Preproposal statement of inquiry was filed as WSR 16-17-058.
Title of Rule and Other Identifying Information: Title 108 WAC Charter school commission; chapter 108-10 WAC, Introduction; chapter 108-20 WAC, Application; chapter 108-40 WAC, Charter school oversight and corrective action policy, renewal and nonrenewal policy, revocation policy, and termination protocol; and chapter 108-50 WAC, Public records.
Hearing Location(s): Washington State Charter School Commission, 1068 Washington Street S.E., Olympia, WA 98501, on Tuesday, December 6, 2016, at 10:00 a.m. - 11:10 a.m.
Date of Intended Adoption: December 8, 2016.
Submit Written Comments to: Sandy Green, P.O. Box 40996, Olympia, WA 98504-0996, e-mail sandy.green@k12.wa.us, by Wednesday, November 30, 2016.
Assistance for Persons with Disabilities: Contact Sandy Green by Friday, December 2, 2016, TTY (800) 833-6388 or (360) 725-5511.
Purpose of the Proposal and Its Anticipated Effects, Including Any Changes in Existing Rules: Chapter 108-10 WAC. Introduction, the purpose of the proposed rule is to align language in the charter school commission's rule with the language in the new charter school law (E2SSB 6194). There are no anticipated effects of this change, as the changes being proposed are minor in nature and do not affect the intent or effect of the rule.
Chapter 108-20 WAC, Application, the purpose of the proposed rule is to align language in the charter school commission's rule with the language in the new charter school law (E2SSB 6194). There are no anticipated effects of the language changes, as the changes being proposed are minor in nature and do not affect the intent or effect of the rule. In addition to the language changes being proposed, sections related to "conversion schools" are deleted in entirety, per the new law. The anticipated effects of this rule change is that conversion schools are no longer allowed.
Chapter 108-40 WAC, Charter school oversight and corrective action policy, renewal and nonrenewal policy, revocation policy, and termination protocol, the purpose of the proposed rule is to align language in the charter school commission's rule with the language in the new charter school law (E2SSB 6194). There are no anticipated effects of the language changes, as the changes being proposed are minor in nature and do not affect the intent or effect of the rule.
Chapter 108-50 WAC, Public records, the purpose of the proposed rule is to update the charter school commission's public records officer and public records request processing protocol for charter school commission compliance with Public Records Act, chapter 42.56 RCW. The anticipated effects of the rule change is that the office of superintendent of public instruction will facilitate the public records request process; this does not affect the intent or effect of the rule.
Statutory Authority for Adoption: For chapters 108-10 and 108-20 WAC is RCW 28A.710.070; for chapter 108-40 WAC is RCW 28A.710.070, 28A.710.180, 28A.710.190, 28A.710.200; and for chapter 108-50 WAC is chapter 42.56 RCW.
Statute Being Implemented: For chapters 108-10 and 108-20 WAC is RCW 28A.710.070; for chapter 108-40 WAC is RCW 28A.710.070, 28A.710.180, 28A.710.190, 28A.710.200; and for chapter 108-50 WAC is 42.56 RCW.
Name of Proponent: Charter school commission, governmental.
Name of Agency Personnel Responsible for Drafting, Implementation and Enforcement: Sandy Green, 1068 Washington, Olympia, WA 98501, (360) 725-5511.
No small business economic impact statement has been prepared under chapter 19.85 RCW. A small business economic impact statement or school district fiscal impact statement does not apply.
A cost-benefit analysis is not required under RCW 34.05.328. The proposed rules do not provide material change to Washington state statute and are therefore exempt from the cost-benefit analysis.
Authority for this title is RCW 28A.710.070, which establishes the Washington state charter school commission as an independent state agency whose mission is to authorize high-quality ((public)) charter public schools throughout the state and to ensure the highest standards of accountability and oversight for these schools.
WAC 108-20-010 Charter school application process information.
(1) Information regarding the charter school application process shall be made available on the commission's web page. The information made available on the web page will include at a minimum: A timeline for the application process, a list of required application materials, the ((request)) solicitation for proposals (((RFP))), the scoring rubric used by evaluators, and the contact information for the commission's staff. General questions regarding the application process may be directed to the commission's staff.
(2) The commission may make available an in-person or online orientation session to provide an overview of the charter school application process, content required in the application, and the online platform.
WAC 108-20-070 Criteria used for application evaluation.
(1) An executive summary that outlines the school's mission and vision, ((target)) student population and community, location or geographic area for the proposed school and the school district where it will be located, the educational need and anticipated student population, leadership and governance, enrollment summary, a brief description of the plan for the school, and an explanation of how the applicant will successfully open and operate a high-quality school; community engagement, evidence of need, and parent and/or guardian and community support for the proposed charter school.
(i) A description of the basic learning environment (e.g., classroom-based, independent study), class size, classroom management, and structure.
(ii) An overview of the planned curriculum including a sample course scope and sequence for one subject for each division (elementary, middle, high school) the school would serve. In addition, identified course outcomes and demonstrated alignment with applicable state standards.
(iii) Evidence that the educational program or key elements of the program are based on proven methods; evidence that the proposed educational program has a sound base in research, theory, and/or experience, and has been or is likely to be rigorous, engaging, and effective for the anticipated student population.
(iv) If the curricular content is developed, a summarized description of content choices such as text book selection, by subject, and rationale. The applicant must provide evidence that this curricular content will be appropriate and effective for the ((targeted)) students as well as adhere to the federal and state standards.
(v) If the curricular content is not developed, a plan for how the content will be developed between approval of the application and the opening of the school, including who will be responsible and when key stages will be completed.
(vi) A description of the primary teaching methods and instructional strategies that the school will expect teachers to use and why the strategies are well-suited for the anticipated student population.
(b) A description of student performance expectations for the school as a whole. If the applicant plans to adopt or develop additional academic expectations beyond the state and authorizer standards, an explanation of the types of expectations (content areas, grade levels). The applicant must also explain the policies, standards, and expectations for promoting students from one grade to the next.
(c) For applications that include high school, a detailed explanation of high school graduation requirements including, but not limited to: A description of the process of earning credit hours, calculating grade point averages, and what information will be available on transcripts, and elective courses offered; explanations of additional requirements that exceed state and authorizer standards; explanations of how these requirements ensure student readiness for college or post secondary opportunities; and an explanation of the systems and structures used for students at risk of dropping out and/or not meeting graduation requirements.
(d) An outline of the school calendar and schedule including, but not limited to: An explanation of how the calendar meets the needs of the school's educational program; the structure of the school day including the number of instructional hours/minutes in a day for core subjects; the length of the school day (start/dismissal times); and the minimum number of hours/minutes devoted to instruction in each grade.
(e) A description of the school culture including, but not limited to: A description of the culture or ethos of the proposed school; an explanation of how it will promote a positive academic environment and reinforce student intellectual and social development; the process of implementation of this culture among students and staff; and an explanation of how the school culture will serve students with special needs.
(f) If they are to be offered, an overview of supplemental programming including, but not limited to: Summer school offerings including the schedule, length, and anticipated participants; resource and staffing needs; extra-curricular or cocurricular activities offerings and how they will be funded. As anticipated for your ((target)) student population, an overview of programs addressing student mental, emotional, and social development and health, and how these programs will be funded; and other student-focused activities and programs integral to the educational and student development plans.
(g) Special populations and at-risk students includes, but is not limited to: A description of the overall plan to serve students with special needs; a description of more specific plans identifying how the school will meet the students' learning needs in the least restrictive environment possible as defined by state and federal special education guidelines and law; how the school will meet the needs of students who do not meet minimum standards of academic proficiency, students who are at risk of dropping out of high school, students in chronically low-performing schools, students with higher than average disciplinary sanctions, students with lower participation rates in advanced or gifted programs, students who are limited in English proficiency, students who are members of economically disadvantaged families; how the school will meet the needs of highly capable students; and how the school will comply with applicable laws and regulations governing services to these student populations.
(h) A culturally inclusive student recruitment and enrollment plan that includes, but is not limited to: An enrollment policy; plans for student recruitment and marketing that will provide equal access; and plans for outreach to families of ((targeted)) at-risk students, if applicable.
(i) Evidence that the proposed discipline plan has a sound base in, and some combination of, research, theory, experience, and best practice; and has an explanation of how it is likely to be effective for the anticipated student population. The discipline policy must be culturally responsive and comply with applicable state laws and authorizer policies which includes, but is not limited to: Equitable and fair practices with incentives to promote positive behavior and school climate; penalties for infractions; types of offenses; rights of students with disabilities in disciplinary actions and proceedings; procedures for due process when a student is suspended or expelled; and how students and parents and/or guardians will be informed of the discipline policy.
