts) {
			newDialogScriptId = newDialogScript.dialog_script_id;
			if(dialogScripts.get(newDialogScriptId) == null) dialogScripts.put(newDialogScriptId, newDialogScript); // setObject:newDialogScript forKey:newDialogScriptId];
		}
		n_game_data_received++;
		mGamePlayAct.mDispatch.model_dialog_scripts_available(); //		_ARIS_NOTIF_SEND_(@"MODEL_DIALOG_SCRIPTS_AVAILABLE",nil,nil);
		mGamePlayAct.mDispatch.game_piece_available(); //		_ARIS_NOTIF_SEND_(@"GAME_PIECE_AVAILABLE",nil,nil);
	}

	public void updateDialogOptions(List<DialogOption> newDialogOptions) {
		long newDialogOptionId;
		for(DialogOption newDialogOption : newDialogOptions) {
			newDialogOptionId = newDialogOption.dialog_option_id;
			if (!dialogOptions.containsKey(newDialogOptionId))
				dialogOptions.put(newDialogOptionId, newDialogOption); // setObject:newDialogOption forKey:newDialogOptionId];
		}
		n_game_data_received++;
		mGamePlayAct.mDispatch.model_dialog_options_available(); //		_ARIS_NOTIF_SEND_(@"MODEL_DIALOG_OPTIONS_AVAILABLE",nil,nil);
		mGamePlayAct.mDispatch.game_piece_available(); //		_ARIS_NOTIF_SEND_(@"GAME_PIECE_AVAILABLE",nil,nil);
	}

	public void requestDialogs() {
		mGamePlayAct.mAppServices.fetchDialogs(); //[_SERVICES_ fetchDialogs];
		mGamePlayAct.mAppServices.fetchDialogCharacters(); //[_SERVICES_ fetchDialogCharacters];
		mGamePlayAct.mAppServices.fetchDialogScripts(); //[_SERVICES_ fetchDialogScripts];
		mGamePlayAct.mAppServices.fetchDialogOptions(); //[_SERVICES_ fetchDialogOptions];
	}

	public void requestPlayerOptionsForDialogId(long dialog_id, long dialog_script_id) {
		if(!mGamePlayAct.mGame.network_level.contentEquals("REMOTE")) {
			List<DialogOption> pops = new LinkedList<>();
//			NSDictionary *uInfo = @{@"options":pops,
//			@"dialog_id":[NSNumber numberWithLong:dialog_id],
//			@"dialog_script_id":[NSNumber numberWithLong:dialog_script_id]};
			Map<String, Object> uInfo = new HashMap<>();
				uInfo.put("options", pops);
				uInfo.put("dialog_id", dialog_id);
				uInfo.put("dialog_script_id", dialog_script_id);

			Collection<DialogOption> os = dialogOptions.values();
			for (DialogOption o : os) {
				if (o.dialog_id == dialog_id &&
						o.parent_dialog_script_id == dialog_script_id &&
					mGamePlayAct.mGame.requirementsModel.evaluateRequirementRoot(o.requirement_root_package_id));
				pops.add(o); // addObject:o];
			}
			mGamePlayAct.mDispatch.services_player_script_options_received(uInfo); //_ARIS_NOTIF_SEND_(@"SERVICES_PLAYER_SCRIPT_OPTIONS_RECEIVED", nil, uInfo);
		}
		else  mGamePlayAct.mAppServices.fetchOptionsForPlayerForDialog(dialog_id, dialog_script_id); //_SERVICES_ fetchOptionsForPlayerForDialog:dialog_id script:dialog_script_id];
	}

