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'90 Day Fiance' Fans Are Cringing at David and Lana's Hugs
Lizzie Wells
David and Lana from TLC's reality show, 90 Day Fiancé: Before the 90 Days, are one of the strangest couples to ever take part. For a large part of season four, viewers weren't even sure that Lana existed. But now that we've seen them together, fans are concerned about some red flags, and some downright cringe-worthy issues, that they've noticed about the couple. Here's what fans think of David and Lana on 90 Day Fiance.
Who are David and Lana?
David Murphey and Lana | Instagram @davidjmurphey
RELATED: '90 Day Fiancé': David Murphey Proposes to Lana — What Does She Say?
Fans of the show were shocked to learn that Lana, who had been chatting with David online for seven years, was actually a real person. Considering that David had traveled to Ukraine multiple times in an effort to meet Lana, and each time she didn't show, fans were convinced that she was only scamming him for his money. After all, David spent more than $100,000 on the relationship before he ever met her.
The couple met on a dating website called Victoriya Club, which requires that men pay before they can chat with the women, and explains why David had to spend so much on their relationship. It also hints at some major red flags about Lana's intentions.
However, in a recent episode, Lana actually showed for their arranged meeting. In an extremely awkward exchange, David can't stop smiling, but Lana seems very unsure about the situation. However, during an interview afterward, she did say that she thought David was an attractive man, and that he was her soulmate, "sort of."
Why fans are cringing at David and Lana
Lmao okay yes and the way he moans when he hugs her is so creepy
— jaaay (@Ayee_Jay) May 25, 2020
Besides the weird circumstances of their relationship, and Lana's suspicious behavior, fans have another reason to cringe at this international couple. Their hugs are really awkward. During their initial meeting, David embraces Lana fully, while she stands stiff with both arms straight at her sides. Then to make matters even worse, he actually moans during their hug- several times. It's weird.
We're not the only ones who think David and Lana's hugs are cringe-worthy. Fans on Twitter pointed out the same thing.
"…The way he moans when he hugs her is so creepy," one person wrote.
"Omg the moans! I was like wait is he…was that a….yep, he's moaning #Creepy," another person responded.
Lana is 28, while David is 60. So, their relationship is already a little creepy just because of the age difference. But once fans saw their totally awkward hugs, and noticed David's moaning, it became that much more so.
What's next for David and Lana?
Before David left Ukraine, he proposed to Lana, and she said yes. Viewers still had some concerns about this couple, but it looked like they might be heading toward the aisle.
However, the tell-all episode was recently leaked online, and although it hasn't actually aired yet, fans found out some important updates about their favorite couples, including David and Lana. **Warning: spoilers ahead**
According to Starcasm, during the leaked tell-all footage, David admits that he's no longer with Lana.
"Right now, I would say that we are not together," David said. "I'm not going to say we won't be together in the future, but right now we're not."
David blames stress from the show for the breakdown of their relationship. Unfortunately, we don't get Lana's opinion. She doesn't actually participate in the tell-all reunion, which was filmed through an online meeting instead of in person.
According to David, Lana has been really upset by all the negative attention she received from the show, including people calling her a catfish. Fans want to see David and Lana happy because everyone deserves that. However, this couple had a lot of warning signs and weird issues (uh, moaning), so it's not a big surprise that they didn't make it. Although, David seems to still believe they may have a chance in the future.


Chairman Pickett convened the meeting at 12:04 p.m. and welcomed everyone to the meeting.
1. Approve Minutes of the February 8, 2008, Audit Committee and Commission Meetings.
Commissioner Reynolds moved to approve the minutes of the February 8, 2008, Audit Committee. Commissioner Hernandez seconded.Motion passed.
Commissioner Carr moved to approve the minutes of the February 8, 2008, Commission Meeting. Commissioner Freeman seconded. Motion passed.
Chairman Pickett noted that recently appointed commissioners Scott McAfee and Michael Waters were not voting and then introduced them. Commissioner Waters introduced himself and said that he has lived and worked in Abilene for 26 years. Commissioner McAfee said he lives near Driftwood and works in Austin.
Pat Tuohy requested that TSLAC conduct a study that is focused exclusively on new roles and expectations of the Texas library systems. The 10 regional library systems carry out library development for the state under the provisions of the Library Systems Act, and work very closely on a daily basis with public libraries, she said. She noted that the Library Systems Act has been around a long time and that it is clear the systems are evolving. Speaking on behalf of the CTLS board, she requested that TSLAC conduct a study.
This study should include all library constituents as active participants in the library systems process, she said, and should examine systems, their construction, what they should be doing and whom they should be serving. Other studies of library development have been conducted but the CTLS board feels this is the right time to conduct such a study. She said that an outcomes retreat for library systems and TSLAC would be held in May. The retreat is a good first step, she said, in sustaining library development in the state.
Chairman Picket thanked her for her comments and said the commission will take this request under advisement. Others wishing to address the commission indicated they wished to speak to specific agenda items and would wait for those items during the meeting.
4. Discussion and scheduling of future TSLAC meetings.
June 9, 2008, Commission meeting, State Records Center, 4400 Shoal Creek Blvd.
August 4, 2008, Commission meeting, probably at the State Archives and Library Building.
October 20, 2008, Commission meeting in Rockport, TX, at the Texas Maritime Museum.
Mr. Seidenberg also presented a timeline of key dates and activities for Fiscal Years 2009, 2010, and 2011. Peggy Rudd invited the commission to a special event Tuesday, June 10, 2008, celebrating the 50th Jubilee of the Texas Reading Club in the Senate chamber of the Texas State Capitol in Austin.
5. Review of consent agenda: non-substantive corrections in other agenda items such as spelling, numbering, punctuation, grammatical or other revisions.
Non-substantive corrections to other agenda items were noted.
Chairman Pickett read commemorative resolutions for commission members who recently ended their commission terms. Commissioner Reynolds moved to accept the resolution honoring former Commissioner Diana Rae Hester Cox of Canyon, TX. Commissioner Carr seconded. Motion passed.
Commissioner Hernandez moved to accept the resolution honoring former Commissioner Sandra G. Holland of Pleasanton, TX. Commissioner McAfee seconded. Motion passed.
A Notice to Proceed issued by the Texas Facilities Commission April 15, which means construction can begin on the renovation of the Lorenzo de Zavala State Archives and Library Building.
Texas Facilities Commission Executive Director Edward Johnson secured additional funding from his budget for certain renovation items that were unforeseen and not in the budget.
There is renewed interest among legislators in expanding the archives at the Zavala building.
Commissioner McAfee inquired as to the amount of the Texas Facilities Commission's commitment; there was discussion about the actual amount so Director Rudd will provide the exact amount to commissioners in her interim report.
Commissioner Freeman asked for clarification about a recommendation in the State and Local Records Management division director's report to propose reducing the authority of the agency's Local Government Records Committee to an advisory capacity.
Edward Seidenberg explained that the statute provides an advisory board to the commission and that the committee has authority to take action that should more properly be taken by the commission. The recommendation is to give the Local Government Records Committee more of an advisory function rather than a policy-setting function.
There was further discussion regarding the Zavala renovation project in response to questions from Commissioner Waters. Director Rudd also responded to questions from Commissioner McAfee about costs associated with the Data Center Consolidation and how much above budget the migration has cost TSLAC. Director Rudd said there are no up-to-date bills from the Data Center thus making budgeting decisions difficult if not impossible. Commissioner McAfee requested information on the volume and frequency of outages and how our customers have been affected. Director Rudd said she would ask the agency's Information Resources Technologies director to provide a report to him prior to the next meeting.
8. Review and Approve acceptance of gifts greater than $500.
The State and Local Records Management Division received a donation of $4,400.00 on March 3, 2008, from Cingular/AT&T Wireless Services. This donation to the agency relates to the cellular phone tower on agency property located at 4400 Shoal Creek Boulevard in Austin, Texas. The donation is in conjunction with an easement and lease agreement made with the General Land Office.
The Library Resource Sharing Division received a donation of $2,350.00 from OCLC, Inc. to pay meal costs of the attendees at the 8th Interlibrary Loan Workshop ("Deep in the Heart of TexShare") that was held February 15, 2008 in Austin.
The Library Resource Sharing Division received a donation of $1,200.00 from Relais International, Inc. to pay meal costs of the attendees at the 8th Interlibrary Loan Workshop ("Deep in the Heart of TexShare") that was held February 15, 2008 in Austin.
Commissioner Carr moved to accept the gifts. Commissioner Hernandez seconded.
Commissioner Freeman asked if the agency does business with any of these companies. Director Rudd stated that TSLAC does business with OCLC (Online Computer Library Center) and Cingular. Commissioner Freeman asked if there were any protocol for receiving donations from companies with which the agency does business. Director Rudd said that the agency does not procure donations for anything that would directly benefit the agency. In response to Commissioner McAfee's questions, Director Rudd said that the agency uses cell phones with a Cingular contract but that it is a state contract not an agency contract.
Chairman Pickett called the vote. Motion passed.
Beverley Shirley requested approval for online database contracts with Ebsco, Gale Group, ProQuest, OCLC, TDNet, Teton Data, R.R. Bowker, Ovid, and Encyclopedia Britannica. She stated that these are all renewals. Responding to questions from Commissioners Waters and McAfee, Ms. Shirley explained the bidding process, sources of funding, negotiation processes, and cost avoidance for libraries for the database contracts.
Commissioner Carr moved to approve the contracts. Commissioner Hernandez seconded. Motion passed.
10. Discussion of plans to renovate the State Archives and Library Building.
Construction will begin soon, so commissioners visiting the building should avoid the loading dock area.
Harvey Cleary has been asked to do noisiest work outside of regular working hours.
Swing space has been found for 65 of Zavala building staff to relocate to; available in June.
Moving staff out will help combine some construction phases to possibly save money and speed up construction.
Peggy Rudd, Chris LaPlante, state archivist, and Manuel Alvarez, director of Information Resources Technologies, will remain in the building along with most of their staff during construction.
Public service areas will remain staffed and open during construction although much material has been relocated to accomplish the renovation.
The agency has received inquiries and complaints through legislators from their constituents about the limited access to the collection.
Commissioner Freeman suggested adding any representative or senator who makes such inquiries to distribution lists for renovation progress reports.
11. Discussion of preparation of the Agency Strategic Plan for 2009-2013.
Peggy Rudd presented the commission with a written description of the agency's process for creating its Strategic Plan for 2009 to 2013 and areas of critical interest. She informed the commission that agency staff were invited to present testimony and materials at a hearing this past week for State Representative Bill Callegari's Government Reform Committee. That committee has an interim charge to look at electronic government information and how it can be maintained. This is an area that might be addressed in the plan, she said.
In response to questions from Commissioner Waters about the Friends of Libraries and Archives of Texas $10 million Capital Campaign, Director Rudd explained that the Friends had recently hired a development director who will report to Director Rudd and the Friends' president. The organization will pay the director. The campaign is to raise funds for items that are not in the renovation budget. Some of these include compact shelving for the archives, a conservation lab, and furnishings for offices and public spaces.
Chairman Pickett said that areas had been identified as naming opportunities. She said that she had appointed Commissioner Reynolds to be the commission liaison to the Friends group so that they always know we have an interest in their activities.
Commissioner McAfee asked if there were any open document recovery efforts. Director Rudd identified two situations that are still pending. One involves an agreement that has yet to be signed by Mary Ann Davis and the second is a pending case with the Wilcox family of Beaumont.
12. Revision of the agency budget for FY2009. Preparation of the Legislative Appropriations Request for 2010-2011.
Edward Seidenberg requested approval of revised FY 2009 Library Services and Technology Act (LSTA) funding allocations based on TSLAC receiving $460,000 less in federal LSTA funds than anticipated and budgeted. Commissioners were informed at the Feb. 8th meeting that staff would discuss the reductions with stakeholders. Members of the TexShare Advisory Board, the Library Systems Act Advisory Board and system coordinators were informed of the proposed reductions but offered no alternatives.
Technical Assistance Negotiated Grants (TANG) increased, however, because the program is one of the agency's most successful grant programs.
Betty Lowrance presented the commission with a resolution adopted by the Central Texas Library Board requesting TSLAC include a $4 million exceptional item in its 2010-11 Legislative Appropriations Request to fund the 10 library systems. Library systems work is highly valued by library constituents around the state, and the elimination of state funds has forced a drastic reduction in services to the 543 current member libraries, she said. Historically the systems have been funded with state and federal funding, she said, but in 2007 only federal funds were used to operate systems, which provide library development services to member libraries.
In response to Commissioner Water's question, Ms. Lowrance clarified that the request is for $2 million for each year, $4 million for the biennium. Commissioner McAfee asked how the board arrived at the figure. Ms. Lowrance said that no more squeezing of the budget could be done.
Elizabeth Swan informed the commission that her system's budget in 2007 was $1.8 million and this year the budget is $875,000. Clearly as the budget is stretched more and more, there is a limit of how to maintain services. The budget constraints also make it difficult to serve the large urban libraries and the smaller member libraries, she said adding that all 10 systems are struggling with their budgets.
Maria Redburn informed the commission of how helpful the North Texas Regional Library System staff and programs have been for her library in Bedford and urged the commission to keep the systems strong and healthy. She urged support for the CTLS resolution.
Commissioner Hernandez asked how the exceptional item could be included in the budget. Peggy Rudd said staff would include items in the LAR with the commission's direction. Edward Seidenberg said there will be two more meetings with budget discussions and that the commission will approve the LAR at its August meeting.
Commissioner Reynolds moved to approve the revised budget. Commissioner Hernandez seconded. Motion passed.
13. Review and approve the designation of the Friends of Libraries and Archives of Texas as a "friend" of the Texas State Library and Archives Commission.
Edward Seidenberg requested the commission approve the designation of the Friends of Libraries and Archives of Texas as a "friend" of TSLAC. Commissioner Carr moved to approve. Commissioner Freeman seconded. Motion passed.
Adoption of rule reviews of Chapter 1 (Library Development) and Chapter 4 (School Library Programs).
Deborah Littrell requested approval to adopt the review of Chapter 1 and Chapter 4 rules. She stated that the notices published in the Texas Register on Feb. 22, 2008, asking for comment for these rules generated no comments from the public. Commissioner Carr moved to approve. Commissioner Reynolds seconded. Motion passed.
15. Authorization to adopt amendments to 13 TAC 3.1, 3.2, 3.4, and 3.6 relating to the State Publications Depository Program.
Beverley Shirley requested approval to adopt amendments to 13 TAC 3.1, 3.2, 3.4, and 3.6 relating to the State Publications Depository Program. She reported that no comments were received following the posting of the proposed changes in the Texas Register, Feb. 22, 2008.
Commissioner Freeman asked how the list of items exempted from deposit requirements was developed, expressing concerns that historians writing agency histories might find it difficult if some of these items are not available to them. Peggy Rudd pointed out that these are publications and not the records of an agency which would potentially be used to tell the history and would be archival or subject to archival review.
After a brief discussion about the nature and definition of the term publication, Director Rudd stated that some of the 56 partners in the depository program might not participate if changes were made that created storage problems for them.
With no further business before the commission, Chairman Pickett adjourned the meeting at 2:00 p.m.