(j) ((Conversion schools. Proposed conversion schools must provide a detailed plan for how they intend to engage the school community and any information regarding steps already taken; additionally a detailed plan that demonstrates that the conversion school will have sufficient capacity to enroll all students who wish to remain enrolled in the school after conversion; demonstrated support for the proposed conversion by a petition signed by a majority of teachers assigned to the school or a petition signed by a majority of parents and/or guardians of students in the school; if applicable, a description of the organization's prior experience in taking over or turning around an under-performing school; and specific ways it will engage and transform the existing school culture.
(k))) Education program capacity includes, but is not limited to: The identification of key members of the school's leadership team who will play a substantial role in school development and its success; the key members' qualifications to implement school design; identification and descriptions of organizations, agencies, or consultants that are partners in planning and establishing the school; the identification of the principal/head of school candidate and why this individual is well qualified to lead the school in achieving its mission (if no candidate identified, a description of the job and its qualifications, timeline, criteria, recruiting and selection process); a description of the responsibilities and qualifications of the school's leadership/management team beyond the principal/head of school; and who will be working full time, or nearly full time, to lead development of the school, and the plan to compensate them.
(((1))) (k) The school's plan for using internal and external assessments to measure and report student progress, including those required by the state.
(a) A detailed description of the school's governance includes, but is not limited to: Legal status and governing documents; organization charts that show the school governance, management, and staffing structure in the school's first year and for the term of the charter, and the roles and responsibilities of the governing board, staff, any related bodies, and any external organizations playing a role in the school's management; an explanation of the governance philosophy guiding the board; a description of the governance structure; a list of current and identified board members and their intended roles and responsibilities, including their interests in and qualification for serving the school's board as well as background information on the identified or proposed governing board members and proposed school leadership and management team; if there is no initial governing board, an explanation of how and when the transition to the formal governing board will take place; the procedure by which board members have been and will be selected and how frequently they will meet; a description of the board's ethical standards and procedures for identifying and addressing conflicts of interests; plans for increasing the capacity of the governing board; advisory bodies and the roles and duties of those bodies; and a description of the school's grievance process should a student or parent have an objection to the governing board policy or decision, administrative procedure, or practice at the school.
(b) An explanation of any proposed partnership agreement between a charter school and the school district or educational service district (ESD) in which it resides and a description of the terms of that agreement.
(iii) Disclose and explain any existing or potential conflicts of interest between the charter school board and proposed service provider or any affiliated business entities.
(d) A detailed description of the school's staffing includes, but is not limited to: Staff structure; staffing plans for the first year and for the term of the charter, hiring, management, and evaluation; professional development; and performance management.
(e) A detailed plan for engaging families in the school before it opens and once students are enrolled. The plan should include specifics on proposed events or activities to engage families.
(g) Start-up and ongoing operations include, but are not limited to: A detailed start-up plan for the school specifying tasks, timelines, and responsible individuals; transportation plan; food service plan; plans for all other significant operational or ancillary services; plan for safety and security for students, the facility, and property; description of types and levels of insurance coverage.
(h) A detailed description of the school's operations capacity includes, but is not limited to: Individual and collective qualifications for successfully implementing operations plan with specific emphasis on staffing, performance management, professional development, general operations, and facilities management; organization's capacity and experience in facilities acquisition and management.
(a) A description of the systems, policies, and procedures the school will use for financial planning, accounting, purchasing, and payroll, including a description of internal controls and methods for ensuring compliance with all financial reporting requirements; roles and responsibilities of administration and governing board for school finances; plans and procedures for annual audit of financial and administrative operations; methods for ensuring financial transparency; liability insurance plans with ability to indemnify the school, its board, staff, and teachers against tort claims; completion of a budget form and financial plan workbook; a detailed description of assumptions, estimates, and bases for revenue projections, staffing levels, and costs. This includes start-up and five-year cash flow projections and budgets with clearly stated assumptions.
(b) Financial management capacity. A detailed description of the school's financial management capacity includes, but is not limited to: Individual and collective qualifications for successfully implementing the financial plan which includes, at a minimum, financial management, fund-raising and development, and accounting and internal controls.
(5) School specific performance measures. A detailed description of the school's specific performance measures includes, but is not limited to, the following mission-specific items: Educational goals and targets; organizational goals and targets; nonmandatory assessments or measures for evaluating student learning needs and progression within the school year; training and support school leadership and teachers will receive in analyzing, interpreting, and using performance data to improve student learning.
(6) For existing charter school operators, charter management organizations or educational management organizations, a detailed description of the organization's growth plans and capacity to successfully support and execute that plan.
(7) Conflict of interest. Conflict of interest includes, but is not limited to: Full disclosure of all real or apparent conflicts of interest between reviewers, decision makers, applicants, and any affiliates of these entities.
(a) Each identified or proposed governing board member, and identified or proposed school leadership and management, must complete a background check disclosure form, waiver, and certification which will include disclosure of, at a minimum, criminal background information in accordance with enumerated questions and as aligned with RCW 28A.400.303 and the statutes cited therein. This will also require specific disclosure of financial mismanagement or malfeasance.
(b) The commission may also complete an independent background and/or records check on each identified or proposed governing board member, and identified or proposed school leadership and management.
(c) Individuals will not be permitted to serve on the governing board, administration, or leadership of a charter school if the results of their records check would legally preclude them from working in a school.
(d) Individuals may not be permitted to serve on the governing board, administration, or leadership of a charter school if they have a history of financial malfeasance or mismanagement.
(9) All of the above criteria will be subject to review for cultural responsiveness.
(b) Cease operation at the expiration of the contract term.
(2) If the school has decided to cease operation at the expiration of the contract term, a termination protocol shall be implemented.
(3) If the school is requesting renewal under the existing contract, it must submit a renewal application before the final school year begins. The renewal application must be submitted no later than June 1st and must be received by the commission by 5:00 p.m.; if June 1st falls on a weekend, the renewal application must be received by the commission no later than 5:00 p.m. on the Monday following June 1st.
(4) Within ninety days of receiving a renewal application, the commission will issue a written performance report addressing the information outlined in WAC 108-40-080. The performance report will be sent to the school seeking renewal and posted on the commission's web site.
(5) The school may submit a response to the performance report that corrects or clarifies information contained in the report. If the school is subject to the ineligibility presumptions enumerated in WAC 108-40-090, then the school must rebut those presumptions by demonstrating exceptional circumstances that justify renewal in the response to the performance report. If the school submits a response, it must be received by the commission within thirty days of issuance of the performance report.
(c) Detail the school's plans for the next charter contract term. The renewal application guidance will also contain the criteria that will guide the commission's renewal decisions.
(7) For those renewal applications deemed eligible for renewal consideration, individuals designated by the commission may conduct a school site visit (renewal inspection) during the renewal applicant school's final school year under the existing charter contract. The renewal inspection may serve as one of the mechanisms for the commission to evaluate and document the charter school's performance and representations to inform the commission's renewal decision. The renewal inspection will include a review of the school's performance and satisfaction of its obligations under the charter contract, with specific focus on any concerns identified in the performance report. Within fourteen days following the renewal inspection, a renewal inspection report will be issued. The school will have ten days to submit a written response to the renewal inspection report.
(8) Those renewal applications deemed ineligible for renewal consideration may appeal this determination in accordance with the procedures outlined in WAC 108-40-100.
(9) Interested parties, including members of the public, may submit written comments to the commission regarding the potential renewal of a school's charter contract. The deadline for submitting comments will be posted on the commission's web site.
(10) For applications deemed eligible for renewal consideration, commission staff will review renewal applications, the renewal inspection report, and other relevant information, and make a recommendation, based on the renewal criteria, to approve, deny, or conditionally approve the renewal application. This recommendation will be provided to the school and commissioners. This recommendation shall serve as notice of the prospect of and reasons for nonrenewal. Within twenty days of issuance of this recommendation, the school may request an opportunity to respond to the recommendation in accordance with the procedures outlined in WAC 108-40-100; failure to make such a request shall constitute a waiver of the school's right to respond.
(11) The commission will pass a resolution approving, denying, or conditionally approving the renewal application. Renewal may be for a term of up to five years. This term may be shorter depending on the school's performance, demonstrated capacities and particular circumstances.
(12) Upon approval of a school's renewal application, the school must execute a new charter contract within ninety days of the approval decision. The charter contract must include specific conditions that the commission determines are required for necessary improvements to the school; provided, however, if approval of the renewal application is conditional, the renewal conditions must be included in the charter contract.