// null dialog/character/script (id == 0) NOT flyweight!!! (to allow for temporary customization safety)
	public Dialog dialogForId(long dialog_id)
	{
		if (dialog_id == 0) return new Dialog();
		return dialogs.get(dialog_id);
	}

	public DialogCharacter characterForId(long dialog_character_id)
	{
		if (dialog_character_id == 0) return new DialogCharacter();
		return dialogCharacters.get(dialog_character_id);
	}

	public DialogScript scriptForId(long dialog_script_id)
	{
		if (dialog_script_id == 0) return new DialogScript();
		return dialogScripts.get(dialog_script_id);
	}

	public DialogOption optionForId(long dialog_option_id)
	{
		if (dialog_option_id == 0) return new DialogOption();
		return dialogOptions.get(dialog_option_id);// objectForKey:[NSNumber numberWithLong:dialog_option_id]];
	}

	public long nGameDataToReceive() {
		return 4;
	}

}


The fifty-eighth single-seater built by Scuderia Ferrari is now available in a fun toy version with Touch&Go motion.
Even the youngest Scuderia Ferrari fans will be excited for this toy car, which is a replica of the F2012 single-seater. Touch&Go movement guarantees a range of ways to play. Just press the button to activate its engine sounds and make the car move forward.


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1 Acquiring technique and forming character in physical education after 1936 Analysis of articles of Kenji Shinozaki FUJIKAWA Kazutoshi The United Graduate School of Education Tokyo Gakugei University Abstract According to previous studies, acquiring technique came to be related to forming character after This study considers how Kenji Shinozaki thought about acquiring technique to contribute to forming character to clarify the factor that acquiring technique took root in physical education. The historical materials used in this study are journal articles of Kenji Shinozaki published after The results of this study are summarized as follows: 1 Based on the theory of Sukeichi Shinohara and consideration about development of technique, Shinozaki thought technique as the expression of the spirit and character. And he thought forming character as unify the spirit with body by the acquiring technique. 2 Shinozaki thought that it was necessary to make traditional training of Japan an ideal for forming character by acquiring technique. Concretely, he thought that following two were indispensable. First, it is to rouse longing of students for exercise. Second, it is spiritual movement which consists of willing movement effort for the realization of longingand restrained movement restraint of the harmful desire. 3 In order to rouse longing, Shinozaki thought it was effective in free gymnastics to compare the technique by aiming for the skillful student or observing each other. On the other hand, in gymnastics, he thought it was effective to aim for acquiring technique first, and raising the workmanship next. In addition, he thought it was indispensable to aim for acquiring technique which matches each student s skill. 4 As regards spiritual movement, it was emphasized in gymnastics that the students made an effort for a long term to acquire technique. This is a concrete example of willing movement. However, Shinozaki didn t mention restrained movement. As described above, it is considered acquiring technique to contribute to forming character was incomplete. However, the view that acquiring technique has the usefulness that rouses longing for exercise of students kept existing from the 1920 s. Therefore, it is considered that usefulness to rouse interest and longing for exercise became the factor of acquiring technique in physical education class after 1936.


