text:
Rules on House Arrest in Canada
Reviewed by: Michelle Seidel, B.Sc., LL.B., MBA
By: Christopher Herhalt
Petition to a Judge for Leniency
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House arrest for crimes in Canada began in 1996 as the Canadian government feared that continued use of prison sentences would strain the corrections system. The Canadian system uses house arrest only in lieu of jail terms of two years or less. Canada's Criminal Code justifies the use of house arrest by saying that "an offender should not be deprived of liberty, if less restrictive sanctions may be appropriate in the circumstances."
Use of House Arrest
Generally, judges only sentence offenders to house arrest in cases where the court establishes that the offender poses little threat to the community. The court must also make sure the sentence of house arrest fulfills five conditions set forth in Section 718 of the Criminal Code of Canada. These are: that sentence will deter unlawful conduct; the sentence will deter the offender from committing more crimes; the sentence will rehabilitate the offender; the sentence will provide reparations to the victims of the offender's crimes; and that the offense will promote responsible action in the offender's future. Judges cannot use house arrest for crimes whose punishments have mandatory minimum sentences or crimes punishable by 10 years or more in prison.
The conditions of an offender's house arrest vary with the circumstances and severity of the crime. Those sentenced to house arrest must not commit any more crimes, must appear before the court when asked, must report to a supervisor within two days of beginning the sentence and report back to the supervisor whenever necessary. He may also need to alert the court if he changes jobs or leaves the city where he usually resides.
Terms of House Arrest
It is implied that the offender will remain in the "house" where the house arrest sentence will be served. However, she could also be allowed certain outside privileges for work, study or medical reasons. She may even be given a simple curfew. The court may force the offender to abstain from all drugs and alcohol, from purchasing anything the Criminal Code defines as a weapon or perform up to 240 hours of community service during the term of the sentence. The court may order an offender to attend rehab or mandate that the offender care for her dependents. If an offender violates the terms of her house arrest, the judge could send her to jail.
Canadian Department of Justice: The Criminal Code of Canada, Sections 717-719 and 742.3
Kostman & Pyzer Barristers: Conditional Sentences of House Arrest
Canadian Department of Justice: Government Introduces Bill to End House Arrest
Conditional Sentence Order (CSO) / House Arrest
Conditional sentence ("house arrest")
Christopher Herhalt has been writing for print and web since 2008. He has been published in "The Charlatan" newspaper of Ottawa and "The Tehran Times" of Tehran, Iran. Herhalt received the Carleton University School of Journalism's K. Phyllis Wilson Award for excellence after his first year of study. He is enrolled in the Honors Bachelor of Journalism program at Carleton University in Ottawa, Ontario, Canada.
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Non-partisan information on attitudes to how Scotland and the UK should be governed
YouGov Put No (Narrowly) Ahead Again
Posted on 12th September 2014 by John Curtice
The reporting of polls can sometimes be a curious affair. Only last week a poll from YouGov that put Yes on 47% and No on 53% (after Don't Knows were excluded) was widely reported as a hammer blow for the No side. Today we have another poll from the same company that puts Yes slightly higher than last week, and this has been widely reported as a major disappointment for Alex Salmond.
Today's poll, conducted jointly for The Times and The Sun, puts Yes on 45%, No on 50%. That represents a two point drop in Yes support since YouGov's previous poll, for which the fieldwork was undertaken towards the back end of last week, and a five point increase in No support. Once the (now very small number) of undecided voters are omitted, Yes are on 48%, No on 52%, representing a three point swing to No. So whereas Yes were narrowly ahead (for the first and so far still only time) in the company's previous poll, now the No side's lead is narrowly restored.
In one sense the disappointment of this poll for the Yes side is obvious. YouGov's three previous polls had all shown successive increases in Yes support, thereby suggesting that the Yes side had a continuing 'momentum' that might take it on to victory. Now its progress has been checked, suggesting that voters are not simply turning in their direction in ever growing numbers.
But this is also yet another poll that suggests that the referendum race is an awfully lot tighter now than it once was, albeit with No apparently still narrowly ahead. That matters, given the doubt about whether a swing has actually occurred created by the failure of both Panelbase and Survation in their two most recent polls to identify one.
Moreover, we had further evidence last night that Yes are now in a stronger position than they were during most of the summer from a poll of the south of Scotland alone conducted for ITV Border by ComRes. As two previous such polls have demonstrated, this part of Scotland is hardly fertile soil for the Yes side. But at 33%, the Yes vote (once Don't Knows are excluded) is three points higher now than when ComRes last polled in the region in June.
One feature of today's YouGov poll on which some have alighted is that support for independence amongst women is down five points (from 47% to 42%) on the company's previous poll, whereas amongst men it has fallen by just a point (from 55% to 54%). In its coverage of the poll, The Times suggests that women in particular may have become more concerned about the deleterious consequences that the No side believes independence would bring. More likely, the finding suggests that previous speculation that the gender gap has narrowed was premature. The 12 point gap in today's poll is exactly the same as it was in the YouGov poll in early August that put Yes support on 39%.
One other feature of the demographics of today's poll should be noted. As compared with YouGov's previous poll, Yes support has fallen by far the most (by 13 points) amongst the youngest age group. Such a pattern always raises a few alarm bells, as all polls struggle to interview young voters and thus upweight those they do manage to interview quite considerably. However, the difficulty in securing interviews with young voters means that any poll's estimate of how those in that age group are going to vote can vary rather a lot simply as a consequence of the random variation to which all polls are subject. This perhaps is further reason for not overinterpreting the three point decline in Yes support in the poll as a whole.
One other trend of note on today's poll is that the sharp rise in optimism about the economic consequences of independence evident in recent YouGov's polls has now been reversed. Those who think that Scotland would be economically better off under independence now stand at 37%, down three, while the proportion who think it would be better off is, at 48%, up six. It may well be that some of the evident nervousness in the financial markets and amongst some businesses during the last week has communicated itself tovoters. Even so, optimism about those consequences is still more widespread now than at any time before last August. Plenty more work for both sides to do on this issue in the few campaigning days that are left.
Topics: Expectations of constitutional change, The Scottish independence referendum
John Curtice is Professor of Politics at Strathclyde University, Senior Research Fellow at ScotCen, and Chief Commentator on the What Scotland Thinks website.
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Life couldn't get any busier for Dale and Ruth Renlund. They were in their late 20s, living in Baltimore, Maryland, USA. Dale had completed medical school at the University of Utah. He and Ruth had moved across the country so he could undertake a demanding and prestigious medical residency at the Johns Hopkins School of Medicine. They had a beautiful young daughter, Ashley. His precious wife, Ruth, was undergoing cancer treatments, and Dale had obediently accepted a call to serve as bishop.