WAC 108-40-090 Renewal decision and presumptions.
(c) Provide a public report summarizing the evidence that forms the basis for its decision. Specific criteria guiding the commission's renewal decisions will be set out in the commission's renewal application guidance.
(f) Are subject to an active corrective action plan for the failures or violations listed in (a) through (f) of this subsection.
(3) The presumption of ineligibility can be rebutted if the school demonstrates exceptional circumstances that the authorizer finds justifiable. The school must satisfy this burden in its application and response to the performance report.
(4) A decision to renew, conditionally renew, or nonrenew a school's charter contract will be memorialized in a resolution that sets forth the action taken, the reasons for the decision, and assurances of compliance with the commission's procedural requirements. A report of action, with the resolution attached, must be submitted to the renewal applicant and the state board of education within ten days of the decision.
WAC 108-40-100 Procedures associated with possible nonrenewal decision.
(1) If a school is notified that it is considered ineligible for renewal, or that nonrenewal is recommended, within twenty days of that notice, the school may request an opportunity to respond and present evidence challenging the determination of ineligibility or recommendation for nonrenewal. This request must be sent to the commission's executive director or designee. Failure to make this request within twenty days acts as a waiver rendering the ineligibility determination or nonrenewal recommendation final.
(d) Be represented by counsel.
(3) The commission may also, through staff or counsel, present documents, witnesses, and/or testimony to support the ineligibility determination or nonrenewal recommendation at the public proceeding.
(4) The presiding officer(s) shall regulate the course of the public proceeding and, in the discretion of the presiding officer(s), may impose reasonable limits on the conduct of the public proceeding including, but not limited to, limitations on the length of time that the school and commission has to present documents and evidence. The presiding officer(s) may issue deadlines and other requirements that the presiding officer(s) deem necessary for the orderly conduct of the proceeding. Unless they conflict with the Charter School((s)) Act and commission's rules, the provisions of chapter 34.05 RCW shall govern these proceedings.
(5) Within thirty days of the public proceeding, the presiding officer(s) shall make a written recommendation to the commission regarding whether the ineligibility or nonrenewal decision should stand or whether it should be altered in some manner. This recommendation will be transmitted to the commission, the school, and posted on the commission's web site.
(6) The commission will, after a reasonable period for deliberation, consider the recommendation of the presiding officer(s), as well as relevant evidence or documentation submitted during the application renewal process, and make a final determination. The commission's final determination shall be in the form of a resolution that, in the case of a nonrenewal, clearly states the reasons for the nonrenewal.
(7) Within ten days of issuing this resolution, the commission will submit a report of action to the school and the state board of education. The resolution will be attached to the report of action and will set forth the action taken, reasons for the decision, and assurances of compliance with the commission's renewal/nonrenewal procedures.
WAC 108-40-110 Revocation of charter school contract.
(d) Substantially violated any material provision of law from which the charter school is not exempt.
(2) If the commission determines that a school's charter contract should be revoked, the commission will notify the school, in writing, of the determination and the associated reasons. The school may submit a written response that must be received by the commission within thirty days of issuance of the notice.
(3) The commission, or a person designated by the commission, will review the notice, response, and any supporting information and issue a draft resolution to revoke or not revoke the school's charter contract and any conditions that are recommended if the school's contract is not to be revoked. The draft resolution will be sent to the school.
(4) The school may request an opportunity to respond to a draft resolution recommending revocation. This request must be sent to the commission's executive director, or designee, within twenty days of issuance of the draft resolution. Failure to make this request within twenty days acts as a waiver rendering the draft resolution final.
(6) The commission may also, through staff or counsel, present documents, witnesses and/or testimony to support the revocation at the public proceeding.
(7) The presiding officer(s) shall regulate the course of the public proceeding and, in the discretion of the presiding officer(s), may impose reasonable limits on the conduct of the public proceeding including, but not limited to, limitations on the length of time that the school and commission has to present documents and evidence. The presiding officer(s) may issue deadlines and other requirements that the presiding officer(s) deems necessary for the orderly conduct of the proceeding. Unless they conflict with the Charter School((s)) Act, and commission's rules, the provisions of chapter 34.05 RCW shall govern these proceedings.
(8) Within no more than thirty days of the public proceeding, the presiding officer(s) shall make a written recommendation to the commission regarding whether the revocation decision should stand or whether it should be altered in some manner. This recommendation will be transmitted to the commission, the school, and posted on the commission's web site.
(9) The commission will, after a reasonable period for deliberation, consider the recommendation of the presiding officer(s) as well as any other evidence or documentation submitted during the revocation process, and make a final determination. The commission's final determination shall be in the form of a resolution that clearly states the reasons for the revocation or decision not to revoke.
(10) Within ten days of issuing this resolution, the commission will submit a report of action to the school, the superintendent of public instruction, and the state board of education. The resolution will be attached to the report of action and will set forth the action taken, reasons for the decision, and assurances of compliance with the commission's renewal/nonrenewal procedures.
(11) Nothing within these rules prevents the commission from engaging in contingency planning in initiating the termination protocol.
WAC 108-50-020 Agency description—Contact information—Public records officer.
Information is also available at the commission's web site.
(3) The public ((records)) disclosure officer will oversee compliance with the act but ((another)) a commission staff member may process the request. Therefore, these rules will refer to the public records officer or "designee." The public records officer or designee and the commission will provide the "fullest assistance" to requestors; create and maintain for use by the public and officials an index to public records of the commission; ensure that public records are protected from damage or disorganization; and prevent fulfilling public records requests from causing excessive interference with essential functions of the commission.
WAC 108-50-030 Availability of public records.
(1) Hours for inspection of records. Public records are available for inspection and copying during customary business hours of the commission, customary office hours are from 8:00 a.m. to noon and from 1:00 p.m. to 4:30 p.m., Monday through Friday, excluding legal holidays. The commission is a small state agency with limited staffing. Consistent with other demands, the commission will provide fullest assistance when a request for inspection is made; to avoid inconvenience, a time to inspect the records should be scheduled with the public records officer. Records must be inspected at the commission's office.
(e) Resolutions by the commission which are filed by resolution number, by year.
The index may be accessed online at the commission's web site.
(3) Organization of records. The commission will maintain its records in a reasonably organized manner. The commission will take reasonable actions to protect records from damage and disorganization. A requestor shall not take the commission records from the commission offices. A variety of records is available on the commission web site.
(b) No fee shall be charged for the inspection of public records. The commission may impose a reasonable charge for providing copies of public records; those charges shall not exceed the amount necessary to reimburse the commission for actual costs incident to such copying. When subject to reasonable charge, no public records will be released until and unless the requestor has tendered payment for such copying to the appropriate official. All charges must be paid by money order, check, or cash in advance.


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By now, you have probably gone through countless of wedding photography websites that all of them are starting to look alike. So, in addition to showing you my best-foot forward wedding portfolio and on my blog, I would like to tell you how I will spend the day photographing your wedding. That is if you gave me the opportunity to do so.
My coverage does not start on your wedding day. First of, I would really want to get to know you and your fiance in person.
So, I strongly suggest that we meet for a get-to-know-you photography session.
During this session, I will casually photograph posed engagement shots of you and your fiance. At the same time, I will deliberately linger and leave the lens zoomed on both of you to see how you behave in front of the camera without me telling you what to do. I do this exercise to gauge if you would be comfortable in front of the camera without coaching or not. Surprisingly, half of the couples I have worked with were natural models and did not feel awkward as I did that.
A few will constantly ask me what they should do with their hands, faces, etc or will want a cue from me. So I will take note and remember them through my event calendar.
I am also a chatter box and will ask you a lot of questions to engage you in an interactive interview. You will get to know my family as well. And in return, I will gain the privilege of getting to know you, your idea of wedding photography, your personality, and how you fell in love.
As you browse through my blog, you will notice a category called 'Love Story in Black and White'. Please check it out.
One week before your wedding day, I will give you or your fiance a call to get the latest update on the timing. I would love to get a copy of your itinerary and list of formal poses if you already have one. I would also want to know what time you would want me to start. A typical start time would be an hour or two before the ceremony.
It would be beneficial for both of us to work through most of the formal shots before the ceremony starts. For one, your make up has not melted yet because of your tears and sweat.
I will also ask you if you have a Pinterest account. Most brides do. I would love to know more of how want your wedding photos will look like. I promise not to look at the other stuff that you have in there.
Throughout the week, I will re-visit your Pinterest account so see if you added more inspirational photos. I will do so again in the morning of your day over a cup of coffee.