text:
Trish Groves: Let SPIRIT take you … towards much clearer trial protocols
Reporting statements like the CONSORT and STROBE statements are making an important and demonstrable difference to the quality of research papers by helping authors report exactly what happened in their studies. But these statements can't fix studies that were inadequately designed or poorly conducted. They're the ambulance at the bottom of the cliff, rather than the fence at the top (apologies to Fiona Godlee, from whom I pinched this analogy).
A new reporting statement, SPIRIT, is coming to the rescue, at least for trials. It stands for Standardized Protocol Items for Randomized Trials and it's been developed using evidence from two systematic reviews and a robust consensus process. In its current draft SPIRIT's checklist comprises 34 essential items to ensure that researchers write and register their trial protocols with scientific, ethical, and professional integrity and transparency. It's a minimum yet comprehensive dataset. It should be published in 2010, hopefully earlier rather than later.
The SPIRIT checklist includes scientific items that closely mirror the latest version of CONSORT (also coming soon) and it also incorporates the information required in existing general guidance, for example from the International Conference on Harmonisation (ICH), and the WHO International Clinical Trials Registry Platform minimum dataset. And, importantly, SPIRIT prompts authors to explicitly report in the protocol their plans for gaining consent, protecting confidentiality (including for further use or sharing of trial data), seeking funding and sponsorship, declaring competing interests, disseminating results, and publication.
Because the SPIRIT statement is not yet published , there's not yet much information in the public domain about it. But here's a summary from SPIRIT's chair, An-Wen Chan at the University of Toronto. This ends with a section on impact. I'd add that, if SPIRIT stops meaningless or unethical trials before they start it will save time, money, and even lives.
Trish Groves, deputy editor BMJ
Competing interests: I participated in the two consensus meetings and Delphi exercise that developed SPIRIT, and the BMJ's senior statistics editor Doug Altman (http://www.csm-oxford.org.uk/?o=1234 ) is one of its originators.
Summary of the SPIRIT initiative
The protocol for a randomized trial serves as the origin of study conduct and reporting. With recent international policies and legislation mandating public access to information from trial protocols, these documents have become increasingly important for transparency and interpretation of results. Only with adequate appraisal of trial methods described in protocols can the study results be properly evaluated and placed into context.
However, the quality of protocols varies greatly, partly due to variable standards and guidelines. Previous studies have demonstrated that a high percentage of trial protocols do not address important issues such as primary outcomes, data analysis, competing interests, and publication restrictions.
The international SPIRIT initiative will produce evidence-based guidance for key items to be addressed in trial protocols, leading to improved quality of protocols and enabling accurate interpretation of trial results. The SPIRIT methodology includes two systematic reviews of existing protocol guidelines and empiric evidence, as well as a Delphi consensus process (3 survey rounds and two expert meetings).
The SPIRIT initiative has distinct strengths:
Evidence-based approach with reference to systematically-identified empiric data
Broad international representation, consultation, and endorsement across key stakeholder groups
Methodology based on the latest recommendations for developing reporting guidelines
Adherence to modern principles of transparency
Pilot-testing coupled with integration of an evaluative component to assess future impact.
SPIRIT Checklist – Section headings
Methods: Participants and interventions
Methods: Assignment of interventions
Methods: Data collection, management, analysis
Methods: Trial monitoring
Ethical considerations & dissemination
The evidence-based SPIRIT recommendations will benefit researchers, trial participants, sponsors, funders, research ethics committees, peer reviewers, trial registries, journals, policymakers and other key stakeholders by standardizing the core content of trial protocols and improving their quality; facilitating critical appraisal of trials; and ultimately enhancing transparency in clinical trials research.
Editors at largejournalology, study design, trial reporting
Tejshri Shah on scrapping healthcare fees in developing countries
Domhnall MacAuley on a cure for cancer found (again)


text:
Dubbeldam was een dorp op het Eiland van Dordrecht, in de Nederlandse provincie Zuid-Holland. De vroegere gemeente werd per 1 juli 1970 samengevoegd met de gemeente Dordrecht en maakt sindsdien als wijk deel uit van deze stad.

Het dorp

Dubbeldam bestaat uit een oude dorpskern, een paar voormalige landwegen en veel nieuwbouw. Van de oude dorpskern is door afbraak en nieuwbouw in de jaren zestig weinig meer te zien. De wijk ligt bijna direct aan het natuurgebied de Hollandse Biesbosch. Voor Dordtse begrippen wonen er veel welgestelden.

De naam Dubbeldam is eenvoudig te verklaren als "dam in de Dubbel", een riviertje dat door de Groote of Hollandsche Waard liep. In 1282 wordt de locatie voor het eerst vermeld. Ergens in de veertiende eeuw krijgt het dorpje met de omliggende boerderijen de status van ambacht. Als in de nacht van 18 op 19 november 1421 de Sint-Elisabethsvloed een einde maakt aan de Groote of Hollandsche Waard, verdrinkt Dubbeldam met 17 andere dorpen.

De rechten op de ambachten bleven echter (zij het als dode letter) in stand en toen er in de zestiende eeuw in het gebied ten zuiden en oosten van Dordrecht weer gepolderd werd, kreeg Arend Cornelisz., burgemeester van Dordrecht en heer van (het eveneens verdronken) De Mijl, interesse in de rechten over Dubbeldam, die hij in 1554 van het gewest Holland als erfpacht verkreeg. Vanaf ca. 1560 begonnen hij en zijn opvolgers het gebied systematisch in te polderen. Het was van groot belang voor Dubbeldam om de grenzen vast te stellen, daar werd een commissie voor ingesteld. Landmeters trokken rond 1560 een 'ree' (grenslijn) tussen Dordrecht en Dubbeldam ter hoogte van ongeveer Reeweg-Oost. De vier polders waar het ambacht Dubbeldam uiteindelijk uit zou bestaan waren: Oud-Dubbeldam, de Noordpolder, de Zuidpolder en de Aloïsenpolder. De polder Wieldrecht werd in 1659 een zelfstandig ambacht. Het dorp Dubbeldam werd in 1630 groot genoeg geacht voor een eigen kerk.