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THE RESULTS OF OUR cruise survey for March show a similar trend to that we have seen over the past few months. Cruise lines continue to lower ticket prices in an effort to stimulate demand. In our survey demand fell 4.9% in March, better than the 5.4% decline in February, and 5.9% decline in January.
Prices fell 11.7% in March following a 10.5% decline in February and an 8.3% decline in January. The booking window continues to tighten, but recent commentary from Royal Caribbean International (ticker: RCL) suggest that while consumers are booking cruises closer-in, they are doing so with increased predictability, which gives cruise lines more confidence in their forecasting abilities in this challenging environment.
Strong price elasticity of demand and a scalable cost structure is allowing the industry to generate respectable earnings despite economic pressures. Fuel costs, which have been a challenge in recent years, are more benign now. However, just as industry fundamentals are beginning to stabilize, news of a potential swine flu pandemic may scare consumers away from cruising.
Agents reported a 4.9% decline in booking volume in March, a sequential improvement from February's 5.4% decline. Our booking demand index fell slightly to 36.7 from 37.2, but is up from its October low of 19.4. This indicates that bookings contracted during March, but at a more moderate pace than late last year.
Only 22% of our agents reported higher bookings, while 49% said bookings fell. Last month 49% of agents reported lower bookings. Given the widespread weakness in the economy, the ability of cruise companies to stimulate demand with lower prices speaks to the price elasticity of demand of the product.
Prices fell 11.7% in February, compared to a decline of 10.5% in the prior survey. In March only 8% of our agents reported higher prices, while 8% reported flat prices, and 84% reported pricing declines. Cruise lines have publicly announced their aggressive discounting practices, so these figures come as no surprise. Cruise vacations already enjoyed a high level of perceived value as a vacation alternative going into this downturn, so it is understandable how cash-strapped consumers who still want to vacation would look upon cruise vacations favorably at the attractive prices the cruise lines are currently offering.
In March, the booking window tightened sequentially to 3.8 months from 4.2 months in the prior survey. Wave season may be enticing some consumers to book vacations at reduced prices. In the brand rankings, Royal Caribbean tied Princess for the top spot.
We asked agents about how the current wave season compared to last year and their expectations. Recall, wave season is the first three months (or so) of the year, when historically a disproportional percentage of the year's cruise bookings are made. Fewer agents said wave season was better than expected in our March survey. In March, 26% of agents said the current wave season exceeded their expectations, down from 42% in February and 33% in January.