As he visited ward members, Dale sometimes took Ashley with him. One day they visited a less-active member. "I knew that no one would be able to turn away this adorable little girl at my side," remembers Elder Renlund. He knocked on the door of a man who had angrily dismissed Bishop Renlund's counselor sometime earlier.
Dale Gunnar Renlund was born in Salt Lake City, Utah, USA, on November 3, 1952. He and his siblings grew up speaking Swedish. Their mother, Mariana Andersson, was from Sweden, and their father, Mats Åke Renlund, was from a Swedish-speaking town in western Finland. They immigrated from Sweden to Utah in 1950.
Dale's parents met at church in Stockholm. After deciding to marry, they were determined to do so only in a temple. Because there were no temples in Europe at the time (the Bern Switzerland Temple was dedicated in 1955), the couple came to Utah so they could be sealed in the Salt Lake Temple.
In his ward Dale met a young woman named Ruth. She was the daughter of a member of the stake presidency, Merlin R. Lybbert, who later served in the Seventy. Dale's recollection is that he mustered the courage to ask Ruth out on a date, but she said no. When he tried again a few months later, she said yes. Ruth's version is a little different. She remembers that when he spoke in sacrament meeting about his mission, she was impressed. They got better acquainted, and she was thrilled when he asked her to go on a date, but she was hosting a party that required her to decline. She was pleased to accept when he asked again.
Dale and Ruth married in 1977 in the Salt Lake Temple while he was attending medical school at the University of Utah and she was teaching at South High School, also in Salt Lake City. "Aside from the decision to be active in the Church," Elder Renlund unequivocally states, "marrying Ruth has been the most amazing thing in my life." Their daughter, Ashley, was born one week after Elder Renlund graduated from medical school in 1980.
Elder Renlund was then pleased to be accepted by Johns Hopkins Hospital, his first choice for his continuing medical education. The family moved to Baltimore, Maryland, where he became part of the hospital medical staff.
She pursued her studies even as she continued treatment for her illness and her husband continued his residency.
As Elder Renlund was transitioning from three years on the medical house staff to a cardiology fellowship, he was interviewed to be the bishop of the Baltimore Ward. Brent Petty, who was the first counselor in the Baltimore Maryland Stake at the time, remembers that interview. Both he and the stake president, Stephen P. Shipley, felt "the strong influence of the Holy Spirit" as they interviewed him.
Brother Petty recalls that "he distinguished himself as a superb bishop," even with the professional and family challenges he was experiencing. When Elder Renlund received his call to the Quorum of the Twelve Apostles last year, Brother Petty notes, members of the Baltimore Ward as well as Elder Renlund's medical colleagues, most of whom are not Latter-day Saints, were pleased. They expressed their love for him and their admiration for his service and exceptional moral character.
In 1986, after Sister Renlund graduated from the University of Maryland School of Law and Elder Renlund completed his three-year internal medicine residency program and three-year cardiology fellowship, they returned to Utah. Sister Renlund began practicing law at the Utah attorney general's office, and Elder Renlund became a professor of medicine at the University of Utah. For 18 years he was the medical director of the Utah Transplantation Affiliated Hospitals Cardiac Transplant Program.
Dr. A. G. Kfoury, a devout Catholic who worked closely with Dr. Renlund for many years, states that Dr. Renlund was the lead transplant cardiologist in the region, "unmatched in his character, integrity, humility, and compassion." He says Dr. Renlund "brought out the best in people. He did it quietly. He listened well and cared, and he was immensely interested in the success of those who worked with him." Dr. Renlund led quietly by example and was always concerned about the families of his co-workers.
Dr. Kfoury particularly notes Dr. Renlund's compassion for patients. For example, if a patient didn't have means of transportation, Dr. Renlund would drive significant distances to the patient's home, lift him or her into his car, and then drive the patient back to the hospital. Dr. Kfoury says this was extraordinary.
After serving as stake president for five years in the Salt Lake University First Stake, Elder Renlund was called in 2000 to serve as an Area Seventy in the Utah Area. Then in April 2009 he was called to be a General Authority Seventy. His first assignment was to serve in the Africa Southeast Area Presidency, an area that has Church units in 25 different countries.
Speaking of his wife as his hero, Elder Renlund says, "She made the greater sacrifice." Sister Renlund left her job as the president of her law firm and left positions on several prominent boards to serve with him. "We were sent to Africa and tutored by the Saints about what really matters," says Elder Renlund.
Serving in the Area Presidency for five years, Elder Renlund traveled thousands of miles through the vast Africa Southeast Area, visiting members and missionaries. He studied French because it is spoken in several of those countries.
When Elder Renlund saw this Heinrich Hofmann painting of the Savior in President Monson's office, he knew he wanted a copy for his own office. For more details, see his Facebook post for Nov. 17, 2015 (facebook.com/DaleGRenlund).


Fluent reading is rapid, efficient, and largely free of errors in word identification. But fluency is more than speedy, accurate word reading; a fluent reader also uses appropriate phrasing and expression. A fluent reader knows how to group words into phrases, where to pause, and what to emphasize. In other words, fluent reading sounds like speech.
Comprehension is the goal of reading, and fluency is required for comprehension (NICHD, 2000, p.3-1). At a minimum, accurate and efficient word reading is necessary. Comprehension suffers when poor readers must focus on "getting the words off the page" and therefore aren't able to give much attention to the meaning of what they are reading. In contrast, fluent readers are able to focus on meaning because for them, decoding is automatic and effortless.
In addition, some level of comprehension is required for fluency. Once again, the components work together and reinforce each other. Fluency is part of the process of comprehension because fluent reading involves interpretation: grouping words into phrases and using word knowledge and punctuation to determine pacing, pauses, intonation, and expression. Even when words are read accurately, a flat word-by-word reading doesn't sound like speech and therefore doesn't convey the writer's entire message. In speech we group words into phrases, pause and slow down to make an important point, and emphasize key words.
Most texts provide clues to phrasing, emphasis, and tone: punctuation, bold print, descriptive words, and signal words or phrases (such as finally, however, therefore, consequently, and on the other hand.) Fluent readers notice and use those clues as well as their knowledge of how words form phrases, and are therefore able to read in a manner that preserves the meaning the writer intended to convey.
Most adult beginning readers need work on fluency, because fluency depends on rapid, accurate word reading, and beginners are, by definition, struggling to read words. However, even those with higher-level silent reading comprehension scores may need work on fluency and the underlying decoding skills and knowledge, if they are to progress beyond their current levels of reading achievement.