Dubbeldam was lange tijd niet meer dan een paar huisjes rond een kerk. In 1632 stonden er slechts 56 huizen, honderd jaar later waren dat er 107 en in 1840 was dit aantal gegroeid tot 243. Na 1750 werd het grondgebied van Dubbeldam flink uitgebreid met nieuwe polders en groeide ook het dorp uit tot een plaats van redelijke omvang. In 1816 werd de gemeente Dubbeldam geformeerd, die in 1857 de gemeentes Wieldrecht en De Mijl zou annexeren. De macht van de ambachtsheer was met de vorming van de gemeente geminimaliseerd, al bleef hij tot 1929 rechten over Dubbeldam houden.

Het grondgebied van Dubbeldam besloeg vanaf 1857 ongeveer 3/4 deel van het Eiland van Dordrecht, het qua inwonertal veel grotere Dordrecht moest het met een veel kleiner deel doen. Vanaf 1871 werden herhaaldelijk stukken grondgebied door het uitbreidende Dordrecht geannexeerd. Om de aanleg van de spoorlijn naar Sliedrecht mogelijk te maken werd rond 1880 grond geruild met Dordrecht en het gebied rond 't Vissertje aan Dubbeldam toegevoegd. Smalend kunnen oude Dubbeldammers nu nog zeggen: 'Het station van Dordrecht staat op het grondgebied van Dubbeldam'. Zelf had Dubbeldam samen met 't Vissertje een stopplaats aan de spoorlijn Elst - Dordrecht: stopplaats 't Visschertje. Deze werd in 1926 gesloten.
Dordrecht bleef groeien en had veel meer ruimte nodig. Ondanks pogingen in de jaren zestig om het dorp, door het te doen uitgroeien tot een voorstad van Dordrecht, zijn zelfstandigheid te laten behouden werd Dubbeldam op 1 juli 1970 geheel samengevoegd met Dordrecht.

Heren en vrouwen van Dubbeldam
 Jan van der Hall(e) (ca. 1370) Heer van Dubbeldam
 Heynrik van der Myl, Claasz ( ? † 1461) Ambachtsheere van de Myle en Dubbeldam
 Heylwig Adriaansdochter ( ? † ? ) ambachtsvrouwe van Dubbeldam na het overlijden van haar echtgenoot Heynrik van der Myl in 1461
 Klaas van der Myl, Heeren Heynriksz, alias Klaas Paap Heyn ( ? † ? ) ambachtsheer van Dubbeldam na het overlijden van zijn moeder Heylwig Adriaansdochter
 Heynrik van der Myl, Klaasz ( ? † 1540) heer van de Mijl en Dubbeldam, daar mede Verlijd by Afstand van zijn vader, voor zijn Houwelijks Goed, by den Grave van Holland, den 20 mey 1487
 Willem van Alblas (ca. 1460 † 1502) ambachtsheer geworden in 1496 by Koope tegens d'Heer Heynrik van der Myl
 Jan van Alblas (ca. 1493 † 1541) ambachtsheer sedert 1502 door erfopvolging van zijn vader Willem van Alblas
 Kornelia van Alblas (ca. 1495 † 1554) ambachtsvrouwe na het overlijden in 1541 van haar broer Jan van Alblas
 Arend Heeren Kornelisz (1507 † 1586) burgemeester van Dordrecht en heer van Dubbeldam van 1554 tot ? na het overlijden van zijn echtgenote Kornelia van Alblas
 ridder Cornelis van der Mijle (1578 † 1642) heer van Dubbeldam van ? tot 1642
 ridder Adriaen van der Mijle ( ? † 1664) heer van 1642 tot 1664 (door erfopvolging van zijn vader Cornelis van der Mijle)
 Mr. Govert van Slingelandt (1623 † 1690) heer van ? tot 1690 (voor een gedeelte eigenaar)
 Mr. Barthoud van Slingelandt (1654 † 1711) heer van 1690 tot 1707 (voor een gedeelte eigenaar door erfopvolging van zijn vader Govert van Slingelandt)
 Elisabeth Maes ( ? † 1697) vrouwe van Dubbeldam van ? tot 1697 (voor een gedeelte)
 Gualtherus de Raet (1656 † 1718) heer van 1697 tot 1718 (voor een gedeelte eigenaar, erfde 13/15 deel van zijn moeder Elisabeth Maes)
 Mr. Gualtherus de Raet (1683 † 1740) heer van 1718 tot 1740 (voor een gedeelte, erfde 14/15 deel van zijn oom Gualtherus de Raet)
 Geertruid van Leeuwen vrouwe van ? tot 1743 (zij droeg 1/15 deel over aan Margareta Rosiana Fagel)
 Maria Rosiana Fagel (1699 † 1762) vrouwe van 1740 tot 1743 (voor een gedeelte eigenaar door erf van haar echtgenoot Gualtherus de Raet)
 Maria Rosiana Fagel (1699 † 1762) vrouwe van 1743 tot 1761 (verkreeg in 1743 het laatste 1/15 deel van Margaretha Rosiana Fagel)
 Elisabeth Dorothea de Raet (1721 † 1780) vrouwe van 1761 tot 1780 (door erfopvolging van haar tante Maria Rosiana Fagel)
 Nicolaas van den Boetzelaer (1718 † 1796) heer van 1780 tot 1796 ( door erfopvolging van zijn echtgenote Elisabeth Dorothea de Raet)