The Empowering Community Stewardship in the Headwaters project expands and advances a statewide water quality education program that encourages adult and youth civic community organizations to adopt a local river or stream reach. This project combines water quality monitoring, river cleanups, and enhancement projects by community organizations. The organizations engage in water quality investigations that lead to better understanding of local watershed issues and that identify local actions to improve water quality. Five Adopt-a-Reach pilot water stewards groups receive training and support through water monitoring training, on-site visits, water quality collection days, and river-reach cleanups. Each organization must adopt at least 1 river-mile for the duration of the grant. Within each reach, the community organizations identify locations to conduct water monitoring, riparian visual assessments, and river cleanup events based on safe and legal access and areas of concern by.
Pursuit of Educational Advancement toward Careers in Environmental Fields (PACE) for Montana Tribal College Students is located in seven Tribal communities. Montana Tribal College student participants (PACE Participants) increase their awareness and knowledge of specific local environmental issues identified as a concern by their community and where the community desires a solution. Inspiring and encouraging interest in environmental stewardship and environmental careers, the program increases the environmental literacy, knowledge of sources of information, and evaluation skills of the PACE Participants in relation to the environmental issue identified. Additionally, the program increases awareness of institutions of higher learning in Montana and the degrees they offer in environmental fields and mentorship and support programs; scholarships and grants; internships and fellowships; and other opportunities.
Western Montana Place-Based Watershed Education Program educates tribal and non-tribal student groups and community members on the environmental issues in their local watersheds and the possible solutions to those issues, as well as potential stewardship opportunities in those watersheds. The project provides environmental education on issues relevant to the Clark Fork and Flathead watersheds to grades 5 through 12. The program protects the local watersheds through educating and empowering watershed-literate citizens. Additionally, it builds a connection between what is learned in the classroom and the real-world applications through investigative, immersion learning at the river's edge.
The Montana Groundwater Academy (MGA) is a 2-year program that engages high school students in place-based, data-driven science investigations. Students develop knowledge of western Montana hydrologic systems, the ability to undertake water research investigations, and the capacity to participate in informed decision-making about water issues. 1,000 students participate in a 3-day learning unit that includes a half-day field trip to a groundwater education field site where students collect firsthand data to use in water science investigations. The field site comprises a network of monitoring wells and surface water features accessible to learners for data collection (e.g., water elevation, etc.). The project also makes use of archived data (e.g., from USGS) to support water investigations.
The Classroom to Careers program offers substantial environmental education application training for teachers and career building experiences for youth. This highly personalized, far-reaching, environmental education and stewardship program expands and advances Montana's statewide water education training for K-12 teachers and non-formal educators. In addition, hands-on, real world experiences are provided for middle school through undergraduate students. This project, by design, requires participants to think critically about their watershed and take action towards becoming leading environmental stewards in their communities. Students and educators engage in timely and locally relevant water investigations that lead to a heightened understanding of local watershed issues. High school and college students are provided opportunities to connect to employers and higher education institutions. The program aims to provide instruction and coaching to novice teachers to align needed community water projects with Common Core Standards for deeper application to the school curriculum. The focus on Common Core integration, the real-world applications to environmental restoration and protection issues, and the development of a delivery model to mostly rural populations serve as environmental education models that can translate to other EPA Region 8 states, especially where natural resource extraction and development have affected watersheds.
Yellowstone Wildlife Ecology Program fulfills three goals: 1. To aid scientists by contributing to conservation projects addressing climate change to improve habitat, protect endangered species, and inform land management 2. To engage youth in hands-on science, from which they acquire a strong foundation in biology, ecology, geography, and the scientific method; and 3. to empower and inspire youth to become active environmental stewards. Our work partnering teens with field-based researchers demonstrates how experiential learning can change attitudes and empower youth to tackle conservation issues. Our participants' experience in nature inspires them to incorporate environmental stewardship into their lives over the long-term, and is critical to the success of conservation efforts.
The goal of the Earth Stewardship Program (ESP) is to help disenfranchised middle school youth develop a deeper connection to nature by enhancing their environmental problem-solving and critical-thinking skills, thus enabling them to make informed decisions about the future of their local environment. ESP addresses seven local environmental issues relevant to the Rocky Mountain Region: watershed health, noxious weeds, forest health focusing on fuels build-up, forest insects and tree disease, air quality, recreational ethics and etiquette, and interactions between humans and wild animals. During each of the seven classroom lessons, students brainstorm ideas for stewardship projects that involve scientific monitoring related to the environmental issue they are learning about that month. Each class carries out two projects. Classes can choose to do two monitoring projects, two community stewardship projects, or one of each. Students have greater ownership over the experience by choosing the type of projects they want to undertake rather than having project topics assigned to them.
The purpose of the Yellowstone River Education and Stewardship Project is (1) to promote environmental stewardship by young students (grades 3 through 8), (2) increase environmental knowledge as measured by pre- and post training surveys, (3) improve environmental literacy, and (4) develop a sustainable environmental education program. Students connect with nature by studying the Yellowstone River ecosystem and by examining related environmental issues such as habitat loss and water pollution. The students visit the Audubon Conservation Education Center (ACEC) at least three times a week during the school year to participate in environmental monitoring, stewardship, and environmental education activities that reinforce themes previously introduced in the classroom. The ACEC field trip engages students in monitoring water quality, tree growth, fish, turtles, frogs, small mammals, dragonflies, and birds. The project also targets teachers (grades 3 through 8) who collaborate to plan a curriculum that introduces basic ecological concepts and environmental themes into the classroom and provides an opportunity for students to participate in outdoor learning opportunities to reinforce and bring to life what they have learned in the classroom. The Yellowstone River Education and Stewardship Project at the ACEC in Billings is a collaborative partnership with Yellowstone River Parks Association, Billings School District #2, Montana State University-Billings, and several area schools.
SIRP supports state and local science education standards through an interdisciplinary approach to teaching science and environmental education. The SIRP module incorporates science and environmental education into weekly curriculum through subjects such as literature, art, and math. SIRP instructors help ensure that key material is covered and understood, assisting classroom teachers with building student skills and a knowledge base in preparation for testing. The program is designed to aid teachers in their effort to convey the importance of science concepts to their students, bringing topics to life through techniques that are often excluded in the classroom. SIRP lessons not only engage the students in natural science and environmental issues, but also the teachers by demonstrating useful methods for bringing these concepts to the table without adding stress to their workload.
Montana Watercourse (MTWC) is a statewide water education program that supports water resource decision-making and stewardship for Montana citizens. This project expands on these efforts by offering a 2-year education and service learning program that engages students in real-world investigations. In coordination with partner organizations, MWTC delivers water quality training to students and provides new components to help strengthen the ongoing volunteer water monitoring program. These events encompass targeted regional water monitoring trainings for teachers, personalized site visits, a statewide Water Summit for Students and Teachers, service-learning projects, and coordination of statewide water quality events. New school groups that join the monitoring program are trained in service projects that consist of classroom learning with real-world application to solve local watershed issues. To prepare school monitoring groups, MWTC coordinates a mentorship program comprised of experienced educators and local watershed protection groups and distributes World Wide Monitoring Kits. Students coordinate and design water monitoring and river cleanups within their local communities. Students then share this knowledge with the community through community presentations, public service announcements, and posting data on the World Water Monitoring Data Web site. Key partners included the Clark Fork Coalition, the Montana Department of Natural Resources and Conversation, the Montana Outdoor Science School, the Montana Science Teacher's Association, the Montana State University Big Sky Science Partnership, the Montana Watershed Coordination Council, and the Yellowstone River Watch.
This project provides teachers with the skills and knowledge to integrate place-based environmental education content into standard curricula and promotes inclusion of place-based environmental education content in standard district curricula. To build stewardship, communities must understand the science motivating the Upper Clark Fork Basin transformation and what average citizens can do to maintain the health of the newly restored watershed. The CFWEP, with its partners, manages and conducts the project. The audience served by this project consists of teachers working in grades 5 through 9 with an emphasis on science and math teachers. The strategy of this project is to design, promote, and deliver professional development workshops that provide teachers with existing environmental education curricula and supporting materials. Teachers gain background content knowledge on the environmental history of the watershed and the science behind ongoing reclamation and restoration. They are trained in use of environmental education content to meet state and national education standards. Environmental literacy improves in Upper Clark Fork Basin communities, resulting in increased environmental stewardship and the continued restoration and perpetual health of area ecosystems.
The Montana Watercourse and Girls Scouts of Big Sky Council partner to provide a series of trainings for Girl Scouts and their leaders on the importance of water quality issues and clean water. Trainings include water resources components for the leader training,; water education training for the residential camp counselors; and water education modules for day camp programs, providing direct education to Girl Scouts themselves and troop leaders. These trainings lead to a cadre of girls and volunteer leaders who are more aware of water quality and the importance of individual action and knowledge. In all cases, the emphasis is on empowering the leaders and their girls to think critically and to act on water resource issues that affect their daily lives.
The Institute for Journalism and Natural Resources (IJNR) is an independent, non-profit educational group that conducts expedition-style programs for selected representatives in the field of journalism. To date, IJNR has conducted 31 learning expeditions and a year-around mentoring program serving journalists in 37 states. The institute works with the U.S. Forest Service, National Park Service, U.S. Fish & Wildlife Service, EPA, the National Oceanic and Atmospheric Administration (NOAA), along with representatives in the timber, energy, and food services industries, grass roots organizations, and family-owned farms. For nine consecutive days in September, a diverse group of journalists, serving rural and urban communities in Colorado, Wyoming, Montana, Idaho, Utah, Nevada, New Mexico, Arizona, and the Dakotas, will be visiting various ecosystems. There, they learn about drilling sites, logging and grazing operations, watershed restoration projects, power plants, and wind farms. Journalists are required to improve their competence as critical thinkers and as investigators of trends. They interact with 50 expert speakers and site hosts and visiting communities such as Pinedale, Big Piney, Rock Springs, Evanston, Green River, Rifle, and Salt Lake City.
The non-profit Rim Country Land Institute (RCLI) offers educational workshops, teacher training, and community service projects in the Yellowstone County and Billings area. Education programs focus on initiatives in environmental stewardship, impacts to the prairie ecosystem, urban sprawl, and conservation easements and Smart Growth policies. This project offers teacher training sessions for state and tribal teachers in the local area; monthly student activities including community service projects; environmental workshops to increase environmental literacy; and school field trips for local schools. Partnerships have been established with Montana State University, Project WET, the Prairie Alliance, the Montana Natural History Association, the Montana Audubon Society, The Nature Conservancy – Helena Office, along with tribal representatives from the Crow Nation and Northern Cheyenne. Partnerships also have been established with federal agencies, including the Bureau of Land Management (BLM), EPA, Natural Resource Conservation Service (NRCS), and the U.S. Department of Agriculture (USDA).