Traffic is unpredictable so I will arrive at the venue a full hour before my pre-determined start time. I do this to get into the groove and get to know the environment of where I will capture your day. If my starting venue is a house of God, I would chat with either the man of cloth himself/or herself or their staff. I would ask for their church rules on photography. Do they allow flash during the ceremony? Is the sanctuary off limit? How far back do I stay? All that jazz.
I would then sit in the back and ask for God's forgiveness for breaking the church's rules in advance. While asking for His forgiveness, I will also observe where the sunlight is and where it's going to be during the ceremony. The ambient lighting and the church rules will guide me where to be during the ceremony.
And then your limousine arrives.
If you are not dressed, I will ask you or your maid of honor if you want me to capture you getting ready. If you decline, then I will sit in the back of the church again to ask for His forgiveness yet again.
As time and attendance permit, I will start working through the list of formal shots that you provided me. If you don't mind seeing your fiance during this time, we will have the list completed even before the ceremony!
Ceremony go by really fast! During the procession, I will be standing in the front and capture the moment as friends, families and your bridal party make their way down the isle.
And then the entrance door is closed and your cued music is played.
The slower you walk, the more photos I capture 🙂 Just saying. My flash has to cycle for about two seconds before it can go again. Yes, I prefer to use flash at this point because you are moving and without it, you will end being one big motion blur.
So, you pass by me on the isle with your dad/ or mom/ or brother..or. I take a step back to take a panoramic photo of you and your dad slightly from the back.
That is the end of the first act of your ceremony.
If time will permit, I will go up the balcony (if the church has one) and photograph a panoramic view of the entire wedding ceremony. Then I will run down as fast as I can without breaking my legs and take close up shots of you and your fiance in various angles that I have imagined earlier while praying for His forgiveness.
I would also take candid photos of the two of you while you say your vows, exchange rings and light your unity candle. Remember that forgiveness that I asked earlier? Well, this is when I break the rules. I creep up close to get a really good shot of that sequence that I just said.
So, when you are kissed by your groom, I will be right there like a paparazzi that has the best view in the church.
I then take a step back and zoom my lenses on the two of you as you make your exit through the isle. One photo that I always yearn to capture is that of a couple making an exit through the isle while kissing occasionally. Almost ten years of doing this and I have not seen one do it.
The crazier your bridal party is, the greater the photos will turn out. I agree, you paid me as a professional to deliver you the best set of photos but a few realize that audience participation is also part of the reason why most of my photos turn out well.
So, let's go back to my walk-through. After working through the formal poses and completing them either at the church or other places with good aesthetic backgrounds such as golf courses, I will then head to the reception venue.
Right before the party starts, I will photograph the room before the guests are in it. I will also take several photos of the cake, the head table, the guest table arrangements, and other relevant things that you worked so hard for a long time. I will chat with the DJ about what he knows about the night.
And then your limousine catches up with me.
At this point, you are hungry, probably grumpy because you're so hot and ready to just eat and be merry. This is when I leave you alone and be in the background and let the DJ do his magic. He lines you up by the door to the ballroom and get you ready to be introduced.
I will be on the other side of the door waiting for you and your bridal party to make the grand entrance. For one last burst of energy left, your girls and his boys bust through the door pair by pair while I capture them. And then it's you and your fiance's turn. This one sequence of the reception is all candid. It cannot be posed nor staged. So once again, the crazier your party, the greater your photos will turn out.
You rest for a few minutes before the next act happens. You get your dress bustled if you haven't done so yet and touch up on what melted.
The next act begins. The DJ hands over the microphone to the best man and gives him the opportunity to turn your groom's skin in different shades of red. I will be there to capture that expression in different angles. Maybe after watching all that you regret giving your maid of honor the same opportunity. But if you don't, then I will capture the moment when you also turn in different shades of redness. And last but not least, the cries of joy as you hug her when she is done embarrassing you. Fun huh?
Right before dinner is served, and right after the toasts given to you and your now-husband, I will go around the guests' tables, approach couples and ask them if they want their photos taken. Most of them do. It's more intimate to take photos of couples instead of the entire table. Guest table photos looks like 'convention' shots.
Dinner is served. I rest up during this time and load up on Diet Coke and well, food. The last thing I want is to have photos of people shoveling food.
Right before dessert and after the food has gone down well and good, the DJ will approach you to ask you if you're ready to cut the cake. As long as your face is not eclipsed with that of your husband, you can do anything you want while cutting the cake. It could be staged and posed if I noted during the get-to-know-you session that you would need a little guidance. But if not, smash that piece of cake on his mouth!! Okay, don't.
After the cake cutting, I will go back to taking photos of your guests. Couples photo opportunity. I will also, on occasion, follow you around and photograph you and your fiance as you thank your guests for coming and chatting up with them. Some will turn out but some won't but you will get all of them.
I like low-angled shots of you and your husband as you dance in front of your guests on the floor. I also like a vertical half body shot of you and him in a very intimate expression of bliss. You can look at me if you wish but it's not necessary. An occasional gaze at each other and kisses will be great.
I also like to capture the emotion of your dad as he feels that you are about to leave him. You know, that tears brimming on his eyes and then the hard embrace. Or his flippant behavior as he conceals that emotion of sadness. Then I think of my daughter and start my own brim.
Moving on. Grooms' dances with their mothers are more difficult to capture because most go by fast as if they want to end it right away. So I would up my tempo and go 360 on them to get the best shots that I can get in a short amount of time. But I manage.
Then the ballroom lights dim. The color dancing lights become discernible. The dance floor is open.
For the rest of the night, I continue to go around the room and finish up on my 'couples' shot' mini project. I also hang out on the dance floor whenever it's full to capture the crazy dancers as they sweat it out. I also catch up with you and your husband as you weave through your guests and chat with them.
Then my adrenaline rush comes to an end.


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Home » Engineering
Piezoelectric accelerometer
The piezoelectric accelerometer uses, as a principle for detecting mass displacement, the electrical signal generated by a piezoelectric crystal (quartz or ceramic crystals) when subjected to mechanical stress. This effect is exploited by placing a known mass in contact with the crystal, also known as the seismic mass or test mass which constitutes both the sensor and the elastic element so that it exerts a force.
Like other transducers, piezoelectric accelerometers convert one form of energy into another and provide an electrical signal in response to the condition, property, or quantity. Acceleration acts upon a seismic mass that is restrained by a spring or suspended on a cantilever beam and converts a physical force into an electrical signal.
In the presence of acceleration, the mass (which has certain inertia) compresses the crystal with force directly proportional to the acceleration, which will generate an electrical signal directly proportional to the compression force to which the sensor is subjected. Considering that the elastic element is a crystal, the characteristics of these devices are peculiar:
they have a relatively low sensitivity;
they can detect very high accelerations without being damaged (even 1000 g);
they cannot detect constant accelerations over time.
A particularly important consideration lies in the fact that the crystals generally used in the construction of the elastic element have a very high value of the elastic constant, as well as high stability and repeatability, which has a profound influence on the differential equation that governs the phenomenon vibratory which involves the instrument system.
The last characteristic is to be remarked: as mentioned, the crystal generates an electrical signal proportional to the compression, but if the compression on the crystal remains, the generated signal tends to dissipate after a short period. As a result of this phenomenon, called leakage, these accelerometers are unable to detect a quasistatic acceleration; in fact, after a few seconds from the acceleration, the first signal "freezes" and then dissipates, and in output, there will be no signal. This is due to the high resistance of the accelerometer or, possibly, also to an incorrect setting of the lower limit frequency on the preamplifier.
These accelerometers are used in applications where dynamic accelerations such as those generated in vibrations and mechanical shocks must be detected. There are two types of piezoelectric accelerometers: high and low impedance. High impedance accelerometers have a charge output that is converted into a voltage using a charge amplifier or external impedance converter. Low impedance units use the same piezoelectric sensing element as high-impedance units, and incorporate a miniaturized built-in charge-to-voltage converter and an external power supply coupler to energize the electronics and decouple the subsequent DC bias voltage from the output signal.
The key benefits of piezoelectric accelerometers are:
Extremely wide dynamic range
Low output noise
Wide frequency range
No moving parts (suitable for shock and vibration measurement)
Compact, non-contact design
Excellent linearity over their dynamic range
Acceleration signal can be integrated to provide velocity and displacement
Highly sensitive
Self-generating (no external power required)
Major applications of piezoelectric accelerometers include:
Engine testing – Combustion and dynamic stressing
Ballistics – Combustion, explosion, and detonation
Industrial/factory – Machining systems, metal cutting, and machine health monitoring
Original equipment manufacturer – Transportation systems, rockets, machine tools,
engines, flexible structures, and shock/vibration testers
Engineering – Dynamic response testing, shock and vibration isolation, auto chassis
structural testing, structural analysis, reactors, control systems, and materials evaluation
Aerospace – Ejection systems, rocketry, landing gear hydraulics, shock tube instrumentation, wind tunnel, and modal testing.