De heerlijkheden in de Nederlanden, met name de heerlijke rechten werden opgeheven na de Franse inval in 1795.

De wijk
Dubbeldam heeft zijn status als dorp onder protest moeten opgeven. Er is een winkelcentrum waar de dagelijkse boodschappen gedaan kunnen worden, bovendien wordt er wekelijks op dinsdagochtend markt gehouden. Er zijn basisscholen voor zowel openbaar als voor bijzonder onderwijs. De Openbare Bibliotheek Dubbeldam is onderdeel geworden van die van de bibliotheek AanZet, daardoor kan deze ook putten uit een veel grotere collectie. Verder zijn er vier kerken gevestigd: de Maranathakerk (Gereformeerde Kerk van Dordrecht), Kerk van Dubbeldam - de Wijnstok (Hervormde Gemeente Dubbeldam), Emmanuel (R.K. Dordrecht) en Evangelische Gemeente Jozua.

Oudere Dubbeldammers hoeven niet te verhuizen en kunnen zo nodig hun intrek nemen in Seniorencomplex De Gravenhorst of Verpleeghuis Het Parkhuis. Voor nieuwe Dubbeldammers zijn buurten gecreëerd, zoals het Burgemeester Beelaertspark, Klein Dubbeldam en De Hoven. Hier zijn grote woningen gebouwd op ruime kavels.

Dubbeldam heeft de beschikking over een zwembad: De Dubbel. Voor sporters zijn er Voetbalvereniging Dubbeldam,  TCD (Tennis Club Dubbeldam), korfbalvereniging Sporting Delta en hockeyclub "DMHC". De paardensportliefhebber kan naar Landelijke Rijvereniging Dubbeldam.

Jaarlijks vinden in het voormalige dorp twee evenementen plaats die veel belangstellenden trekken: Koningsdag en Rommeldam. Rommeldam wordt sinds 1975 jaarlijks georganiseerd door de hervormde kerk De Wijnstok.

Op 15 maart 2014 werd op het Damplein namens de gemeente Dordrecht een kombord onthuld met daarop de tekst Dubbeldam en daaronder in het klein gem. Dordrecht. Hiermee gaf de gemeente symbolisch erkenning aan gevoelens van een eigen historische identiteit van de inwoners van Dubbeldam.

Het aantal inwoners is sinds 2010 vrij constant, rond de 12.500 (12.825 in 2019).