These intermediate-level readers are easy to miss if you look at silent reading tests only. You cannot know they need work on fluency unless you listen to them read. (However, if they work slowly on silent reading tests you might suspect they read slowly.) If you do oral reading assessments for speed and accuracy, you may discover that some intermediate-level readers need to improve decoding skills. Even those who score at a more advanced level on a silent reading test may read slowly in a word-by-word manner--or rapidly, but without expression and without attention to punctuation. Both types of less-than-fluent readers may have limited comprehension. Focused, systematic instruction and fluency practice may enable these learners to make significant gains in overall reading.
Fluency is an issue for adult beginning readers, intermediate readers, and perhaps for those reading at more advanced ABE levels. There are very large differences between adults with good and poor reading fluency, and adult beginning readers' fluency is similar to the fluency of children who are beginning readers (Kruidenier, 2002).
Fluency may be taught to ABE students and fluency practice may lead to increases in reading achievement (Kruidenier).
How Can We Assess Fluency?
There is no single best test or procedure for fluency assessment. Since fluency involves speed, accuracy, and expression, you will need more than one measure to address all these aspects of fluency and your three assessment purposes (initial planning, progress monitoring, and outcomes measurement).
Informal Reading Inventories. An Informal Reading Inventory (IRI) may also be an option. Although these instruments are not as reliable as more formal tests, they involve oral reading and include grade-leveled passages. The typical IRI calls for the learner to read (aloud) words in increasingly difficult lists, continuing until she reaches "frustration level," defined by a designated number of errors. Next the learner reads passages of increasing difficulty, and the administrator notes errors and types of errors in word identification (miscues). After each passage, the administrator asks comprehension questions. When the learner again reaches frustration level (based on comprehension errors and miscues) the administrator may begin reading passages to the learner and asking questions, in order to gauge listening comprehension, a measure of reading potential. These inventories typically yield scores that define independent, instructional, and frustration reading levels in terms of grade-equivalence.
An idea from research with children: Most ABE learners receiving reading instruction could be classified as poor readers. Fluency instruction may be especially effective for improving poor readers' achievement, regardless of their reading grade equivalent (Kruidenier).
However, an IRI is not intended as a fluency assessment. To get a fluency-focused score you must adapt the scoring procedure, considering the reader's word identification performance only (on the word lists and passage reading portions), not the comprehension questions (Strucker, 1997a).
A grade-leveled textbook series (that you are not using for instruction) is a possible source for these passages.
Timed oral reading samples are another option for measuring fluency. Even if you choose a test for initial assessment, you may decide to monitor progress less formally by taking periodic samples of students' oral reading. Put Reading First (Armbruster, Lehr, & Osborn, 2001) suggests this strategy for children, which might be adapted for adults as described below.
Select three brief passages at a learner's current approximate instructional reading level and ask him to read each one for exactly one minute, reading as rapidly and accurately as possible. Then count the number of words read in each passage, and compute the average words read per minute for the three passages. Next, count the number of errors on each and compute the average number of words read correctly per minute. For each administration of timed oral readings, you will have a words-read-per-minute (WPM) score and a words-read-correctly-per-minute (WCPM) score. If you use this kind of assessment periodically, learners may find it reinforcing to chart their progress in speed and accuracy.
This approach may be especially appropriate for ESOL students because they may read slowly, in part, because English is not their first and most "comfortable" language. Comparing an individual's performance over time may be more meaningful than looking at test scores based on national norms.
You may also use a scoring rubric to rate reading performances for phrasing and expression. A four-level rubric was used in a study of fourth-graders' fluency conducted by the National Assessment of Educational Progress (NAEP) (Pinnell, et al., 1995). A six-point scale is described in the article, "Fluency: The neglected reading goal" (Allington, 1983).
Most readers will perform more fluently if they have read a passage silently before they read it aloud. You may decide to allow silent reading before you take an oral sample. If you do this, you must, of course, be sure you do it every time, so you can make valid comparisons between samples.
Initial planning: An oral reading test will provide information about entry-level abilities of adult learners. A sample of oral reading also may be used for this purpose.
Progress monitoring: Timed oral reading samples may allow you and the learners to keep track of growth in reading speed, accuracy, and expression.
Outcomes measurement: If fluency is a focus of instruction, you will need a test that has equivalent alternate forms for pre- and post-testing.
Fluency may be taught using approaches that include the repeated reading of passages of text, words from texts, and other text units (Kruidenier, 2002).
What Kind of Fluency Instruction is Most Effective?
Research suggests that guided repeated oral reading may improve one or more aspects of fluency as well as comprehension (NICHD, 2000, p. 3-28). These approaches call for the learner to read a passage several times, with guidance, until an acceptable level of fluency is reached, at which point she begins work on another passage at the same or a slightly higher level of difficulty.
No one approach to guided repeated oral reading has been demonstrated to be consistently more effective than others. Several are described below.
An idea from the children's research: To improve ABE readers' fluency (as well as word recognition and reading comprehension achievement), use repeated guided oral reading procedures (Kruidenier).
Reading to the teacher or tutor. The learner reads a brief passage aloud, and the teacher or tutor provides help as needed to identify problem words. The teacher may also ask a couple of recall questions after the reading. Then the learner reads the passage aloud again one or more times, continuing until he can read it comfortably with few errors and can recall facts and details accurately. By engaging the reader in discussion and asking comprehension questions after each reading, the teacher maintains a focus on meaning and demonstrates to the learner that re-reading not only increases accuracy, but also results in better understanding. When fluency is achieved with one passage, the learner begins working on another one. In a slight variation on this approach, the teacher begins the session by reading the passage aloud before asking the learner to read.
Echo reading. The teacher or tutor reads a sentence aloud and the learner reads the same sentence immediately afterward, imitating the teacher's phrasing. They proceed through the text this way. Then the learner may attempt re-reading the text aloud independently. As an alternative, echo reading may be used as an additional level of support during other guided repeated reading procedures. For instance, when the learner finishes reading a passage aloud, the teacher may use echo reading with selected phrases or sentences that were especially challenging for the learner.
Dyad and choral reading. In dyad reading the teacher or tutor and learner read a passage or story aloud in unison. At any point, if the learner is reading comfortably, she may offer to read alone or the teacher may simply stop reading. If the learner begins to struggle or miscalls one or more words that have significance for the meaning of the passage, the teacher resumes reading. The teacher's role is to provide a model for fluent, expressive reading and to provide any words the learner can't quickly identify. They might practice this way for a few minutes during each class meeting, continuing to re-read the passage until the learner is reading accurately and smoothly, perhaps to a predetermined standard for word errors (miscues) and/or reading speed. They would then begin work on another passage, gradually increasing the readability level of the material. The teacher may also ask comprehension questions after each reading.
In choral reading, a group of learners reads aloud in unison.