The non-profit Sun River Watershed Group is dedicated to increasing environmental literacy and stewardship in the Great Falls School District for middle and high school students. This program is a joint venture of the Sun River Watershed Group, Cascade County Conservation District, and Sun River Science Club. Students learn about rivers and watersheds, and in particular issues surrounding the Missouri River and the Sun River and Teton watersheds using hands-on activities related to ecological issues in the area. Teacher seminars involve collecting and interpreting data, improving creativity, as well as developing and applying logical processes in science and environmental issues. The program also demonstrates environmental projects using the Mobile Environmental Science Lab (MESL). This small school bus has been remodeled into a mobile laboratory where demonstration kits and equipment can be transported to the students and teachers. Project curricula and materials used come from several sources, including The Montana Watercourse, Healthy Water Healthy People, Water Quality Educators Guide, and the Air & Waste Management Association's Environmental Resource Guide on Nonpoint Source Pollution Prevention.
Institutes for Journalism & Natural Resources (IJNR) conducts the Great Waters Institute for journalists. The Great Waters Institute is a 9-day expedition into rural parts of Wisconsin and Michigan that provides practical learning experiences in relevant outdoor settings. Journalists explore the conditions of forests, farms, fisheries, rivers, and lakes. They examine logging practices, watershed restoration projects, shoreline developments, and mining and Superfund sites. Along the way, they will meet and talk with expert speakers. IJNR mentors the journalists after the expedition is over.
Education for journalists about agriculture, forestry, and water quality under this project is intended to enable them to report more accurately and with more depth. Participants study logging practices, watershed restoration projects, dams, and agricultural operations during several field trips in coastal parts of Oregon, Washington, and Canada. They talk with more than 40 experts from federal and state agencies; representatives from local timber, energy, mining, and seafood companies; family farms; and grassroots environmental groups. These experts offer knowledge on all aspects of environmental issues. After the training, the institute follows up with individualized professional coaching and mentoring that lasts for at least 1 year. The goal of the project is to improve reporting on environmental issues to expand and reinforce public understanding.
The Watershed Education Network (WEN) conducts hands-on educational programs to elementary, middle, and high school students about water quality and non-point source pollution issues. Through several community outreach events, classroom activities, and field experiments, WEN empowers citizens to make decisions about local water quality and community land use practices. In addition, parents attend the special events and field experiments.
The Rocky Mountain Front is a large region where controversies currently exist regarding land subdivision, public land access, oil and gas extraction, animal grazing, water use and quality, and other environmental issues. The Sustaining the Source through Watershed Education Program is a partnership of Blackfeet Community College, Montana Watercourse, the Pondera County Conservation District, the Blackfeet Conservation District, the De La Salle Blackfeet School, the Valier Public School, the Dupuyer Elementary School, and the Boone and Crockett Club. The program is a year-long endeavor to bring together junior high school students and teachers from three underserved communities so that they can explore watershed issues and conduct three local watershed restoration and enhancement projects. Students conduct community open houses to showcase their efforts and share their knowledge about the local watershed.
Missoula County Public School District #1 is partnering with the University of Montana School of Education and Missoula Outdoor Learning Adventures to conduct the Outdoor Environmental Education Program for sixth-grade students and to provide associated training for their teachers. The objectives of this program are to integrate environmental education into the public school curriculum, offer teachers environmental education training that focuses on specific environmental issues in the Missoula area, provide students with information about environmental careers and career development, and support environmental education capacity building in Montana.
The Montana Environmental Education Association and the University of Montana are developing an Environmental Education Certification Program for the state. The program's training initiatives lay the groundwork for the implementation of higher environmental education standards across Montana. As part of the program, a Certification Summit is held to provide organizations and individuals with the opportunity to demonstrate their attainment of certain benchmarks in environmental education excellence that are outlined in a Certification Rubric. The certification program also provides training for Assinibione-Sioux tribal members who conduct environmental education programs on the Fort Peck Reservation.
In 2002, the Montana Environmental Education Association established focus groups for meetings across much of Montana. These ongoing meetings reach a diverse audience of environmental education providers over a large geographic area. The meetings are used to establish specific guidelines and a baseline understanding among environmental education providers based on the Guidelines for Excellence. In addition, the project is developing leadership in Montana's environmental education community and is increasing the skills, knowledge, and expertise of Montana's environmental education providers. The project is also increasing the legitimacy of environmental education in Montana and is laying the groundwork for a Montana environmental education certification program.
The Wildlife Education in Big Sky (WEBS) program enhances the skills of middle and high school science teachers through a combination of field-based workshops and Internet-based courses. The curriculum provides teachers with information about climate change and its impacts on the wildlife and wild lands of the northern Rockies. The WEBS program trains middle and high school science teachers living in Idaho, Montana, and Wyoming. The program also trains teachers enrolled in the Masters of Science in Science Education program at Montana State University (MSU). Key partners in this teacher-training program include Glacier National Park, the Montana Environmental Education Association, the MSU Masters of Science in Science Education program, National Biological Information Infrastructure, and the Burns Telecommunications Center.
The 2002 Environmental Education Project is a multi-tiered project involving students, teachers, and administrators from town, rural, and tribal schools. It seeks to expand the teacher training opportunities by increasing the direct work with educators and student teachers of University of Montana-Western and Salish-Kootenai Tribal College. The program expands upon current conservation education offerings, and intensifies the cultural and social contribution to the community.
The Bitteroot Ecological Awareness Environmental Presenters Program allows local expert presenters to bring the natural world into the classrooms. The fire ecology program supplements text-based curricula with experienced-based learning. It gives teachers the support of experts to refine their environmental teaching, and provide resources to encourage locally-specific and community-based education around this important community issue. As a result of this program, the student population is more informed and more interested in the ecology of their home.
The Helena Forest Foundation, through the Senior Naturalist Program (SNP), promotes conservation and environmental stewardship within community youth organizations. The program has expanded into a year-round, after-school enrichment program. By drawing upon Montana's large resource of senior retirees and youth organization needs, SNP fosters cross-generational connections and an enhanced appreciation of natural resources.
During this program, students participate in both classroom and field activities focused on the Yellowstone River and its value to the community. The goal is to increase students' knowledge of and appreciation for the river and consequently improve future decision making about the Yellowstone River. To achieve this goal, the project is designed to train certified teachers through Project WET, the Montana Watercourse workshop. Project WET uses materials from the International Fly Fishing Center to design a 2-week program for second- through sixth-grade students.
This program offers outdoor environmental education coordinated by the Missoula YMCA, in partnership with the U.S. Forest Service (USFS). During the program, community environmental issues are examined in depth, and teachers receive advanced training. Students' educational horizons are enhanced through a community-based partnership that supplements the formal curriculum.
This project improves and expands state environmental education programs using a sophisticated and comprehensive searchable information clearinghouse for environmental education resources. Based on the success of this program in Utah and Colorado, the organizational memberships have grown from 48 to 120.
The goal of the project is to establish a program that offers quality outdoor environmental education learning experiences for students in grade 6 in the Missoula area. Now in its fourth year, the program serves almost 500 students, 20 teachers, 15 college student volunteers, and several interns. The audience is reached through lessons, games, and activities adapted from established sources and programs, with classes conducted by a lead instructor and trained volunteers at an outdoor recreation area in a nearby national forest.
Montana Science Institute, Inc. provides a three-week workshop in the use, fighting, and management of forest fires and wildfires, along with remediation after such fires, for 25 at-risk high school students and community members who were affected by fires in the upper Missouri watershed during the summer of 2000.
Under the project, a "living laboratory" is developed to rehabilitate a 0.25 mile section of the streambed of Parker Canyon Creek. Students collect data on the physical, chemical, and biological water quality parameters from pre-selected investigation sites and use those data to explore the causes of changes in water quality. The Chippewa Creek Tribal Water Resources Department and the Rocky Boy Soil Conservation District use the results to establish the provisions of the water quality standards.
The institute develops and implements two sections of a summer field course that are provided to educators in 2002. The field course is offered to teachers, particularly teachers of grades 6 through 12, and college students who are considering careers in education. Designed for experiential learning, the course is conducted in the field during a week-long back-packing trip in Montana's Bitterroot Mountains. Each participant receives a curriculum packet that includes lesson plans and field-based teaching suggestions for use after the course.
Through the Environmental Presenters Program of the Bitterroot Ecological Awareness Resources Co-op, Inc. (BEAR) allows expert presenters to bring the natural world into classrooms and take students out into the natural world. The goals of the project are to supplement test-based curricula with lively, interactive, experienced-based learning; to give teachers the support of experts in refining their environmental teaching; and to transform generic environmental teaching into education specific to Bitterroot Valley. The outcome is a student population of young and old environmentalists and non-environmentalists at various income levels who is more informed about and more interested in the ecology of their home.
Through the Outdoor Discovery Core project, a portion of the schoolyard at Lewis and Clark Elementary School is developed as a wildlife habitat study area. The project is an outgrowth of the school's need to comply with new standards for educational reform mandated by the Missoula County Public Schools and the Montana Department of Education. The new standards require the use of inquiry-based learning, a teaching method that involves students in relevant problem-solving investigations. The standards specifically identify the need for inquiry-based learning in educating children about the importance of biodiversity as part of an environmental education curriculum.
Montana Audubon's Community Naturalist Program (CNP) Migratory Bird Education Project effectively links schools, community groups, and local naturalists to regional natural landscapes through a focus on the decline of neotropical migratory birds and the vital importance of riparian habitat. The program offers training for local naturalists and provides direct service to teachers in the classroom and in the field. With support from EPA in 1997 and 1998, the program was established successfully in the Helena, Montana area, in partnership with the Last Chance Audubon Society. This grant makes it possible to expand the CNP to five additional Montana communities, Hamilton, Kalispell, Great Falls, Miles City, and Billings, as well as nearby areas.
Kids Investigating Their Environment (Project KITE) uses grant money provided by EPA, along with matching funds, to provide 450 student days of environmental education, with career components, during the 2000-2001 academic year. Project KITE engages 30 at-risk middle school and high school students in a 15-day program through which they investigate water quality in the Missouri River and its tributary streams, the environmental condition of forest habitats, and historical changes that have occurred along the Missouri River corridor since the Lewis and Clark Expedition in 1805. Students have daily interactions with professionals and consultants in environmental sciences. They develop an appreciation for the work those individuals do and the preparation necessary to become involved in similar jobs as they actually conduct some of the same types of field monitoring that resource scientists perform while they work alongside those professionals.
The goal of the project is to provide comprehensive education and assistance in pollution prevention in teaching laboratories to agricultural and vocational educators (in middle schools, high schools, technical colleges, and junior colleges) in Montana. A secondary goal is to develop the program in a way that makes it easy to adapt and implement in other states throughout the nation. The objectives of the project are to increase awareness of the hazardous nature of wastes generated in agricultural and vocational teaching laboratories and their potential effects on the environment; to provide education on specific pollution prevention practices applicable to agricultural and vocational teaching laboratories; to increase awareness of existing resources, such as opportunities to take advantage of special collections material exchange programs, and recycling facilities; to provide the knowledge and materials necessary to enable agricultural and vocational educators to perform effective pollution prevention self-audits of their teaching laboratories, as well as to assist their colleagues in performing such audits; to improve practices of pollution prevention among agricultural and vocational educators; and to provide technical assistance for the duration of the project.