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Have iPad Restrictions Gone Too Far?
As technology becomes increasingly prevalent in classrooms, the School District has simultaneously increased restrictions on its use. But could these actions be harming our education?
Monica Ho
More posts by Monica Ho.
As the year goes on, the entire student body of Waukesha South will soon receive brand new iPads. These iPads, however, will have even more restrictions. While students are less likely to become distracted with their own interests because of the restrictions, the iPads will go to waste if they aren't used to their full extent. The iPads are provided by the district to benefit our learning, just like they always have, but the new restrictions are too limiting.
For example, there are many academic apps that can help students, like the ACT: Practice app, that will no longer be accessible. Apps like these allow for advancement in any area of study that a student may need. Photomath is an app that solves or simplifies an equation when a user takes a picture of it, and walks students through the entire process. It is an application that acts as a teacher by helping explain what steps are being taken and why, a great example of innovative learning. With apps like Photomath, not only can students take advantage of their iPads by leading themselves into new concepts, but asking their teachers good questions as well. "Why is this possible... I saw this process done online and I was wondering if you could walk me through the steps." Combining technology and independent study in this way can greatly benefit student learning, but now has been setback because of the district's fear of students' attention going elsewhere on the iPads.
The new restrictions also affect streaming apps that are beneficial to students. Free music apps such as Spotify and Pandora are going away. These music apps allow for better focus for the students who want to get work done in a loud classroom. When the district announced that we were not allowed to have phones in class, we were encouraged to use our iPads. Eliminating music from our iPads might encourage students to use their phones in class for access to music.
Additionally, the YouTube app, a valuable learning tool widely used by students and teachers, is no longer available. Science classes show videos of hard to understand concepts, history classes review events that happened in the past, and other subjects use them as well. The more exposure students receive when learning new topics, the better they retain the information. Exposure to content through annotating, writing, group work, lecture, and easy access to videos on YouTube can facilitate this. The more exposure, the better the students' test grades and AP exam scores will be. With these better grades and scores, not only do students benefit, but the district looks good as well.
Apple provides several thousand apps that allow students to access interactive textbooks, videos, and podcasts that provide help in any grade and subject. If this is true, why is it that students are limited to only a select few? These restrictions are understandable in that the district wants us to focus in class, but are inconsistent with the goal of reaching a customized learning experience that allows for students to take their own path to success.
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HomeNewsFarmer Says He'll Give Trump An Easement To Build The Wall
Farmer Says He'll Give Trump An Easement To Build The Wall
The border wall along the U.S.-Mexico border in Arizona.
© Wyatt Bechtel
TAGS: Marketing, Overseas
By Anna-Lisa Laca
Online and Business Editor
James Johnson grew up farming on the border between U.S. and Mexico. In fact, his great grandfather bought their New Mexico farm in 1918. Their 7,000-acre ranch runs along 14 miles of the border just west of El Paso. Johnson says the wall is needed and he's willing to give the government an easement on his land to build it.
"My house is a half mile off the Mexican border," he told AgriTalk host Chip Flory. "When I'm standing in the bathroom, looking out the bathroom window, my view is Mexico and the border."
According to Johnson, some stretches of the 14 miles his farm runs along the border is protected by a vehicle barrier, but the rest is barbed wire fence that he's required to maintain. He says the power struggle between President Trump and the Democrats has less to do with border security than it does preventing the president from keeping a campaign promise.
"I think this is a complete stone wall on their part just trying to shut him down," he said.
Is It A Crisis?
Every stretch of the border has its own problems, Johnson said. In 2004 and 2005, Immigration and Customs Enforcement (ICE) estimated there were 700 to 750 people crossing the border on their ranch each night. The Johnson family was very vocal about the issue and as a result got additional resources to help combat the issues they were facing.
"We got more technology thrown at us, plus the manpower," Johnson said. "We went from 150 border patrol agents to 400. We still see drive-through and we still see foot traffic. But when they secure one area, it pushes somewhere else and that's what I think the other side doesn't see with this fence."
The border wall won't solve all of the problems, Johnson said, but he thinks it's a necessary place to start.
"We build fences around cattle and cattle still get out," he said. "You still have to put a fence around them to maintain the integrity of your property."
In New Mexico, the influx of asylum seekers is causing real issues, Johnson added.
"Hidalgo County, which is the county to the west, actually has the smallest border crossing in New Mexico," he explained. "Lordsberg, New Mexico, is in Hidalgo County and the day after Christmas they filed for a state of emergency because they're so overly taxed. Their little Hidalgo County Medical Center is staffed by seven and their personnel process through hundreds and hundreds of these asylum seekers a day."
"The crisis has always been," he said. "South Texas is in a crisis right now and the boot heel region in New Mexico is in a crisis right now."
Can The Government Build The Wall On Private Property?
Well, in 1907 President Roosevelt established the Roosevelt Reservation, a 60-foot strip of land on the U.S. side of the United States-Mexico Border, under the jurisdiction of the United States Federal Government. Roosevelt said the land would be used "free from obstruction as a protection against the smuggling of goods between the United States and Mexico."
Johnson said that 60-foot easement should be enough, but if the government needs more space to build the wall, he'd gladly give it to them.
"I guarantee you that there's not a farmer or rancher on this U.S.-Mexican border in the state of New Mexico that's against this [wall]," he said. "They don't have [the Roosevelt Reservation] on all of my farm, there's part of it we actually own all the way to the border, and I will happily give them an easement to build that wall."
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Fine u pay for the wall then or Mexico which lying Trump repeatedly said would. It wont fix a damn thing!! Trump is by far the most corrupt President we have ever had. Look at the facts not Foxcon news. They shouldn t even be allowed to air. I want to see his goddamn taxes like every other public official has had to show!! Wake up and smell the bullshit!!!!
JJ is a good guy. Thank you, sir. What the country needs right now is for the government to workfor everybody. That is, if the president or the Senate can make do with the measly $1.6 billion passed for border security (Senate was in unanimous agreement). To honor JJ, the first $100 mil or so should be spent to upgrade the 14 miles on his part of the border. I'm for this.
Tim Timmons
Deming, NM
Mr. Hudson sitting in WI obliviously is a hater. I also live in Luna County and have a small Pecan farm. When you have a group of Spanish speaking only, full grown men who at 2:00 AM just showed up at your place and demand that you give them a ride to Phoenix and the Border Patrol can't send anyone out and it is illegal to transport them, what do you do Mr. Hudson? Happens all the time on the border. Until you have walked in our boots, don't tell us what we need and don't need to help protect our lives and livelihood and I won't tell you how to shovel snow.
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We have been waiting for this for a little while now, but it is official. Brooklyn Prospect Charter School, the IB program that has been a staple in District 15 for years and has recently opened a K-5 program downtown in District 13, has announced that they are going forward with their 6th grade in fall of 2016. This new middle school will be called Brooklyn Prospect Charter School- Clinton Hill Middle. It is modeled after their Windsor Terrace Middle School and will be led by 3 Brooklyn Prospect veterans. As kids from the downtown elementary age up, they will have preference to a seat in the new middle school but since BPCS Downtown Elementary only goes up to 3rd grade in fall of 2016, for a couple years, BPCS Clinton Hill Middle will have seats open with priority to all District 13 families. Attending BPCS Clinton Hill Middle and BPCS Windsor Terrace Middle students will have priority to their IB High School program which has their inaugural 12th grade class this year.
Two big District 13 middle school announcements came in today.
Dock St. and M.S. OneBrooklyn.
Public prek application season has started. Applications can be submitted online from 1/25 through 3/4 as well as in person or by phone. This is NOT a first come, first served process (it is crazy how that rumor persists). You are placed in early to mid May and then you are automatically placed on a wait list for any school that you ranked higher than the school you are placed in. There may be some new programs added during the late spring and you can apply to them in Round 2 (May2-20).
Here is what is true.
Due to popular demand, I have developed a new middle school talk to be given on Thurs. June 25 at 7pm at Hootenanny Art House in the south slope. It is not location specific, so whether you are in D15 or any of the surrounding districts you will take away valuable information about how the process works and how to think about the middle years in general. My goal is to untangle the spaghetti of information and see the glass half full (which it is) instead of being fearful and anxiety ridden, which never ever helped anyone get a middle school placement.