Paired or partner reading. Pairs of learners take turns reading and re-reading the same passage to each other, or they read aloud together as in dyad reading above. Learners may be similar in reading fluency or one may be deliberately paired with a better reader so he can provide assistance.
Tape-assisted reading. Using taped readings, a learner is able to work more independently, reading along while listening to the passage on tape. This could be done during class time or at home. Sometimes the learner is instructed to listen and read the passage a set number of times (usually at least three). Alternatively, the direction might be to re-read until she feels able to read it accurately and comfortably. The teacher might use commercial books on tape or make recordings of texts or authentic materials.
Performance reading. A class or group of learners practices reading a text to prepare for performance of a poem, play, or story. Because of its rhythm, poetry requires a measure of fluency to be appreciated, and a proper, expressive reading may require repeated readings (Rasinski, 2000). Poetry provides a natural, authentic reason to reread, and adults often enjoy modern poetry (Strucker, 1997a). Adults also may find children's poetry amusing, and those who are parents might enjoy preparing to share a poem with their children.
Learners also might use performance reading to present the findings of a project or problem they have studied together, selecting text from different sources to illustrate important facts or concepts. They might divide up sections or roles and practice reading their parts aloud to each other and the teacher. They also might tape their readings so each reader can assess his delivery and make improvements. Performances like these give learners a real reason to re-read text.
An idea from research with children: Use systematic phonics instruction (as opposed to non-systematic or incidental phonics instruction) to improve adult beginning readers' reading fluency (Kruidenier, 2002).
If word identification is part of the fluency problem, phonics instruction may make a difference. The teacher uses assessments to identify learners' specific decoding problems, and then provides focused, systematic instruction in phonics and/or sight word recognition.
When you begin planning for fluency development, you will find several issues need to be resolved.
Appropriate difficulty level of materials. When choosing reading materials for fluency practice, how do you decide on the difficulty level? For fluency practice aimed at building speed and improving phrasing and expression, some authors suggest using material at the learner's independent reading level, to minimize word identification problems. If, however, you also want to work on the word-reading aspect of fluency, you may want a passage that is somewhat difficult--at the instructional reading level--so the learner gets decoding practice as well as work on the other aspects of fluency. As fluency improves you should increase the difficulty of reading material.
Text readability. You can calculate the reading grade level of any passage using a simple readability formula. (See Appendix C.) Your computer word processing program also may evaluate text for readability. If you are using commercial textbooks written to grade-level specifications as a source for oral reading passages, you might still check the readability with a formula, because materials may vary from one publisher to another. Once you have located a number of passages at different reading levels, you can match materials to each learner's assessed level.
If you have only a silent reading comprehension score from a standardized test, you should use it cautiously in this situation because such measures do not assess oral reading accuracy.
Learners' reading levels. The learner's oral reading level (grade equivalent) may be assessed with an informal reading inventory (IRI). Alternatively, if you are using passages from graded textbooks for fluency practice, you may simply have the learner try one or more sample passages and determine reading level based on word-reading accuracy. Of course you'll need a standard for defining levels, and these vary from one author to another. A conservative estimate would judge text to be at the learner's independent reading level if she is able to read it with 98-99% accuracy, or no more than two errors in 100 words. Instructional reading level may be defined as approximately 95-97% accuracy, or no more than five errors in 100 words. Then, depending on the focus of your practice activity (speed/expression or accuracy), you may choose an independent- or instructional-level passage.
Length of passage. There are no generally accepted guidelines, but time is a consideration. It is usually recommended that fluency practice should occupy only a small portion of each reading lesson, so you will need to choose passages that can be read aloud several times in a few minutes. Passages might range from 50 to 200 words, depending on the reading ability of the learner.
Type of text. This decision again depends not only on the reader's ability, but also on his goals and interests. In general, it makes sense to provide practice with various types of texts, including children's and adults' literature, samples taken from workbooks and other classroom materials, as well as authentic materials adults need to read outside of class.
Audiotapes. You may use commercial books-on-tape for this activity. However, these products are not intended as instructional aids, and the reader may read more quickly than an adult learner can follow. Tape players with variable-speed playback may solve this problem. Another option is to create your own tapes of selected passages. If you do this, you can provide support for the reader, reading slowly, for instance (while still modeling phrasing and expression), and signaling (perhaps by ringing a bell) at the end of a section or page.
Silent reading. Most people perform better in oral reading when they read silently first. You may want to encourage learners to read a passage silently before reading it aloud. After all, repeated reading activities are intended as learning and practice opportunities, not assessment tasks. Silent reading may allow time to identify words that might cause a reader to stumble, and also give her time to decide on the grouping of words into phrases. Figuring out when to pause and how to group are important decisions and readers don't always do it right the first time.
Fluency standards. You may ask, "How long does one continue to re-read a passage? Are we aiming for perfection? How fluent is fluent enough?" There seem to be no generally acceptable standards. And of course, fluency has three different aspects: speed, accuracy, and expression. So you may need more than one kind of standard.
Regarding speed, it's hard to say what's fluent enough. Reading rate guidelines for children at different grade levels may not apply to adult learners.
If you're working on accuracy, you probably have chosen a slightly difficult passage to build decoding skills.
You might use independent reading level as your target, so that reading with 98-99% accuracy is the aim. At that point, you move to the next level passages. However, this is a high standard, and the learner might find the number of repetitions required to be unacceptable, so you might need to lower your expectations.	You might also use one of the fluency scoring rubrics to judge phrasing and expression (see References, Pinnell, et al., 1995 and Allington, 1983), and then set your sights on an improved rating.
Of course, since this is not a high-stakes decision, perhaps teacher and learner judgment will suffice: If you and the learner are comfortable with the progress made and ready for a little more challenging material, you might try the next level.
What Does Fluency Practice Look Like?
Oral reading for fluency should be a regular activity for adults who need to improve speed, accuracy, or expression, but it doesn't have to take a lot of time. The sample activities below should require only 10-20 minutes each.
Review the purpose of commas and periods, and explain that in addition to using these punctuation clues, readers have to make their own decisions about grouping words and pausing.
Assign paragraphs to groups and ask the learners to read their assigned paragraphs silently once or twice.
Continue this process with each sentence in the paragraph. Repeat the activity (at the time or during another class period) if you see the need.
After class (but while it's still fresh in your mind!), make brief notes of each reader's performance so you can decide whether, how, and with whom to continue work on phrase reading.
While you are working with one group, the other groups could be reading their selections silently and re-reading aloud, round-robin style. Another option is paired reading of the same or another selection.
An aide or a volunteer would be helpful here, to allow two groups to work on echo reading at the same time. For those who need the most work on fluency, this activity also could be done one-to-one with an aide or volunteer tutor, while other learners are studying independently, reading along with tapes, or working in groups.