This project establishes and integrates an interdisciplinary schoolwide environmental education component into the mandated curriculum at Emily Dickenson Elementary School. The project is a collaborative effort of the school and the Bridger Outdoor Science School. It uses the natural resources in the vicinity of the school -- a stream, town parks, agricultural fields, and federal lands -- to teach about ecological concepts and related issues. The age-appropriate Gallatin Journey lessons provide a real world application of each of the required classroom science kits and other curriculum requirements. The Gallatin Journey serves 19 teachers, 25 parents, and 490 students in kindergarten through fifth grade at Emily Dickenson.
The project has established a year-round program that offers quality environmental education learning experiences for sixth graders in the Missoula area. The program has expanded to reach 450 students, 20 teachers, and 15 college students, who serve as volunteer instructors. The objective of the project is to develop in participants an awareness of the unique ecosystems of western Montana and the environmental issues that affect the area. Its purpose is to introduce participants to ecological concepts and environmental principles, to provide insight into the implications of personal and societal decisions about the use of natural resources, and to foster in students an attitude of stewardship for the local environment. The audience is reached through lessons and activities adapted from established sources and programs, with classes conducted at an outdoor recreation area by trained volunteer instructors.
The Montana Environmental Education Association (MEEA) maintains a World Wide Web site to expand the educational capability of its newsletter by providing information about its activities, cover stories, and resource information on-line; to provide searchable directories and bibliographies of environmental education materials; and to connect members of the association with other educators. The primary audience is the 200 members of MEEA, along with the 700 members of the Montana Geographic Alliance, who include teachers of science, social studies, and language arts in kindergarten through 12th-grade programs; educators working in informal settings; and personnel of state and federal agencies. The secondary audience is the entire educational community of Montana and on the Web.
Rocky Boy Public Schools are providing a summer environmental program to educate students in nontraditional settings and encourage them to pursue environmental careers. The program includes both classroom instruction and actual field experiments and experiences in the three predominant zones of Rocky Boy's Indian reservation, the plains, the hills, and the mountains. Students study the plant species, the water, and the geography of the three zones, as well as the effects of farming and ranching on the zones. Students present the results of their experiments to the Chippewa Cree tribal government to demonstrate to that body the harmful effects of certain ranching and farming practices that are carried out on the reservation. The purpose of the effort is to encourage the formulation of new regulations governing the management of natural resources to ensure that future generations enjoy a thriving homeland. Currently, the school district serves 574 students in kindergarten through grade 12, of whom 96 percent are American Indian, while the total population of the reservation is approximately 2,800 residents. All benefit directly or indirectly from activities conducted under the project.
The goal of the education program of the Teller Wildlife Refuge is to support the mission of the refuge by providing an outdoor classroom and resources through which students and members of the community can engage in hands-on learning about the natural world. Each year, outdoor education field trips are offered to more than 3,000 teachers and students in kindergarten through grade 12. Field sites, assistance in planning and carrying out field trips, and equipment for use in the field also are offered. Because of the success of the model, and in response to many requests from throughout the community, plans are being made to expand the program to include a pilot education program for adults and families in the community. The goals of the program are to give members of the community the opportunity to learn about the ecology of their local environment to foster understanding of the remaining natural areas in the area and support the potential for sustaining those areas.
This project trains teachers and staff volunteers to coordinate and organize field experiences and gather field data by monitoring water quality in the Missoula watershed. Elementary and middle school teachers attend a two-day training workshop that focuses on water quality monitoring techniques. Students in first through eighth grades participate in water quality monitoring at pilot project schools. The large Native American population of the Missoula watershed benefits from the project.
This project educates fourth and fifth grade teachers to develop an international sister school program with students and teachers in Oaxaca City, Mexico. Teachers and students participate in a cross-cultural study of neotropical migratory birds that breed in Montana and migrate to Oaxaca during the winter months. Students learn about neotropical migration, avian habitat needs, and basic field identification skills; they then are able to educate the general public, translating classroom learning into community education. The project explores the need for preservation of ecosystems in both countries.
This project is intended to protect Montana's ecosystems through the coordinated efforts of members of Montana Audobon, Inc., focused on the conservation of birds, other wildlife, and natural communities for the benefit of future generations. The project provides workshops to reach public and private school teachers and students and their families, as well as other members of the community. Other workshops introduce teachers to bird conservation curricula to be used in the classroom. The project includes field exploration for families, public lectures, and slide presentations on bird conservation for the community.
This project addresses new science and geography standards by making available environmental education materials and information. Educational information distributed in newsletters encourages community members to adapt activities to be included in environmental education. Science, social studies, and language arts at the kindergarten through grade 12 levels; educators working in informal settings; and personnel of state and federal agencies participate in preparing the newsletter, which is distributed at environmental workshops and conferences.
This project educates teachers, pre-service teachers, and college students about environmental issues to improve their environmental education teaching skills. The target audience of this project is fourth grade teachers in Missoula County. Workshops focus on topics related to biodiversity and involve local scientists. The training provides the instructors the skills they need to teach in formal settings about environmental issues and to encourage environmental careers. The teacher training incorporates outdoor activities, mentorship by scientists, and action projects and teaches the participants how to integrate existing environmental curricula into their classroom programs.
This project educates Gallatin County students and their families about ecological processes and interactions between owls and their community. To encourage wise stewardship, information based on scientific research is made accessible to the general public. The project also is tied to owl conservation and measures the effects of conservation on the health of the ecosystem in the community.
The Missoula Community Environmental Education Program is a year-round project that offers quality learning experiences in environmental education. More than 100,000 residents of the community have the opportunity to take part in the program's outdoor sessions, during which experienced instructors lead educational activities that vary in length from one hour to one day. The instructors demonstrate and disseminate field-tested curricula developed under other programs, borrowing primarily from established sources. They focus the learning experiences on issues related to the environment and natural resources of western Montana.
The Integrated Ecosystem Conservation Framework project develops and demonstrates a new, balanced, integrative teacher training course outline for environmental education. The primary goals of the project are improvement of skills in teaching environmental subjects among middle- and high-school teachers and improvement of teacher-training skills in the same area among faculty members at the University of Montana. A pilot workshop demonstrates materials and teaches educators how to use them and evaluate them. Problems addressed through the curriculum include polarization and conflict among such environmental issues as those related to endangered species, harvesting of timber, reintroduction of bear and wolf populations, and water quality. In addressing such issues, the project focuses on teaching critical-thinking and problem-solving skills. Under long-term plans, the revised curriculum will be offered as a two- to four-credit course through the continuing education summer program at the university. Primary partners in the project are the Boone & Crockett Conservation Education Program, the Western Montana Ecosystem Management Learning Center Program, and the Missoula Curriculum Consortium.
The purpose of this project is to establish a natural resources camp to educate the general public and promote environmental careers for the youth on the reservation. Presentations provide a hands-on learning experience to increase knowledge of environmental issues. This project educates the students, parents, and volunteers about natural resource issues important on the Blackfeet Indian Reservation.
This project is for kindergarten through 12th grade teachers. It develops state capacity for promoting environmental education and outdoor education. Teachers learn ways to infuse environmental education into existing curricula. Efforts are being made to secure participation by Native American teachers.
This project creates an electronic home and garden center which uses state-of-the-art communication measures to educate and modify homeowner behavior. The project provides research-based, un-biased information to teach homeowners to solve their own landscape, home, and garden problems through multi-disciplinary approaches.
This pollution prevention project, focused in the Yellowstone County community, motivates and increases the level of citizen involvement in environmental issues. Citizens adopt strategies to reduce or prevent health impacts from various forms of pollution.
The Salish Kootenai College project educates the population of Arlee, Montana about the human health problems that will result from an unsafe drinking source for the community. Participants in the Flathead Indian Reservation Pollution Prevention Education Program are developing a public outreach program using local media to spark interest and curiosity among Arlee residents about the quality of their water. They also are developing pollution prevention education workshops to educate the community about the threats to their water supply and discuss potential strategies to protect it. Finally, the program offers technical support to the Arlee community to implement their pollution control strategies. The target audience is the general population of 489 residents in Arlee on the Flathead Indian Reservation, half of whom are Native American. The project uses existing partnerships and can be duplicated on other reservations.
The funds from this grant will support Project WET, a leadership training and network building initiative in EPA Region 8.
The purpose of this project is to train 30 teachers, who will reach 800 students, in a holistic approach to environmental education through the ECOSYSTEM curricula. The project will result in the development of the "Pioneering Discoveries curriculum and three teacher workshops in 1995 that focus on natural resources protection and conservation.
The purpose of this project is to encourage students in grades 4 through 8 and educators to take an investigative and scientific approach to understanding the influence of lead as an environmental substance. Health department staff will go into the classroom to explain about lead in our environment, suggest projects for discovering more about the effects of lead, and offer assistance to develop these projects. The grant funds will be used for awards given through a regional science fair.
The purpose of this project is to extend a pilot outreach program to rural school districts to further the integration of environmental education into the kindergarten through 12th grade curriculum. The project seeks to expand the Resource Lending Library, install a toll-free telephone line, conduct five to eight additional residencies in rural schools, and conduct five to eight additional in-service programs for teachers around the state.
This project will add educational materials to an existing set of three kits on the subject of air pollution in the Missoula Valley. The project also will provide funding for a Missoula-based non-profit organization to administer a program where local teachers may borrow the kits for classroom use free of charge.
The primary purpose of this project is to involve community and tribal volunteers in environmental education by providing them with the tools, training, and follow-up support necessary to reach the public in rural isolated areas through a program that will be created, marketed, implemented, and evaluated in Montana.
The purpose of this project is to develop curriculum and field trip opportunities that will focus on the study of grizzly bear ecology followed by the investigation into and comparison of two sub-groups of the grizzly bear population.
This project will involve sixth graders conducting habitat analysis of the Yellowstone ecosystem.
This program will focus on educating children in the prevention of lead poisoning.
The grant funds the development of kits for studying air pollution in the valley.
This project focuses on increasing the general public's knowledge and understanding of environmental issues and ecological principles by enhancing the skills and curricula of educators and by building a statewide network of educators committed to integrating environmental education into existing school curricula.
This grant funds a project for representatives of educational institutions to establish a partnership for environmental technology education in the Northwest region.