Tickets are $30 and available here.
You have until Fri. April 24 to apply for Universal Prek.
You can find the Prek Directories here but there are also Updated Directories with many new seats available.
I have listed some notable changes below. This is not a comprehensive guide. You need to scour the lists for yourself.
It is not new news that PS 8 is very very crowded and their kindergarten class may be "capped" in fall of 2015. That means that there may not be enough seats available for all in zone families at K. I have found, in other neighborhoods where this has been a problem (look to Park Slope and Kensington for Brooklyn prototypes), that the families who have the best outcomes are the ones who stop shaking their fists in frustration and try to affect change and/or avail themselves of the system which may also provide them with a wide range of school options. The DoE will do what the DoE will do, but they are not against listening and numbers will always get attention. You will feel frustrated through this process and rezoning (which will happen with a new plan or building) is always painful for someone.
I call the beautiful new school building that is going up on E.8th between Kermit and Caton in Kensington "Mystery Sparkle School" because that new construction is always so gorgeous (and they change the numbers). PS 437 is a "working title".
There are some interesting doings down there and a promising proposed plan is surfacing. This may impact (in a good way - relieving overcrowding, providing improved additional facilities and maybe more spots for prek among other interesting benefits...) the PS 130 community among others.
If you live in Kensington or Windsor Terrace, you definitely have a stake in this decision. There is going to be a meeting with the District 15 Community Education Council this coming Tues. July 15, 2014 at 6:30pm at PS 130, 70 Ocean Parkway. They will be discussing possible zoning changes as well as proposed plans for the Sparkle School.
Here is a flier about the event.
Brooklyn Prospect Charter School, the local International Baccalaureate 6-12th grade charter program, beloved of Park Slope families, is opening a growing K-5th grade in downtown Brooklyn for fall of 2013.
Heather Foster-Mann, PrincipalI am sure you have heard by now that PS 133 (temporarily located in the St. Thomas Aquinas building on 4th Ave. and 8th St. for the last 3 years) has become a "school of choice" for both District 13 and 15. It will return to its old site (4th Ave. and Butler) in fall 2013 and move into a brand new much larger building.
There are a few changes. First, the zone for PS 133 has gone away. The few blocks that made up the zone have been absorbed into the neighboring PS 282 zone. We don't know exactly how registration will be handled but it is likely that if there are more people applying than there are seats available that there will be a lottery for the seats. It is a big school to fill and there will be lots of seats available.
We have been waiting for word on several changes that are expected to land on the neighborhoods (particularly Park Slope) before the new year. It appears that the DoE is flying some trial balloons. Let me stress that nothing is set in stone yet! This should be decided by Jan. of 2013.
St. Thomas Aquinas School building on 4th Ave. and 8th St. where the students from PS 133 are being housed until their new building is done, will be vacant for a new program in fall of 2013.
You may have heard that a couple strong public elementary schools in District 13 have been granted permission to extend their elementary programs through 8th grade. The hope is that many of their enrolled 5th graders will remain in the schools for the new 6th grades, but some will move on to other district programs as well as the city wides or private programs. That leaves some seats available for District 13 families from outside of the elementary school. Applying to these schools is a win/win and gives you an extra choice.
Their school will housed in the Westinghouse HS Campus in downtown Brooklyn. Admission priority will be given to families who come to one of the two information sessions. The "New Schools Application" is due back at your guidance counselor on Mon. 3/26/12.
their new program will be housed nearby in PS 287. Applications must be recieved by April 1 to be eligible for the lottery. Fill out an online application here.
"Sean Keaton, former principal of PS 20 in Fort Greene, was acquitted in a Brooklyn court last week of "menacing in the third degree," a charge stemming from an altercation with a teacher in the principal's office in 2009, Department of Education officials confirmed. But the DOE would not say whether Keaton would return to his post or whether the interim acting principal, Lena Barbera, would stay.
Go to insideschools.org for the rest of the story.
PS 9, located at 80 Underhill Ave. has spent the past several years rallying the community and becoming the "go to" program in Prospect Heights for new families. All of this momentum seemed to be doomed when the city announced that they were phasing out MS 571, colocated in the building (not bringing in a new 6th grade in 2011), and adding Brooklyn East Collegiate Charter School from outside of the district to the building. Since schools need to share facilities but don't use them at the same time, it would mean that strained facilities would now need to be shared between 3 programs, instead of 2. The DOE's plan was a very strangely inequitable allocation of space. From what I saw, the time allocated to the common spaces didn't correspond in any way to the numbers being served. What followed was months of contentious meetings.
A few days ago a group of parent advocates from PS 9 won an appeal to the New York State Commissioner of Education, David M. Steiner, requesting an annulment of the vote by the Panel on Education Policy (PEP). "The Commissioner found that the DOE did not comply with NY Education Law, and ordered that 'the resolution of the PEP approving the co-location of the Brooklyn East Collegiate Charter School in the K009 building is annulled.' The Commissioner further ordered the 'DOE to be prohibited from moving forward with any aspect of the proposal regarding the co-location until the DOE complies with the requirements of the NY Education Law. Specifically, the Commissioner found that the DOE's Building Utilization Plan for the co-location failed to address 'how the proposed allocation of shared spaces ensures equitable and comparable use of impacted students.'"
Essentially, the DOE is back to square one. It would have to substantially revise its Building Utilization Plan and hold a new vote for proposal, which could still happen. What PS 9 now needs to do is to complete their plan for a k-8 expansion. For more information.
I have been anxiously following the progress of PS 133. A new building is going up to accommodate the 300 seat K-5 school as well as 600 additional seats on 4th Ave. and Butler St. It is very unusual for the School Construction Authority to be late with a project, but the bad winter weather as well as drastic capital funding cuts have conspired to delay the opening until fall of 2013. This is a grave disappointment for the neighborhood which desperately needs more seats in both District 13 and 15 (the School Districts which provided the capital funds to build the school).
PS 133 is currently being housed in the St. Thomas Aquinas School building on 4th Ave. and 8th St. The good news is that the Archdiocese which had not been willing to discuss extending the lease on the St. Thomas Aquinas School building has agreed to extend the lease for an additional year. They have also said that they will negotiate for an ongoing lease to the building. Parents - now is the time to lobby for this building to become the Prek/Kindergarten Early Childhood Center that the district so desperately needs!
How do you do that? There is going to be a meeting with the DOE on Thurs. April 7, 6pm in the auditorium of John Jay HS to discuss local kindergarten overcrowding issues.
You should also contact the District 15 and District 13 CEC (Community Education Council). These are the community organizations that control zoning and are the parents' official voice to the DOE.
There will be a Joint Public Hearing about the Arts and Letters expansion in PS 20 on Dec. 8 at 6pm.
There will be a Panel for Educational Policy Vote on Dec. 14th at 6pm at Brooklyn Tech (between DeKalb and Fulton on South Elliott). Information about the school Here.
I just got word through a parent that PS 133 (which is getting a new school building in 2012 on 4th Ave. and Butler) is getting a dual langage French/English program in one kindergarten class starting in 2011. There is going to be an open house at the school on Nov. 19 at 9am at their 211 8th St. (at 4th Ave.) location.
They will very likely have a language assessment, similar to the one at PS 58, to determine if a child can be considered a native speaker.
They are looking for a certified bilingual teacher - if you know of one, contact the Principal, Heather Foster-Mann 718-857-4810.
interested in a new district 13 school?
I went on a tour the other day (this blog is starting quietly enough). I saw a lovely school that is being temporarily housed for 3 years in a former parochial school on 8th St. and 4th Ave. in Park Slope. PS 133 has a relatively new principal (former teacher at 29, former VP at 11) who is full of energy and ideas, particularly to develop their science program with an urban ecology focus. The school is small and comfy (two classes on a grade one of which is CTT). It has wonderful expressive artwork, a full piano lab, a class full of new guitars. I watched a Studio in the Schools dance class and a school wide reading celebration. They will move in 2012 to a brand new 935 seat school that is being built on Butler and 4th Ave. at the edge of District 13.
I also went to a meeting this morning about the future of PS 133. It was sponsored by the 5th Ave. Committee. The Office of Portfolio Planning, SCA, Community Board 6, the Butler/Baltic Block Assoc., the 78th Precinct, the PS Civic Council, Councilman Steve Levin and other local government reps including D13 CEC members and representatives from PS 133 were in attendance. They discussed construction issues that will impact local residents and then the DOE rep announced that PS 133 would remain a single school community in the building. The school population would be made up of students from the current 133 zone and 2/3 of the population would be from a rezoned section of District 15. The school will be administered by District 15. This did not go over well with the representatives from District 13 and Mr. Levin who felt that this was new information that had not been previously discussed. Mr. Levin asked that the Office of Portfolio Planning revisit this decision. I just condensed a two hour discussion to a paragraph.