If you need to be more explicit with some readers, you could photocopy the paragraphs and have them mark each sentence by circling the words grouped into phrases or drawing a line between the "chunks."
Explain that expressive reading that sounds like speech is easier to understand than monotonous, one-word-at-time reading. To understand this distinction, dysfluent readers may need examples of what phrase reading sounds like. Echo reading provides a model and plentiful practice. To be a good model, you will need to pay attention to your own phrasing. Following are two examples of how a sentence might be "chunked" in fluent oral reading.
Your child / can learn / a lot / from poems / and rhyming books.
Third / in a line / of cars, / the driver / waited impatiently / as the train / chugged by / and the red light / flashed / in the corner / of his vision.
Because the focus is phrase reading, you need text with words the learners can easily decode and understand. In a multi-level class, that means you must group learners according to ability levels and select materials at an appropriate reading level for each group or pair. If the groups or pairs have worked together at other times, you might choose something you know they have all read with accuracy in the recent past. You might use a story, an article, or a selection from a GED workbook. Then choose a short paragraph for the activity. The complexity of sentence structure will vary according to reading level, of course, but even short sentences may be used to demonstrate how to group or "chunk" words.
Explain (or review) the importance of reading speed and be sure everyone understands the need for repeated reading to build speed.
Pair each learner with another who has similar oral reading ability. Ask the learners to read their assigned passages silently first, and be sure all the words are familiar. Circulate to help with decoding and definitions as necessary.
Then have each pair take turns reading to each other. Have the pairs time each other's reading and keep a record of the times. Each learner should read the passage at least three times.
Circulate and listen to the reading to see if some learners need to continue to work with the same passages during the next fluency practice, or if they should work on a different passage next time.
Collect the records of timed readings (it helps if they also write the text sources and dates on their record sheets) for monitoring individuals' growth in reading rate.
Choose material (short passages, readable in 1-2 minutes) for individuals or groups. Be sure the passages are a grade level or two below the readers' assessed reading levels so they can focus on speed, not decoding (see suggestions for echo reading activity).
Use guided repeated oral reading techniques to build reading fluency. A learner may read aloud to, or in unison with, a teacher or tutor, who provides modeling and assistance.
Audiotapes allow adults to work independently on repeated oral reading.
Preparing for "performance reading"--classroom presentations or reading to children--gives adults an authentic reason to re-read text.


• In the Championship, the league leaders Brighton needed a goal from Bobby Zamora to ensure that they took all three points from their game against Leeds United. Solly March had given Brighton the lead after 14 minutes but Leeds drew level within eight minutes via the head of Liam Cooper. The Yorkshire side looked to be on track for a point until the 89th minute when Marco Silvestri was chipped by the former Fulham and QPR striker for his first goal for the club May 2002, or 4549 days. That win – coupled with Middlesbrough's 0-0 draw with Fulham – means Brighton are four points clear after 11 unbeaten games.
• It was nine goals in nine games for Nick Blackman, whose solitary strike was enough to see Reading past Charlton, who had Patrick Bauer sent off for two yellow card offences. "When we played with 11 players, we really gave everything and organised well," said the Charlton manager, Guy Luzon. "We didn't let them create easy chances and, for part of the game, we were also patient with the ball. The red card changed the game and gave them the advantage because, with 11 against 10, it was difficult to hold them." That win and those three points mean that Reading are now second in the Championship, though they are level on points with Middlesbrough and Birmingham, who beat QPR 2-1.
• Down at the other end of the table, there was bad news for fans of Bolton Wanderers. Before the game Neil Lennon had talked about "looking for a reaction" from his side but a 2-0 defeat was probably not the reaction he envisaged. Those two goals both came in the second half and both came from Andre Gray. The loss means Bolton slide right down to the bottom of the league. Lucky for them, Brentford managed to see off Bolton's relegation rivals Rotherham 2-1 and Preston just got a draw against Cardiff (albeit an impressive draw in an unimpressive game) which means all three are on eight points.
• Perhaps the most eye-catching result of the day came in Wigan's game against Colchester where the hosts scored four goals in the first 33 minutes through Donervon Daniels, (the brilliantly named) Max Power (with a brilliantly struck 25-yard effort) and Will Grigg. Grigg added his second three minutes from time for a five-star performance that moved the Latics up to eighth in the table. At the top sits Gillingham. The last time they travelled to the Alexandra Stadium was January and they were beaten 3-1. This time, however, they came out on top but they were made to work hard for their win and scored the only goal of the game knee deep in injury time after Jake Hessenthaler set up Rory Donnelly.
• The shock of the day belongs to Chesterfield who helped knock Walsall off the top with a 2-1 win. Sylvan Ebanks-Blake gave Chesterfield the lead before Ian Evatt doubled that with a well-taken header from a Dan Gardner corner. Walsall hit the post twice and hit the net once through Matt Preston but it was too little too late for Dean Smith's side.
• Speaking of the relegation zone, Crewe remain bottom after their loss; Doncaster dominated Bradford but are just two points above them following their 1-0 defeat (Darren Ferguson has a tough job on his hands there); and Blackpool and Oldham came away with respectable draws against Coventry and Sheffield United respectively.
• There was no change in the top three spots in League Two as Plymouth and Portsmouth won and Oxford drew. A Reuben Reid volley – his fourth goal in four games – was enough to give Plymouth the win over Accrington before the striker was forced off with an injury with 16 minutes to go. Accrington will feel a bit unlucky to leave Home Park with nothing. Sean McConville hit the post twice and Luke McCormick pulled off a number of impressive saves to ensure his sheet was spick and span.
• Like Plymouth, Portsmouth's needed just one goal in their match against Newport. That came from Matt Tubbs though the home fans will probably feel aggrieved that Lenell John-Lewis had a header chalked off for a foul in the buildup. "The difference was the naivety of some of our play at times, just giving the ball away when we had good position and making ourselves vulnerable," said John Sheridan afterwards. "They had the players who didn't ignore the simple things, which makes good players. But our work-rate was really good." Oxford, meanwhile, will spend the journey home from east London kicking themselves. They were two goals to the good against Leyton Orient and had victory in sight before letting Orient back into the game via a header from Jay Simpson. Jordan Graham may be kicking himself the hardest. He saw yellow twice and red once leaving his team down to 10 men and Orient pressing for the equaliser. They found that through the 19-year-old substitute Scott Kashket who scored in injury time.