text:
Q: Java SWT's equivalent of WPF's itemtemplate? Is it possible to display a list of items with a custom item template such as one can do in WPF, by specifying a Listbox Itemtemplate? Say i'm looking to display a list of Person instances, each with a name, age and a picture. Each listitem would have eq. a Label for name, age and an image area for the picture.

A: you can use for this purpose Composite class, or some derivation of this class. Here is how i make it:
public class UiTransaction {

private String sFirstlabel;
private String sSecondlabel;

public UiTransaction(String sFirstlabel, String sSecondlabel) {
    this.sFirstlabel = sFirstlabel;
    this.sSecondlabel = sSecondlabel;
}

public Composite getComposite(Composite composite, int style){
    return new SpecificComposite(composite,style);
}
class SpecificComposite extends Composite {

    public SpecificComposite(final Composite composite, int style) {
        super(composite, style);
        Label lblFirstlabel = new Label(this, SWT.NONE);
        lblFirstlabel.setBounds(10, 10, 275, 15);
        lblFirstlabel.setText(sFirstlabel);

        Label lblSecondlabel = new Label(this, SWT.NONE);
        lblSecondlabel.setBounds(10, 31, 275, 15);
        lblSecondlabel.setText(sSecondlabel);

    }

}

}
After that you can use ScrolledComposite for displaying this custom Composite.

redpajama_set_name: RedPajamaStackExchange


We are pleased to inform you that, as far as catering is concerned, we cooperate with several catering suppliers who provide the highest quality of food and service.
We will be thrilled to organise basic catering services for you, such as coffee breaks or lunch, as well as more demanding undertakings such as banquets or galas with culinary shows, themed food stands and barman shows.
Simultaneously, we are happy to inform you that Browar Obywatelski is the exclusive supplier of Tichauer Lager to the International Congress Centre and Spodek.


text:
"This Random World" Cast List
January 7, 2022 Steven BeckinghamUncategorized
This one was a hard, hard, hard one to cast. Well done and congrats to all.
The following people, please meet at 3:30 on Monday Jan 10 for a read through/table work. We will go until 6. Production Stage Manager, Cate Berry, will eventually email about scheduling and calendar access.
Scottie Ward GRACE FURROW
Tim Ward IAN KRUBEL
Beth Ward RACHEL DUMAS
Bernadette AINSLIE O'CONNOR
Rhonda LAINEY SHEVLIN
Claire ELLIE SEWARD
Gary EVAN McCREARY
"This Random World" Callbacks
Thank you to all who took the leap and auditioned! I saw/heard some really wonderful stuff. If you are not on the following callback list, please do not feel discouraged…We hope to see you at SHORTS 22 auditions at the end of March. The following people, please arrive at the black box tomorrow, Jan 6, at 3:30. Callbacks will go until 6pm (see below for callback sides).
Scottie Ward
Grace Furrow, Max Chenier, Ainslie O'Connor
Tim Ward/Man
Jesse Kohler, Evan McCreary
Beth Ward
Rachel Dumas, Lainey Shevlin
Sofia Gomez, Lainey Shevlin, Malaika Ruirie, Ainslie O'Connor, Hailey Cyphers
Grace Furrow, Malaika Ruirie, Elizabeth Meyers
Ellie Seward, Max Chenier
Hunter Turney, Evan McCreary
CALLBACK SIDES:
Please look over and familiarize yourselves. You will be paired up with multiple people. You will likely not read the entire scene during the audition.
Scottie & Bernadette – pgs 16-18
Claire & Gary – pgs. 18-21
Rhonda & Scottie – pgs. 35-37
Tim & Beth – pg. 12 from Beth's "You should have tissues" to end of pg 13.
"This Random World" Auditions
December 22, 2021 December 22, 2021 Steven BeckinghamUncategorized
This Random World
By Steven Dietz
"l want to be just beside my life. Because maybe right beside my life everything makes sense. Maybe there … everything connects."
We want to believe that serendipity brings us together; but is that Just a myth? Mining the comedy of missed connections, THIS RANDOM WORLD asks the serious question of how often we travel parallel paths throughout the world without noticing. From an ailing woman who plans one final trip, to her daughter planning one great escape and her son falling prey to a prank gone wrong, this funny, intimate, and heartbreaking play explores the lives that may be happening just out of reach of ow· own.
Scottie Ward – a woman in her 70s, she is private, quite withheld, intelligent, dry-witted, formal, but not a classic matriarch; she is sassy, feisty, enjoys a full, enriched world beyond the knowledge of her children.
Tim Ward/Man – a man in his late 20s, brother to Beth, son to Scottie; his girlfriend has broken up with him, his work is not going well, he is trying to figure things out. At his sister's suggestion, he puts a fake obituary into the paper and then can't seem to take it back; he is sweet, a bit of a loser, still struggling to find himself, but it's time he grew up.
Beth Ward – a woman in her late 30s, sister to Tim, daughter to Scottie; generally obsessed with controlling her life, and her death, she is about to travel to Nepal…to go off radar and (maybe) to let go of the control; her defense is her best offense, she is appealing, likeable, but loud and sometimes overbearing.
Bernadette – Scottie's aide, 30s, she is competent, reserved, but has energy and determination; starts to turn it loose when she can't contact Scottie's kids.
Rhonda – Bernadette's younger sister, late 20s, she has become mystical since her mother's passing, wants to believe in more than just this life, misses her mother.
Claire – late 20s, Tim's ex-girlfriend, she never quite moved on after they ended their high school romance, which was the practical thing to do. She is a strong and confident, not a fragile flower but has a bit of guile; hides the noise around her. Slightly haunting quality.
Gary – 30s, Claire's ex-boyfriend, he breaks up with her because she cannot live in the present; he takes a trip to Nepal in order to find excitement, but it doesn't work out well for him.
Tech week begins March 1. Opening night is March 4, then March 5, 10, 11, 12. Rehearsal will be 4 days a week beginning Jan 10 (read through and table work).
AUDITION DETAILS
Please fill out an audition form prior to auditions
TRW-Audition-FormDownload
Auditions will be held in the black box on January 5, 2022 from 3:30pm – 6pm. You can leave once you have auditioned.
Please prepare one chosen side. It does not have to be memorized, but please familiarize yourself with it the best you can.
A callback list will be posted here the evening of Jan 5. Callbacks will be on Jan 6.
The cast will be posted the evening of Jan 6.
This-Random-WorldDownload
(a member of stage management will read other characters)
Tim & Beth: pgs 9-12, begin with Tim's "Beth, you are not dying!" End with Beth's "I told you this, I sent you a link"
Scottie & Bernadette: pgs. 16-18
Claire: pgs. 27-28 (monologue)
Gary: pgs. 29-31 end with Gary's "I can feel my toes, most of them."
Rhonda: pgs. 22-23, end with Tim's "I didn't come to see you Rhonda."
Live improv (not improve) is back at West Linn High School, Friday 12/17 and Saturday 12/18. Eric Nepom, esteemed lion tamer, has been working with theatre students on characterization, collaboration, and on-the-spot storytelling. With lights, sound, pantomimed horse riding, and even a very abridged improvised version of A Christmas Carol, you are sure to find at least one moment to laugh at. Tickets are $7 and must be purchased in advance. Go to http://www.wlhstheatre.org/show-one/tickets/ .
The initial meeting that was scheduled for Wednesday Nov 17 from 3:30-5pm is now canceled. The meeting will be rescheduled to the week after Thanksgiving break.
The Den Improv Troupe!!
IMPROV TROUPE TIME!!!!!
The first meeting will be next week, Wednesday Nov 17 from 3:30-5 in the black box. We want people with all levels of experience….especially if you have never done it before!
Improv Night performances are December 17 & 18.
Tickets for The Pirates of Penzance!
Tickets for our fall musical, "The Pirates of Penzance" go on sale this Halloween Sunday, 10/31! Purchase online at https://www.tix.com/ticket-sales/wlhs/1101. You can also call the box office for hours – 503.673.7939.
Presenting the rollicking classic operetta……but set in the 1950s! Think, "The Outsiders" meets Annette and Frankie's "Beach Party." Frederic, a junior "pirate", has fulfilled his indenture, and leaves his rebellious gang. But instead of sticking with Ruth, his nurse-maid, he falls for the beatnik beauty, Mabel. Amid Fred and Mabel's courtship, the "pirate" gang return to confront Fred, Mabel, Mabel's sisters, and their father, "Major" General Stanley. A goofy gaggle of Lifeguard Police, and their Sergeant, arrive on the scene, attempting to save the day. Accompanied by the WLHS Symphonic Choir and members of the WLHS Orchestra and Symphonic Band, the production promises to be an energetic and humorous dive back into live theatre. We cordially invite you to safely join the party November 12, 13, 18, 19, or 20 at 7pm.
We appreciate you following these WLWV District guidelines when you attend:
1) Masks must be worn at all times (5 yrs and older) in the lobby and seating area.
2) No food or drink, including water, may be consumed in the seating area or lobby (with exception of the drinking fountains.)
3) Please distance family groups/households from each other. The seating chart for each performance will be designed with empty seats between groups. If you are not able to accommodate your party in available seats, please contact Annie Kaiser at kaisera@wlwv.k12.or.us
DRAMARAMA Today!!!
September 29, 2021 Steven BeckinghamUncategorized
Come join Thespian Troupe 1915 for info, games, and a drawing to win 2 complimentary tickets for the entire WLHS Theatre season! We will also be joining choir folks for a friendly game of kick ball!
1.30 on the Tennis courts!
Tech Interest Form
September 13, 2021 September 13, 2021 Steven BeckinghamUncategorized
Please complete this form if you have any interest in a tech role this theatre season: https://forms.gle/KLaypBXkFwgpUJ2v5
Please know that just filling out this form does not guarantee you will tech this year.