Zie ook
 Lijst van gemeentelijke monumenten in Dubbeldam
 Lijst van burgemeesters van Dubbeldam

Wijk in Dordrecht
Plaats in Zuid-Holland
Voormalige gemeente in Zuid-Holland


Hotel Vila de Rei is a 3-star hotel located at the heart of Center of Portugal in the geodesic centre of the country. This hotel has 17 rooms, including 16 double rooms and 1 single room, as well as a restaurant specialised in regional cuisine. In the surroundings of the hotel, guests can visit the Schist Village of Água Formosa, as well as the Geodesic Centre of Portugal and the Geodesic Museum.


text:
Cultural Heritage, Design & Fashion / May 24, 2018
From Donald Duck to Zootopia: 70 Years of Cartoon Fur
by Richard Swartz, Mano Swartz Furs, Maryland
Wearing fur is so prevalent in human culture that it has even reached our illustrations and animation, from comic books…
Image: Marvel Comics.
Wearing fur is so prevalent in human culture that it has even reached our illustrations and animation, from comic books to cartoons. The cartoon fur-wearing character that is usually thought of first is Cruella De Vil from One Hundred and One Dalmatians (1961). Although her fur coat and matching handbag emphasise her sense of high couture, she is far from the only one who wears furs in Toon Town!
"My only true love, darling. I live for furs. I worship furs! After all, is there a woman in all this wretched world who doesn't?" Cruella De Vil in 101 Dalmatians. Image: Disney.
A pioneer of cartoon fur was Disney's Donald Duck, who wore a fur overcoat while singing "Jingle Bells" in Donald's Snow Fight (1942). I guess he liked it so much that in Dumb Bell of the Yukon (1946) he decided Daisy should have her own. So obsessed did he become with this idea that he imagined a bear cub was Daisy in a fur coat and kissed it!
In Dumb Bell of the Yukon, Donald kisses a bear cub believing it to be Daisy in a fur coat. Image: Disney.
One that makes me giggle, especially this time of year, is the comic book Patsy Walker #105 from Marvel Comics. In "Her First Fur Coat!" (1963), Patsy is determined to wear her cartoon fur even though it's warm outside. "Every time I see a fur coat in a store window, it DOES something to me!" she says. "It just takes me out of this world!"
Before she morphed into superheroine Hellcat, Patsy Walker was all about teen humour. Image: Marvel Comics.
Another comic book fan of fur is Dr. Jean Grey who buys a white fur coat in the first series of X-Factor. She lost her old coat, so she goes shopping with Scott Summers, a.k.a. Cyclops. She tells the salesman that she wants to wear it right out of the store. When outside, she is enraptured by how soft and warm her cartoon fur coat is. She later gets in a snowball fight with Scott, still wearing her new fur coat, while calling herself "The Queen of the Icy North".
Jean Grey may be a mutant with superpowers, but she loves fur just like normal women. Image: Marvel Comics.
We already knew Wilma Flintstone liked fur because Betty Rubble mentioned to Barney, "when Wilma bought that fur coat", in Hollyrock, Here I Come (1960). But of course the girls wanted more, so they set about trying to brainwash their husbands. "Every woman wants a mink coat. Your Wilma wants a mink coat," says Wilma to a sleeping Fred in Sleep On, Sweet Fred (1963). It almost worked too!
Wilma and Betty try to brainwash Fred and Barney into buying them new mink coats. Image: Hanna-Barbera.
Some more recent fictional characters who are fashionable in cartoon fur can be seen in Frozen (2013). Notable are Elsa, Queen of Arendelle, in her fur-trimmed cape, and Kristoff the ice salesman in his leather-side-out fur-lined tunic.
Colour-matching her fur-trimmed cape with her hair is key for Frozen's stylish Queen Elsa. Image: Disney.
As an ice salesman, Frozen's hero Kristoff opts for the warmest way to wear fur, with the hair on the inside. Image: Disney.
Both How to Train Your Dragon (2010) and its sequel (2014) have casts replete in cartoon fur garments and trims. But I especially like how Astrid Hofferson wears her fur stole on top of her armour. It may not be practical, but it surely makes her attire more dramatic.
How to Train Your Dragon heroine Astrid Hofferson makes a bold fashion statement wearing fur over her armour. Image: DreamWorks.
In computer animation, cartoon fur has evolved at an unbelievable rate. Just one of the smallest rodents in Zootopia (2016) has more individual hairs than every character in all of Frozen combined, thanks to the software iGroom.
Diminutive Judy Hopps, bunny star of Zootopia, has more hairs than the cast of Frozen combined. Image: Disney.
Fur, both physical and fictional, is here to stay.
And limited only by our imaginations.