Here are a few images from the renowned American illustrator, Nancy Stahl. I have followed her work since the '70s and it was inspiring to see her make the transition herself into the digital work of design. She began her illustration career in 1971 working in gouache with a very bold "poster style." It was in the late 1980's her technique turned to the realm of digital design. You might be most familiar with her beautiful images used as postage stamps for the US Postal Service. She has also been featured in such publications as The Wall Street Journal, The New York Times and Time Magazine.
For those of you that use a Wacom Tablet, you should check out her video demonstrating how to Create Dynamic Brushes Using Intuos and Illustrator CS5. She has some great tips and I love her use of special settings for the Wacom tablet to create her images. You can view her Wacom settings here.
Save Vanishing Species stamp on cover of the US Philatelic catalog.


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How megaprojects bankrupt utilities
By Other News Sources on June 22, 2017 • ( Leave a comment )
Brady Yauch, executive director of Consumer Policy Institute, describes the looming threat to public institutions – and to our pocketbooks.
Across Canada, some of the country's largest public electricity utilities are pursuing an aggressive policy of building ever-larger megaprojects – the Darlington Nuclear Refurbishment project in Ontario, Site C dam in B.C., the Muskrat Falls dam in Newfoundland and Labrador, to name a few. The public officials that oversee them, in whom we trust to safeguard our interests, are instead encouraging risky accounting maneuvers and actively undermining their own regulatory bodies. Who pays? Us, the ratepayers, both current and future generations. This Q&A discussion was led by Brady Yauch, executive director of Consumer Policy Institute, a sister organization of Probe International.
This event was videotaped and is available to view on YouTube here.
Grounds for Thought discussions, hosted by the Green Beanery café-roastery, are free to the public and take place on the last Tuesday of each month. For more info, see our website here: https://greenbeanery.ca/pages/grounds-for-thought.
If you have a suggestion for a subject you'd like covered, that lends itself to civil discourse and an informed citizenry, please contact us at GroundsForThought@greenbeanery.ca. Follow us on Twitter @for_grounds.
Tagged as: Brady Yauch, Darlington Nuclear Refurbishment project, electricity utilities, megaprojects, Muskrat Falls, Site C dam
Chinese dissident Hu Jia 'critically ill' in Beijing hospital
The rule of silence


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Will Danielle L. Be 'The Bachelorette'? She'd Be A Powerful Choice For The Show
By Alaina Urquhart-White
Rick Rowell/ABC
It's hard to believe that we are already this far into Nick Viall's season of The Bachelor. Of course, this means a lot of things. First and foremost, it means that Nick is almost ready to choose a wife. He has narrowed down his bevy of women and only the true competitors remain. Once the competition gets cut down like this, it also means that we are potentially looking at our next Bachelorette. She's in there somewhere, and is usually chosen from the final four. Looking at who we have left, will Danielle L. be the next Bachelorette?
Personally, I think it would be great to have some diversity among the Bachelorettes. If we take a look back at all of the lucky women who have landed a gig, they all have something in common. They all happen to be white women. The Bachelor/Bachelorette franchise has one problem and that problem is a shocking lack of diversity among its stars. Being an Asian American woman, Danielle would bring that much needed change to hopefully, finally kick off a new era of diversity.
Besides being gorgeous, funny and sweet, Danielle is a savvy businesswoman who owns multiple companies in California. Having such a positive role model for young women as the star of next season's Bachelorette would be a wise choice. It is so very important to celebrate strong, successful women like Danielle, especially in the current political climate that we are all living in right now.
Of course, I don't get to make the final choice, so I have to leave it up to the producers to make the right pick. Whoever we get as our next Bachelorette, though, there's a pretty great group of ladies on Nick's to choose from — so it's hard to do any wrong.


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Secretary General Praises UK and India Youth
Commonwealth Secretary-General Patricia Scotland commended the relationship between the UK and India as she attended the launch of the UK India Youth Awards on January 29, 2018 in London
Commonwealth Secretary-General Patricia Scotland commended the relationship between the UK and India as she attended the launch of the UK India Youth Awards on January 29, 2018 in London.
Organised by the National Indian Students and Alumni Union UK (NISAU), the awards celebrate the endeavours of student societies, youth leaders and students of Indian origin.
They aim to identify inspiring young people aged 18-35 making a significant contribution to society, as well as furthering relations between India and the UK.
NISAU works to unify India's diaspora youth, promoting Indian culture in the UK by working with governmental and non-governmental bodies.
Speaking at the launch event, the Secretary-General referenced the historical relationship between India and the UK, remembering that the two countries were among eight to first sign the London Declaration issued by the 1949 Commonwealth Prime Ministers' Conference, which established the modern Commonwealth.
Scotland added that the Commonwealth played a central role in the countries' relationship with each other and that her recent trip to India in December revealed a determination to fully capitalise on the scope of the Commonwealth connection.
She concluded: "I urge you to remember that, as well as being citizens of India or the UK, you are citizens of a great global family of nations, the Commonwealth.
"And I wish the National Indian Students and Alumni Union UK continued success, and offer my warmest congratulations to the winners of the UK India Youth Awards."
Read More: The Most Hon. Portia Simpson Miller ON, MP, former Prime Minister of Jamaica, takes the opportunity to throw the spotlight on young people's organisations in the Commonwealth, and their growing list of achievements
Caribbean Completes First Vocational Qualification Assessor Course
Commonwealth Key to Climate Funding Access


text:
Algae as nutritional and functional food sources: revisiting our understanding
Mark L. Wells, Philippe Potin, James S. Craigie, John A. Raven, Sabeeha S. Merchant, Katherine E. Helliwell, Alison G. Smith, Mary Ellen Camire, Susan H. Brawley (Lead / Corresponding author)
Global demand for macroalgal and microalgal foods is growing, and algae are increasingly being consumed for functional benefits beyond the traditional considerations of nutrition and health. There is substantial evidence for the health benefits of algal-derived food products, but there remain considerable challenges in quantifying these benefits, as well as possible adverse effects. First, there is a limited understanding of nutritional composition across algal species, geographical regions, and seasons, all of which can substantially affect their dietary value. The second issue is quantifying which fractions of algal foods are bioavailable to humans, and which factors influence how food constituents are released, ranging from food preparation through genetic differentiation in the gut microbiome. Third is understanding how algal nutritional and functional constituents interact in human metabolism. Superimposed considerations are the effects of harvesting, storage, and food processing techniques that can dramatically influence the potential nutritive value of algal-derived foods. We highlight this rapidly advancing area of algal science with a particular focus on the key research required to assess better the health benefits of an alga or algal product. There are rich opportunities for phycologists in this emerging field, requiring exciting new experimental and collaborative approaches.