redpajama_set_name: RedPajamaCommonCrawl


text:
1 definition by N.A.P.
Lynn Nolan Ryan "The Express"
The best strikeout pitcher who ever played baseball. With a career that spanned 27 years, The Express became known for his blazing fastball (known to be 104 miles per hour at times) and incredible endurance. As a young pitcher, Nolan Ryan seemed to be doomed for mediocrity, but in latter half of his career, his amazing strikeout capability and capacity to throw no-hitters ensured his place in the Hall of Fame. As a win's pitcher, Nolan Ryan is one of the few members of the 300-wins club, and nearly had as many wins as losses (324-292), however, his 5,714 strikeouts is a record considered by many baseball fans, as untouchable.
Nolan Ryan also achieved fame in his fighting ability when the mound was charged by a batter, as is evident in a famous fight against Robin Ventura, who was 26 years old when he charged a 46 year old Ryan after being nailed with a fastball. Ryan put him in a headlock and punched him repeatedly.
Nolan Ryan is the all-time leader in strikeouts in Major League Baseball.
by N.A.P. July 14, 2006
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The Andrews Labor Government will build more than 70 new car parking spaces at Epping Station as part of the biggest one-off boost to train station parking in Victoria's history.
The Victorian Budget 2018/19 will provide $60 million to build more than 2,000 new parking spaces, deliver more secure storage facilities for cyclists and improve access for pedestrians at key stations across Melbourne.
The funding will boost will deliver 74 new parking spaces at Epping Station – a significant increase on the 40 spaces currently available.
Parking at Belgrave, Sandown Park and Craigieburn stations will also be boosted, and other stations will be considered for upgrades as part of the package.
The extra spaces mean commuters will no longer clog up neighbouring streets with their cars and will free up more car parking for local traders, shoppers and residents.
The extra spaces add to the more than 3,000 new and upgraded car parks the Labor Government has built at metropolitan and regional train stations over the past three years to help more commuters get a car park when they take the train.
Sites were chosen based on current capacity and demand, available transport land and population growth area data.
For more information, visit victrack.com.au/carparkupgrades.


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perth royal infirmary street map
perth Pictures
Street Map of Perth Royal Infirmary
Perth Royal Infirmary Satellite Image
Perth Royal Infirmary Weather Map
Perth Royal Infirmary Street View
Scone Camping and Caravanning Club Site
situated in Scone and 4.8 miles away, as the crow flies.
Grand Eagles
situated in Auchterarder and 22.3 miles away, as the crow flies.
The Erigmore Estate
situated in Dunkeld and 24.8 miles away, as the crow flies.
Gallowhill Farm
situated in Kinross and 25.7 miles away, as the crow flies.


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Q: How to pass multiple variables? I have a variable:
var options = {'transition-duration': dataspeed + 'ms',
'transition-timing-function': dataeasing,
'transition-delay': datadelay + 'ms'};

Then I'm trying to use this variable in:
$(this).css({'opacity':'1'}, options);

The opacity works fine but the variable options are not passed.

A: Simply use
 $(this).css({'opacity':'1'}).css(options);

A: You can also merge both objects:
$(this).css($.extend({'opacity':'1'}, options));


NACEX is specialized in the express delivery of parcels and documentation, and is a leader in the Express Courier sector in Spain, Andorra and Portugal, thanks to the high quality of its services and the use of the most advanced technology, at the service of its clients. Since 2002, it has been part of Logista Group, the leading distributor of products and services to local businesses in Southern Europe.
NACEX seeks to guarantee the peace of mind of its clients and, therefore, uses the most advanced technology in all its processes and services for one clear objective: to gain their trust.
Under this premise, NACEX not only seeks to ensure the comprehensive security of its facilities and goods, but has gone one step further and has equipped its facilities with an intelligent artificial vision system that records the package classification process using a video surveillance system to ensure the traceability and tracking of the packages that pass through its facilities.
In 2016, it inaugurated its logistics hub located on a 7,300 m2 plot of land in Barberá del Vallés (Barcelona), built using state-of-the-art technology. The facilities include a warehouse that holds 4,000 pallets and enough bays for 40 vans and 20 trucks.
The video surveillance system is formed by over 50 SCATI EYE 3-megapixel bullet cameras. These cameras include WDR (Wide Dynamic Range), an electronic component capable of managing backlight and/or sudden changes in brightness in the area when the outer doors are opened so that the packages can be placed in the goods transport.
WDR is essential for an extremely clear view of the image and even allows for the license plate of the vehicle collecting each of the packages to be seen.
The cameras are managed from two audio and video recording and editing platforms from the SCATI ENTERPRISE range, especially designed for large, distributed facilities such as logistics hubs.
More specifically, these video recorders manage up to 32 megapixel cameras per unit and include RAID6 storage of up to 32 TB.
The cameras and equipment are managed remotely from the NACEX central offices in Coslada (Madrid). Thanks to the SCATI control center applications, NACEX is able to view real-time images and recorded video, export videos, receive and manage events and alarms by group and time, remotely configure recorders, monitor video arrays and manage diagrams.
The video surveillance system also includes the installation of a professional 4-screen wall monitoring system for a live view of up to 36 cameras at the same time, guaranteeing the security of the facility at all times.
NACEX has trusted SCATI not only because it is able to offer a video surveillance system that meets its security requirements, but also because it is capable of offering a customized solution that can be integrated into its warehouse management system, ensuring the traceability of each package.
SCATI PARCEL is the package tracking solution in automatic classification systems. Thanks to this tool, the center can control the route travelled by the packages, from their introduction into the indexers to the processing and delivery of packages to the corresponding outgoing ramp. All information processed is stored in a database that includes data relating to the shipment number, delivery note, weight, etc. and the time instants of the package used to ensure the tracking of each package. Thanks to SCATI PARCEL, NACEX is able to track the goods with high-definition images, associating the video to logistics processes such as picking, classification, incomings and outgoings and testing in the event of a client complaint. The solution provided by SCATI also includes an LPR (License Plate Recognition) system.
Implementation of the SCATI solution in these facilities guarantees employee security and increases the control and monitoring of the industrial processes. This also means that complaints can be solved quickly and efficiently and an improved technological image given by Nacex to its clients and employees.
With these tools, the courier business that moves over 8,000 packages per hour in its facilities, is capable of dealing with a complex environment, avoiding losses and possible theft.
With the integration and synchronization of the video system and the package management system, video can be associated to the complete route of the package or envelope, and custom searches can be made for packages by order number, destination, etc. using the web application.
Thanks to SCATI PARCEL, the logistics centers meet a double objective: on one hand, they have a security system which acts as a powerful deterrent against crime and, should it occur, it provides easy access to recorded images associated to the goods. On the other hand, they have a highly useful tool for Operations Management aimed at process control and complaint management.