For many years, the little town of Jugiong has been a favourite rest stop of mine on the Hume Highway. Roughly half way between Wagga Wagga and Canberra, I often treat myself to a coffee and a browse around Long Track Pantry, en route to visit my brother, who lives in the A.C.T.
Last year through Instagram I discovered the old pub a few doors up from Long Track was being renovated. Living in Worcestershire at the time made it a little hard to visit, but as soon as Adam and I returned from England, The Sir George, was added to my list of places to explore.


Republican Sen. Rick Scott of Florida said on "America's Newsroom" Friday that President Donald Trump should use his emergency powers to bring an end to the current immigration crisis.
Scott said he blames both parities on capitol hill for the current gridlock and said it's childish of Democrats to walk away from negotiations all together.
"Think about this. I'm a business guy. You don't walk away from negotiations. You don't go home and quit. Nancy Pelosi has sent House members home. You don't do that. Chuck Schumer shut down funding the coast guard. People that defend our freedom, worry about our borders, things like that. Don't do that. You stick around, you stay here and you get something done. How difficult it might be, you do it," he concluded.


Design a new family aquatic center to replace an aging facility and create a top-notch recreation destination for local residents and visitors from neighboring communities.
SFS worked closely with the Parks and Recreation Department and community user/stakeholder groups to create a vision for the Maryville Family Aquatic Center, including conducting a survey of area communities with similar facilities to determine operational costs, user fees, and revenue and attendance projections.
The community aquatic and recreation center achieved its goal as an area destination that maximized entertainment value while being economical to construct and operate. The outdoor/indoor facility includes an eight-lane, 25-meter pool in a city park adjacent to several sand volleyball courts. The complex features a plunge pool with two water slides, a wading pool, shade structures, grassy areas, a filter house, a concession building and a bathhouse. A curved bulkhead that provides seating and water jet therapy separates the main pool's deep and shallow swimming areas. The shallow area includes a zero-depth area, two eight-foot-high columns with adjustable fountain sprays and a bench with waterfall features.


PAW Patrol pledge To be a part of the " PAWpulation" the PAW Patrol will serve Adventure om runaway trains to stranded whales, you can take the PAW Patrol' s official pledge: " In dark of night, in light of day, we we' ll rush to the rescue with wagging tails. Kids can watch videos play games interact with their Nick Jr. Friends on desktop tablet mobile devices.
Download backyardigans video. Welcome to the home of Blaze, PAW Patrol, Shimmer & Shine more of your preschooler' s favorite shows!
Fulfillment by Amazon ( FBA) is a service we offer sellers that lets them store their products in Amazon' s fulfillment centers, and we directly pack, ship, and provide customer service for these products. Fulfillment by Amazon ( FBA) is a service we offer sellers that lets them store their products in Amazon' s fulfillment centers, and we directly pack, ship, and provide customer service for these products. Tyrone is Sinbad the sailor, and together with Pablo ventures out to sail to the end of a rainbow.


Chi Alpha Christian Fellowship is a community of students earnestly following Jesus. We come together to worship God, to learn His Word, to encourage one another and pray, and to have fun building lasting, meaningful relationships with each other. We're not a fraternity or a sorority, although we're a great place to find brothers and sisters and a campus family.


Any PDX types that are renamed will be listed in the output. If no renames are done or the disk-store is online, then this command will fail.
--old Required. If a PDX type's fully qualified class name has a word that matches this text then it will be renamed. Words are delimited by '.' and '$'.
--new Required. The text to replace the word that matched old.
‑‑disk‑store Required. Name of the disk store to operate on.
--disk-dirs Required. Directories which contain the disk store files.
Could not process command due to GemFire error. No Pdx types found to rename.