Journal of Applied Phycology
genetic variation
genetic differentiation
Algal foods
Arsenosugars
xperimental design
Microalgal supplements
Nutritional minerals
Omega-3-fatty acids
Wells, M. L., Potin, P., Craigie, J. S., Raven, J. A., Merchant, S. S., Helliwell, K. E., ... Brawley, S. H. (2017). Algae as nutritional and functional food sources: revisiting our understanding. Journal of Applied Phycology, 29(2), 949-982. https://doi.org/10.1007/s10811-016-0974-5
Wells, Mark L. ; Potin, Philippe ; Craigie, James S. ; Raven, John A. ; Merchant, Sabeeha S. ; Helliwell, Katherine E. ; Smith, Alison G. ; Camire, Mary Ellen ; Brawley, Susan H. / Algae as nutritional and functional food sources : revisiting our understanding. In: Journal of Applied Phycology. 2017 ; Vol. 29, No. 2. pp. 949-982.
@article{64dbdebc73504d988a7a1aaea4dd60b3,
title = "Algae as nutritional and functional food sources: revisiting our understanding",
abstract = "Global demand for macroalgal and microalgal foods is growing, and algae are increasingly being consumed for functional benefits beyond the traditional considerations of nutrition and health. There is substantial evidence for the health benefits of algal-derived food products, but there remain considerable challenges in quantifying these benefits, as well as possible adverse effects. First, there is a limited understanding of nutritional composition across algal species, geographical regions, and seasons, all of which can substantially affect their dietary value. The second issue is quantifying which fractions of algal foods are bioavailable to humans, and which factors influence how food constituents are released, ranging from food preparation through genetic differentiation in the gut microbiome. Third is understanding how algal nutritional and functional constituents interact in human metabolism. Superimposed considerations are the effects of harvesting, storage, and food processing techniques that can dramatically influence the potential nutritive value of algal-derived foods. We highlight this rapidly advancing area of algal science with a particular focus on the key research required to assess better the health benefits of an alga or algal product. There are rich opportunities for phycologists in this emerging field, requiring exciting new experimental and collaborative approaches.",
keywords = "Journal article, Algal foods , Antioxidants , Arsenosugars , xperimental design , Microalgal supplements , Nutritional minerals , Omega-3-fatty acids , Polysaccharides , Sea vegetables , Vitamins",
author = "Wells, {Mark L.} and Philippe Potin and Craigie, {James S.} and Raven, {John A.} and Merchant, {Sabeeha S.} and Helliwell, {Katherine E.} and Smith, {Alison G.} and Camire, {Mary Ellen} and Brawley, {Susan H.}",
note = "AGS & KEH thank the Biotechnology and Biological Sciences Research Council (BBSRC BB/1013164/1) of the UK for funding. The University of Dundee is a registered Scottish charity, No. SC015096. PP is supported by IDEALG in the frame of the stimuli program entitled "Investissements d'avenir, Biotechnologies-Bioressources" (ANR-10-BTBR-04-02). The open access fee was supported by NSF-OCE-1435021 (MLW), DIC project 1823-06 (MEC), Maine Sea Grant (NOAA) 5405971 (SHB), NSF #11A-1355457 to Maine EPSCoR at the University of Maine (SHB), and the listed funding to AGS and PP.",
journal = "Journal of Applied Phycology",
Wells, ML, Potin, P, Craigie, JS, Raven, JA, Merchant, SS, Helliwell, KE, Smith, AG, Camire, ME & Brawley, SH 2017, 'Algae as nutritional and functional food sources: revisiting our understanding', Journal of Applied Phycology, vol. 29, no. 2, pp. 949-982. https://doi.org/10.1007/s10811-016-0974-5
Algae as nutritional and functional food sources : revisiting our understanding. / Wells, Mark L.; Potin, Philippe; Craigie, James S.; Raven, John A.; Merchant, Sabeeha S.; Helliwell, Katherine E.; Smith, Alison G.; Camire, Mary Ellen; Brawley, Susan H. (Lead / Corresponding author).
In: Journal of Applied Phycology, Vol. 29, No. 2, 04.2017, p. 949-982.
T1 - Algae as nutritional and functional food sources
T2 - revisiting our understanding
AU - Wells, Mark L.
AU - Potin, Philippe
AU - Craigie, James S.
AU - Raven, John A.
AU - Merchant, Sabeeha S.
AU - Helliwell, Katherine E.
AU - Smith, Alison G.
AU - Camire, Mary Ellen
AU - Brawley, Susan H.
N1 - AGS & KEH thank the Biotechnology and Biological Sciences Research Council (BBSRC BB/1013164/1) of the UK for funding. The University of Dundee is a registered Scottish charity, No. SC015096. PP is supported by IDEALG in the frame of the stimuli program entitled "Investissements d'avenir, Biotechnologies-Bioressources" (ANR-10-BTBR-04-02). The open access fee was supported by NSF-OCE-1435021 (MLW), DIC project 1823-06 (MEC), Maine Sea Grant (NOAA) 5405971 (SHB), NSF #11A-1355457 to Maine EPSCoR at the University of Maine (SHB), and the listed funding to AGS and PP.
N2 - Global demand for macroalgal and microalgal foods is growing, and algae are increasingly being consumed for functional benefits beyond the traditional considerations of nutrition and health. There is substantial evidence for the health benefits of algal-derived food products, but there remain considerable challenges in quantifying these benefits, as well as possible adverse effects. First, there is a limited understanding of nutritional composition across algal species, geographical regions, and seasons, all of which can substantially affect their dietary value. The second issue is quantifying which fractions of algal foods are bioavailable to humans, and which factors influence how food constituents are released, ranging from food preparation through genetic differentiation in the gut microbiome. Third is understanding how algal nutritional and functional constituents interact in human metabolism. Superimposed considerations are the effects of harvesting, storage, and food processing techniques that can dramatically influence the potential nutritive value of algal-derived foods. We highlight this rapidly advancing area of algal science with a particular focus on the key research required to assess better the health benefits of an alga or algal product. There are rich opportunities for phycologists in this emerging field, requiring exciting new experimental and collaborative approaches.
AB - Global demand for macroalgal and microalgal foods is growing, and algae are increasingly being consumed for functional benefits beyond the traditional considerations of nutrition and health. There is substantial evidence for the health benefits of algal-derived food products, but there remain considerable challenges in quantifying these benefits, as well as possible adverse effects. First, there is a limited understanding of nutritional composition across algal species, geographical regions, and seasons, all of which can substantially affect their dietary value. The second issue is quantifying which fractions of algal foods are bioavailable to humans, and which factors influence how food constituents are released, ranging from food preparation through genetic differentiation in the gut microbiome. Third is understanding how algal nutritional and functional constituents interact in human metabolism. Superimposed considerations are the effects of harvesting, storage, and food processing techniques that can dramatically influence the potential nutritive value of algal-derived foods. We highlight this rapidly advancing area of algal science with a particular focus on the key research required to assess better the health benefits of an alga or algal product. There are rich opportunities for phycologists in this emerging field, requiring exciting new experimental and collaborative approaches.