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In cryptography, a nonce is an arbitrary number that can be used just once in a cryptographic communication. It is often a random or pseudo-random number issued in an authentication protocol to ensure that old communications cannot be reused in replay attacks. They can also be useful as initialization vectors and in cryptographic hash functions.

Definition
A nonce is an arbitrary number used only once in a cryptographic communication, in the spirit of a nonce word. They are often random or pseudo-random numbers. Many nonces also include a timestamp to ensure exact timeliness, though this requires clock synchronisation between organisations. The addition of a client nonce ("cnonce") helps to improve the security in some ways as implemented in digest access authentication. To ensure that a nonce is used only once, it should be time-variant (including a suitably fine-grained timestamp in its value), or generated with enough random bits to ensure a  insignificantly low chance of repeating a previously generated value. Some authors define pseudo-randomness (or unpredictability) as a requirement for a nonce.

Nonce is a word dating back to Middle English for something only used once or temporarily (often with the construction "for the nonce"). It descends from the construction "then anes" ("the one [purpose]"). A false etymology claiming it to mean "number used once" is incorrect. In Britain the term may be avoided as "nonce" in modern British English means a paedophile.

Usage

Authentication
Authentication protocols may use nonces to ensure that old communications cannot be reused in replay attacks. For instance, nonces are used in HTTP digest access authentication to calculate an MD5 digest of the password. The nonces are different each time the 401 authentication challenge response code is presented, thus making replay attacks virtually impossible. The scenario of ordering products over the Internet can provide an example of the usefulness of nonces in replay attacks. An attacker could take the encrypted information and—without needing to decrypt—could continue to send a particular order to the supplier, thereby ordering products over and over again under the same name and purchase information. The nonce is used to give 'originality' to a given message so that if the company receives any other orders from the same person with the same nonce, it will discard those as invalid orders.

A nonce may be used to ensure security for a stream cipher.  Where the same key is used for more than one message and then a different nonce is used to ensure that the keystream is different for different messages encrypted with that key; often the message number is used.

Secret nonce values are used by the Lamport signature scheme as a signer-side secret which can be selectively revealed for comparison to public hashes for signature creation and verification.

Initialization vectors
Initialization vectors may be referred to as nonces, as they are typically random or pseudo-random.

Hashing
Nonces are used in proof-of-work systems to vary the input to a cryptographic hash function so as to obtain a hash for a certain input that fulfils certain arbitrary conditions. In doing so, it becomes far more difficult to create a "desirable" hash than to verify it, shifting the burden of work onto one side of a transaction or system. For example, proof of work, using hash functions, was considered as a means to combat email spam by forcing email senders to find a hash value for the email (which included a timestamp to prevent pre-computation of useful hashes for later use) that had an arbitrary number of leading zeroes, by hashing the same input with a large number of values until a "desirable" hash was obtained.

Similarly, the bitcoin blockchain hashing algorithm can be tuned to an arbitrary difficulty by changing the required minimum/maximum value of the hash so that the number of bitcoins awarded for new blocks does not increase linearly with increased network computation power as new users join. This is likewise achieved by forcing bitcoin miners to add nonce values to the value being hashed to change the hash algorithm output. As cryptographic hash algorithms cannot easily be predicted based on their inputs, this makes the act of blockchain hashing and the possibility of being awarded bitcoins something of a lottery, where the first "miner" to find a nonce that delivers a desirable hash is awarded bitcoins.

See also
 Key stretching
 Salt (cryptography)
 Nonce word

References

External links
  – HTTP Authentication: Basic and Digest Access Authentication
  – Robust Explicit Congestion Notification (ECN) Signaling with Nonces
  – UMAC: Message Authentication Code using Universal Hashing
 Web Services Security

Cryptography

redpajama_set_name: RedPajamaWikipedia


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Mexico, a Country in Crisis, Needs a Fix the Size of the Marshall Plan
Mexico's deep-seated crime and corruption will not be cured by authoritarianism or a useless 'war on drugs.'
John M. Ackerman
Updated Jul. 13, 2017 11:48PM ET / Published Dec. 09, 2011 4:45AM ET
Bernandino Hernandez / AP Photo
Saadi Gaddafi´s plan to seek refuge in Mexico is a direct consequence of the U.S. backed "war on drugs." The effort to eliminate the drug cartels by brute force instead of through intelligent strategic planning has weakened Mexico´s institutions to such an extent that the country now has turned into a safe haven for international criminals. The typical knee-jerk reaction to such news, calling for increased military intervention to stop the "terrorists" and "insurgents" south of the Rio Grande, will only make things worse. It is high time for rational thinking finally to predominate over macho saber-rattling when dealing with the Mexican humanitarian crisis, which has taken more than 50,000 lives, displaced 230,000 persons and "disappeared" another 10,000 over the past five years.
The idea that Mexico´s President Felipe Calderón has conducted a "frontal attack" against the drug cartels is patently false. There are no signs that organized crime actually has been weakened since the present Mexican president came to power in 2006. To the contrary, the cultivation and use of drugs in Mexico has risen dramatically, organized crime groups now have more firepower than ever before, money is freely laundered in the country and the impunity rate has reached an historic high, with, at most, 5 percent of all crimes receiving punishment.
All that Calderón´s U.S. backed tactics have achieved is the detonation of an increasingly violent "arms race" in which the drug cartels need to kill more ruthlessly and bribe government officials more aggressively in order to maintain their market shares. As long as drugs remain illegal and assault weapons are freely available in the United States, the short-sighted militarized tactics implemented today will only lead to an increase in the carnage. In addition, President Barack Obama´s crackdown on illegal migration has had the effect of increasing the power of human smugglers linked to organized crime by making their services more needed and valuable than ever before.
The only way out is for the United States to invest in the future of North America by launching an aggressive economic investment and reconstruction program for Mexico, similar to the Marshall Plan in post-war Europe. Real per capita income growth has been almost nonexistent over the past three decades in Mexico. The recent global financial crisis has taken a heavy toll on the country, with the economy losing 6.1 percent of its GDP during 2009 alone. This has led to the creation of a vast reserve army of unemployed youth who are easy prey for the drug cartels.
The combination of economic crisis and increasing insecurity also poses political risks. According to this year´s LatinBarometer scores, only 23 percent of Mexicans are satisfied with the way in which democracy works. This puts Mexico in a dead tie with Guatemala for last place in Latin America. Mexicans are also worrisomely tolerant of the participation of the military in both law enforcement activities and politics. Only 53 percent reject out of hand the possibility of a military government taking power.
Instead of responding to this delicate situation by strengthening institutions and consolidating democratic politics, Calderón has stubbornly stuck to his guns and aggressively silenced his critics. For instance, through full-page spreads in leading national newspapers and prime-time interviews on TV news programs he has pounded his fist on the table and threatened to "take legal action" against the over 20,000 Mexican citizens who have brought a petition to the International Criminal Court in The Hague to investigate the probable commission of crimes against humanity and war crimes in the country. The petition asks the court to help combat impunity in Mexico by investigating the responsibility of both drug cartels and top government officials for the present situation. But instead of welcoming this international attention and support, the Mexican president has reacted like a typical authoritarian leader by publicly intimidating and discrediting the petitioners. Meanwhile, in the last week alone, two leading human-rights activists have been assassinated and another brutally assaulted precisely for reporting on crimes which involve government complicity.
On July 1, 2012 Mexico will elect a new president for a six-year term beginning the following December. Independently of who wins the election, this is a crucial historical moment to change the terms of the relationship between Mexico and the United States. The fact that Muammar Gaddafi´s son thought he would be able to hideout safely only a thousand miles from the U.S. border, speaks eloquently to the profound political decay south of the Rio Grande and the failure of the militarized "drug war" during the Calderón administration. It is time for the U.S. to stop blindly supporting the Mexican government´s heavy-handed authoritarian tactics, and change course to directly help the Mexican people in their struggle to construct a thriving new economic and political system.


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Super Nova is the twelfth album by Wayne Shorter, recorded in 1969 and released on the Blue Note label. The album features five originals by Shorter and an arrangement of "Dindi"  by Antônio Carlos Jobim. "Water Babies", "Capricorn" and "Sweet Pea" were originally recorded in 1967 during sessions with Miles Davis that would eventually be released in 1976 as the album Water Babies.

Keyboardist Chick Corea appears on drums rather than his typical role, and bassist Walter Booker plays acoustic guitar on "Dindi".

Reception
The Allmusic review by Scott Yanow awarded the album 4 stars, stating: "The influence of Miles Davis' early fusion period is felt throughout the music but there is nothing derivative about the often-surprising results. As with Wayne Shorter's best albums, this set rewards repeated listenings.".

Track listing
All compositions by Wayne Shorter except where noted.

 "Supernova" – 4:52
 "Swee-Pea" – 4:36
 "Dindi" (Antônio Carlos Jobim) – 9:35
 "Water Babies" – 4:53
 "Capricorn" – 7:47
 "More Than Human" – 6:12

Note
Recorded August 29 (1, 2, 4 & 5) and September 2 (3 & 6), 1969.

Personnel
Wayne Shorter – soprano saxophone
John McLaughlin – acoustic and electric guitar (1, 2, 4, 5)
Sonny Sharrock – electric guitar
Chick Corea – drums, vibes
Miroslav Vitouš – bass
Jack DeJohnette – drums, kalimba
Airto Moreira – percussion
Walter Booker – acoustic guitar ("Dindi")
 Maria Booker – vocals ("Dindi")
Niels Jakobsen – claves

References

1969 albums
Blue Note Records albums
Wayne Shorter albums
Albums produced by Alfred Lion