There will be another meeting to follow up on these issues on Mon. June 21 from 6:30 to 8:30pm. Contact the 5th Ave. Committee for confirmation and location.
So, this is an issue in flux, but a very important one for local parents. Watch this space for more information. I am curious what the District 15 CEC thinks of this? I imagine this issue will shortly be at the forefront of many D13 and D15 parents' minds. However this turns out, I recommend that any interested parents tour 133. Call their Parent Coordinator, Ahmed Dickerson 347-563-5321 to find out the date of their next open house. You may really like what you see.
I heard a rumor and it has been confirmed by Allison Gaines Pell, Principal at the wonderful Urban Assembly Academy of Arts and Letters Middle School in Ft. Greene that they have applied to the DOE for a grade extension to become a K to 8 program. It is just an intital application. The DOE has to analyze space and feasibility, but they are hopeful to create a new and vibrant educational institution for the whole community. If approved to move forward, the expansion would begin in the fall of 2011, and there will be a lot of ways for the community and families to be involved in the process. There is no "official" information yet, and there probably won't be until early summer, but questions can be sent to Principal Alison Gaines Pell at apell@uaaal.org I am in contact with her and I will also post updates here.
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Amazing Mainland to Greek Islands: 16-Day Tour of Greece
Athens, Olympia, Delphi, Meteora...
Athens, Olympia, Delphi, Meteora, Santorini, Mykonos, Crete
This 16-day Greece tour is designed to ensure your access to not just the vibrant character of modern Greece but also the abundance of historical and archeological treasures that can be found here. Enjoy it all while basking in the relaxing ambiance of the Aegean Sea. Greece has long enjoyed a unique position at the crossroads between Europe, Asia, and Africa, and you can immerse yourself in this unique position with this unique adventure.
Athens – Arriving in the Greek Capital
Located on the southern tip of the Greek Peninsula, Athens dominates the region of Attica and boasts an impressive history that dates back to before the Bronze Age. Modern Athens is a colorful city filled with vibrant neighborhoods and is separated by fast-paced boulevards. Athens is also home to the world-famous Acropolis. Upon your arrival at the main Athenian airport, a transfer will ensure your smooth arrival into this legendary land of Doric columns, greek gods, and delicious food. When you reach your conveniently located accommodation, you will have the remainder of the day at your leisure.
Athens – Touring the Acropolis
Greece has long enjoyed special prominence in the Western world as being the birthplace of democracy. Today, you will be able to walk the very streets and squares where some of the world's earliest philosophers and statesmen pondered humanity. Meeting you at your hotel, a private guide will lead you on a guided tour of Athens that will include all the must-see highlights as well as some off-the-beaten-path delights often missed by the hasty traveler. From the scenic Acropolis to Constitution square, this tour will allow you to compare modern and ancient Athens side by side.
Olympia – A Scenic Road Trip
Today, you will depart the hustle and bustle of Athens and make your way to the famous Peloponnesus Peninsula and into the rolling hills and olive groves that make this one of Greece's most scenic regions. As you will see, there is no shortage of sights to see as you make your way by road through this storied landscape. After crossing the Corinth Canal, you will make your way to Epidaurus, which is known for its well-preserved Greek amphitheater. Afterward, you will pay a visit to the ruins of Mycenae. Your road trip will conclude at the site Olympia, where the pan Hellenic games celebrated ancient athleticism.
Delphi – Tracking Ancient Athletes
The nice thing about Greek ruins is their abundance. Unlike other countries where rare archeological finds are painstakingly preserved and kept intact behind ropes, barriers, and other obstacles to keep public access at a safe distance, in Greece, you are able to get up-close and personal with the foundations, columns, temples, and other ancient ruins. This will certainly be the case as you stroll through Olympia to appreciate the site of the original Olympic games. Here, you can actually run on a track that was once used by the ancients. After enjoying your visit, you will depart the Peloponnesus for Delphi.
Meteora– The Greek Mainland
After waking up in Delphi, you can almost sense the sacredness of this ancient holy site. It was here that an intoxicated oracle was said to have been able to predict the future by being in direct communication with the gods. Greeks would come for miles around to hear her wisdom and predictions. As you explore this site in the mountains of mainland Greece, it will not be hard to imagine the arrival of caravans and delegates from the various Greek city-states. In the afternoon, you can make your way into the heart of the Greek mainland.
Athens – UNESCO World Heritage Site
As you will notice, the Greek interior is just as rugged as the coast. When you wake to your first morning in Meteora, you will be able to enjoy a region that seems to have been carved by the hand of Zeus himself. Known for its mountaintop monasteries, cliffs, and abrupt rock formations, Meteora was declared a UNESCO World Heritage Site in 1988. After visiting two breathtaking orthodox monasteries, you will depart this mesmerizing landscape and return to the coast and Athens.
Mykonos – An Auspicious Arrival
The rugged beauty and hilltop history of the Greek interior will be replaced today as you turn your back on the mainland and make your way out to the seascape of the Aegean archipelago and some of Greece's most famous islands. After enjoying a fortifying breakfast at your Athenian hotel, you will return to the airport to catch a flight to Mykonos, a vibrant and charming example of why so many seek out the Greek island in the summertime. Upon your arrival at the island's airport, a transfer will convey you to your comfortable hotel so that you can spend the rest of the day exploring.
Mykonos – Day Trip to Delos
Long a treasure trove of historic sites and archaeological artifacts, the Cycladic islands extend to the south and east of the Greek mainland. Today it beckons visitors with their pristine beaches and coastal waters. You will be able to enjoy a tour through this famous island chain on a voyage to the nearby island of Delos, where you can visit the amphitheater and other ruins. Delos is one of the most well-preserved archeological sites in the Mediterranean world.
Mykonos – Your Relaxation Rhythm
Today, you will be able to enjoy this jewel of the Aegean Sea at your own pace on a leisure day in Mykonos. For those in search of some educational explorations, the island's principal village boasts an array of boutique art galleries, museums, and archaeological sites that can inspire even the most indifferent imagination. Likewise, relaxation can be found at many of the island's thermal spas or sandy beaches, which are great for taking a plunge into the azure waves or reclining with a good book.
Santorini – An Ancient Volcano
Your island-hopping tour will continue as you depart the iconic windmills of Mykonos to make your way deeper into the Cycladic island chain to Santorini. After enjoying a traditional Greek breakfast from your hotel staff in Mykonos, you will make your way to the port and board the ferry to Santorini. At first glimpse, the height of Santorini is arresting because it seems to rise out of the waves like some gargantuan sea monster, but the warmth of this island will quickly win you over as you enjoy the remainder of the day at your leisure.
Santorini – A Panoramic Tour
Perhaps, no better ambassador exists for the geologic origins of the Cycladic island chain than Santorini. As the smoldering remains of a 16th-century BC eruption, the island actually comprises the eastern edge of a flooded volcanic crater that lends the region its fertile soil and rugged appearance. Today, you will be able to enjoy a comprehensive exploration of this landscape on a tour of the island's highest point, a traditional Greek winery, and a number of scenic villages where you can catch a glimpse of authentic Greek culture.
Santorini – A Pristine Greek Island
For the intrepid traveler, Santorini provides a vast array of active adventures that inspire the spirit and offer excellent opportunities for recreation. If two feet are not enough, you can explore the island from two wheels on a bicycle tour of the Santorini's many whitewashed villages or take to the waves on a day cruise and snorkeling adventure. If rest and relaxation are your goals, Santorini boasts numerous sandy beaches where a quick dip in the waves is the best antidote for the midday heat. No matter how you decide to spend this day of leisure, your hotel staff will be happy to offer recommendations.
Crete – Greece's Largest Island
Today, you will turn your back on the Cycladic island chain and make your way to Greece's largest island. A land of abundant natural beauty, ceramic skills, and outstanding cuisine, Crete rarely fails to delight the visitor who makes the journey to its golden shores. Between the warm hospitality, the character of the island, and the millennia of history that supports it, your arrival to Crete will signal your immersion in a distinct land with its own take on Greek life. After arriving by ferry, a transfer will convey you to your hotel for an evening of leisure.
Crete – Unwind with a Leisurely Day
After enjoying the many sights, sounds, and smells of mainland Greece and the Cycladic islands, Crete will be your opportunity to unwind and chart your own course through this magical landscape. This two day stretch of leisure will provide you with the canvas upon which you can paint your Cretan adventure with the help and recommendations of your helpful hotel staff. Today, you will have the option to explore the history of Crete or to immerse yourself in the stunning coastline that annually attracts thousands of visitors.
Crete – Cretan Adventure
Within a short distance from your hotel, numerous archaeological sites present visitors with an excellent source of Cretan history, and you can take in the rustic ruins and impressive frescoes of the early civilizations that spread quickly through the ancient world. Likewise, an excursion to the island's interior will reveal and awe-inspiring landscape of mountain ranges that stretch across the horizon in addition to innumerable caves and gorges. These are just some of the options for you to explore today as you chart your own course through Crete.
Athens – Departure
On your final morning in Crete, you will embark on a breathtaking tour of the nearby palace of Knossos, where the ruins of the ancient Minoan civilization is well-displayed through the archaeological ruins. You will encounter these ruins before making your way to Heraklion to see the more recent historical influence of the Venetians, who bought the city in 1204. You can also enjoy a visit to the famous Heraklion Archeological Museum. After the tour of these memorable attractions concludes, you will make your way to the airport for your return flight to Athens, marking the conclusion of your Greek adventure.
Wander the cobblestone streets and ruins on a visit to the Agora, the beating heart of daily life in ancient Athens and a great place to ponder the past
Scale the historic slopes of the Acropolis to encounter the famous Parthenon and temple of Athena, which feature stunning examples of ancient Greek architecture
Test your skill as a sprinter on the ancient racetrack at Olympia, where the original Olympic games were first held
Explore the rugged rocks and orthodox monasteries of Meteora, enjoy some spectacular panoramas, and come face to face with a UNESCO World Heritage Site
Embark on an exploration of the island of the Winds on a trip to Mykonos, where unused windmills stand as silent reminders of the island's reliance upon the natural world
Stroll through one of the best-preserved archaeological sites in the Mediterranean on a day trip to Delos, where the secret origins of the Cycladic island will be revealed
Discover the volcanic origins of Santorini on a tour that includes the scenic views from Mount Profitis Ilias, an authentic Greek winery
Bask in the sun on a trip to the famous beaches of the Cycladic islands, where worries are best left behind and the white sand and refreshing waters are excellent companions
Take to the waves on an optional voyage around Santorini that will allow you to enjoy the impressive sights of the semi-submerged volcanic crater from the water
Explore the Byzantine fortresses and Minoan palaces of Crete, where the beauty and history of Greece's largest island will be yours to enjoy at your own pace
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Trails are still NOT open at Vallecito. We continue to hope and dance for snow and colder temps. Will update website and facebook page if conditions change.
Demo Day is tentatively scheduled for Sunday, Jan. 14. 9:00am – 3:00pm. This is of course snow dependent so we will update as conditions hopefully change!


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European Darts Matchplay 'ET9'
Michael van Gerwen won The European Darts Matchplay on Sunday from Hamburg, Germany with an 8-2 win over Irelands William O'Connor.
Article by ‐ PDPA
MICHAEL VAN GERWEN clinched his 26th European Tour title and a sixth of the year as he defeated William O'Connor 8-2 in the final of the European Darts Matchplay on Sunday.
The world number one hit a nine-dart leg against Ryan Joyce on Saturday evening, before backing up last month's Gibraltar Darts Trophy crown with another triumph to continue his dominance in 2018.
The fourth staging of the tournament at the edel-optics.de Arena saw runner-up O'Connor enjoy his best ever run in a European Tour event, but Van Gerwen produced a sensational display in the final, averaging 105.17 as he picked up the £25,000 prize.
Van Gerwen hit an astonishing tournament average of 103.06 as he defeated Joyce in round two, before powering past Robert Thornton 6-1 to reach the quarter-finals.
The final session of the weekend saw the Dutchman see off a determined Ian White 6-4, followed by a 7-4 victory over Stephen Bunting to reach the final. "I am delighted to win this trophy and I'm pleased with how I played this weekend," said Van Gerwen, who has lost just two matches on the European Tour in 2018.
"William played really well all weekend, it was a phenomenal performance from him but there can only be one winner and luckily it was me.
2018 European Darts Matchplay
Sunday July 1st July
Third Round
Afternoon Session (1.15pm local time, 12.15pm BST)
Michael van Gerwen 6-1 Robert Thornton
Ian White 6-2 Darren Webster
Joe Cullen 4-6 Justin Pipe
Daryl Gurney 5-6 Stephen Bunting
Jelle Klaasen 1-6 Andy Boulton
Jason Lowe 2-6 Gerwyn Price
Mensur Suljovic 6-2 Paul Rowley
William O'Connor 6-5 Kim Huybrechts
Evening Session (7.15pm local time, 6.15pm BST)
Michael van Gerwen 6-4 Ian White
Justin Pipe 3-6 Stephen Bunting
Andy Boulton 6-5 Gerwyn Price
Mensur Suljovic 3-6 William O'Connor
Michael van Gerwen 7-4 Stephen Bunting
Andy Boulton 3-7 William O'Connor
Michael van Gerwen 8-2 William O'Connor


We have a body that's meant to be healthy. That's the plan, that's the design. But a funny thing happened on the way into this life, we lost the directions on how it works.
above. The word literally means above genetics and it implies how genes are controlled by their environment. Prior to the development of epigenetics, it was thought that a person's inherited genes foretold their future health. One had the gene or one didn't.
The development of epigenetics goes further. Today we know through the work of people like Dr. Bruce Lipton, a cellular biologist, that genes are not a sentence to a predetermined health outcome. Genes interact with proteins. The previous understanding was that one gene would create one protein. Today we have learned that one gene can create 30,000 different variations of a protein and depending upon that interaction, the function of the gene can be changed.
This is important because when stem cells start out, their function is not predetermined. A cell's function will be determined by its experiences. "Epigenetic tags act as a kind of cellular memory. A cell's epigenetic profile — a collection of tags that tell genes whether to be on or off — is the sum of the signals it has received during its lifetime." And, it is this epigenetic profile that determines what the function of the cell will ultimately be. Genes are important, but it is the epigenetic profile that directs the genes and thence the cells.
So, what makes the difference? What causes a gene to alter its function? The answer is, experience. As a gene goes through time, there are different needs that have to be met by the body. Since genes are adaptable, they may become what is needed.
Who does the directing? Who tells the genes what to become? You do. You are not aware of it, yet. But, it's you. Your thoughts, your actions, your focus sets everything in motion for sickness, for health. You observe and communicate the perceived condition of your environment to your body. Sounds astonishing, doesn't it.
After years of reading and research, and learning how we work from the works of people like Dr. Bruce Lipton and his award winning book Biology of Belief, Richard Gerber, MD, the author of Vibrational Medicine, Brian Greene's physics based books, The Elegant Universe and The Fabric of the Cosmos, one learns that we are subtle energetic beings and capable of directing our own health. This is accomplished through our perceptions of our environment. We are constantly observing our surroundings and determining if we are in danger or if everything is OK, if we are safe.
The answer to this question of measurement of the subtle energies is "yes, they can be measured". Secondly, they can also be adjusted or tuned. We call this session of energy measurement and energy adjustment Bio-Communications Diagnostics. Here we can see the body responds in much the same way as a musical instrument. If two tuned guitars are placed side by side and the "e" string is struck on one, the "e" string on the other will start to vibrate. However, if the "e" string is not in tune, if its vibrational frequency has not been tuned, the string will not vibrate, it will not respond.
This is accomplished by exposing the body part to its proper vibratory frequency rate.The body part in need of vibratory restoration has lost its vibrational memory.Such things as flower essences, crystals, nutritional supplements and different foods all have their own vibrational frequencies. Once exposed to the proper operational frequency, the body part will start to return to normal vibratory functioning. Its vibrational memory will be restored. This is a process of measuring energetic levels throughout the body and then identifying and matching the weakened or malfunctioning body part with its vibratory restorative.
Through the use of items such as flower essences, crystals, nutritional supplements and foods whose vibratory rates are known, proper vibratory health and hence proper function and health can be restored.
Health may also be maintained and improved using this same approach. Before physical disease or sickness presents itself, vibratory deterioration can be detected and the proper restorative can be applied. It is non-chemical and it's effective.
The bottom line is: if you tend to your body's vibrational needs, you'll keep your life in a state of physical harmony and you'll help support your mental and emotional well being. While we can go on for volumes, the bottom line is, that's what we do.
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