KW - Algal foods
KW - Antioxidants
KW - Arsenosugars
KW - xperimental design
KW - Microalgal supplements
KW - Nutritional minerals
KW - Omega-3-fatty acids
KW - Polysaccharides
KW - Sea vegetables
KW - Vitamins
JO - Journal of Applied Phycology
JF - Journal of Applied Phycology
Wells ML, Potin P, Craigie JS, Raven JA, Merchant SS, Helliwell KE et al. Algae as nutritional and functional food sources: revisiting our understanding. Journal of Applied Phycology. 2017 Apr;29(2):949-982. https://doi.org/10.1007/s10811-016-0974-5
10.1007/s10811-016-0974-5Licence: CC BY
© The Author(s) 2016. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
Final published version, 2.27 MBLicence: CC BY


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Shakespeare at Rome's Globe Theatre 2018
From 27 Jun 2018 to 14 Oct 2018
Rome's Shakespearean festival celebrates 15 years.
27 June-14 Oct. Rome's Shakespearean festival at the Silvano Toti Globe Theatre celebrates its 15th anniversary and this year for the first time comes under the umbrella of the city's Teatro di Roma network. The four-month festival in Villa Borghese is once again under the artistic direction of popular Roman actor Gigi Proietti and as usual ends with an English-language performance.
Sogno di una notte di mezza estate (8-26 Aug)
The season opens with Molto rumore per nulla (Much Ado About Nothing), directed by Loredana Scaramella (27 June-15 July); followed by Otello (Othello) directed by Marco Carniti (20 July-5 Aug); Sogno di una notte di mezza estate (A Midsummer Night's Dream) in the version by the late director Riccardo Cavallo (8-26 Aug); La bisbetica domata (The Taming of the Shrew) directed by Loredana Scaramella (31 Aug-16 Sept); La Tempesta (The Tempest) directed by Daniele Salvo (21 Sept-7 Oct); and concluding with The Merchant of Venice, an original language version by the London-based Bedouin Shakespeare Company, directed by Chris Pickles (10-14 Oct).
La Tempesta (21 Sept-7 Oct)
There are also several poetic and musical projects including Sonetti D'Amore, Playing Shakespeare and William and Elizabeth, as well as a short film competition on the theme Teatro secondo me, overseen by Proietti and selected by an expert panel.
Silvano Toti Globe Theatre
Rome's Globe Theatre is a full-scale timber reproduction of Shakespeare's Globe, copied from the original oak and thatch designs, and almost identical to the one that stands on London's South Bank. The festival attracts around 65,000 spectators each year, and all shows are in Italian with the exception of the final production.
For programme and ticket details see Globe website.
Address Largo Aqua Felix, 00197 Roma RM, Italy
Website http://www.globetheatreroma.com/
Largo Aqua Felix, 00197 Roma RM, Italy
Next article Summer concerts at Rome's Casa del Jazz
English language theatre in Rome: The Oldest Profession
Curtain Up! Live English Theatre returns to Rome stage
Rome theatre: Calendar Ladies by Arts in English
Short Theatre 2020 in Rome
Edgar Oliver on stage in Rome
Charley's Aunt: a comedy in English in Rome
Wasted at Teatro India in Rome
We Will Rock You: Queen musical in Rome
Roma Fringe Festival 2020
Rome musical in English: Forever '69
How to survive in Italy: Rome comedy in English
Priscilla: La Regina del Deserto comes to Rome
Rome theatre in English: The Philanderer by Shaw
Sweeney Todd musical in Rome


Jeff Martin, wrote the book "Optimism Out of Control." Like many he has defended Universal Restoration with Biblical arguments concerning 1) God's free will to save mankind, 2) mankind's lack of free will to save ourselves, 3) the meaning of "aion", 4) the temporal nature of afterlife punishment, 5) and Christ's atonement of all mankind as the Second Adam and new federal head of all humanity. These arguments are nothing new.
So after decades of defeat in a wrestling match with grace Jeff is now thankful to offer a helping hand to those seeking escape from confusion and even self-righteous deception. Read his book, "Optimism Out of Control" to discover the awesome Biblical news that God loves you… because he loves all mankind!
Jeff thanks God for the patience and prayers of many Christians and especially a few Christians who showed him grace while he thrashed through life searching for the answers that were right in front of him, to God be the glory.


Upland Optics was founded in Boise, Idaho by two guys that love to hunt. Our sporting optics are specifically designed with hunters in mind, and deliver the best possible performance for your next adventure.
Every serious hunter knows that when you're deep in the wilderness you need to be able to count on your gear. Our products are built to survive the hunt. Whether you're going through a stream, climbing over rocks, or falling down in the dirt, our optics will be ready to go at a moment's notice. Put our optics to the test and find out why hunters trust our brand. We have high standards for our equipment, and so should you.
Upland Optics was born from a love of the outdoors and a tradition of hunting. Our goal is to provide the most dependable and functional optics for hunters.
Discover what being a hunter means to Upland Optics founders James and Braydon. They founded Upland with the vision of providing quality optics by hunters for hunters.
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I have taken this spotting scope in the woods many times now and really put it to the test. I even compared it to my friends Vortex scope. The Upland scope is by far a better choice. The clarity and color is great and it's light weight which is exactly what I need since I take it backpacking every weekend. I would highly recommend this product to anyone!
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719-359-9797 / 7193599797 - Who call from Colorado Springs, CO, United States?
Just prior to midnight, phone call from 719 359-9797, never left a message.
Had Got a call or message from 719-359-9797?
Report us as much as you can without sharing any personal information. How many calls or texts did you get from 7193599797 and what did they say? Please don't use any insulting vocabulary. Otherwise we will remove your report.
The callers claim to be IRS agents. Fraud, beware. Don't give them any personal information.
Text mssg. said "Your Google verification code is...." Garbage.
Este numero hay que reportarlo a la policia Es Fraude Gente tengan cuidado.. Estan en el area de santurce.
radom texts hoping for a reply...do not reply.


Peter started in 1974 at Clements and Marshall, in the Spare Parts Department. He worked his way into sales in the late 80's and he had a stint for three years at Roberts Irrigation (1994-1997). During the acquisition of UMT in late 1997 he was asked to come back as branch manager of Tasmania Farm Equipment Smithton. This then became the sixth branch of Tasmania Farm Equipment.
Peter loves to travel with his wife Jill and some of his highlights are his time spent around Europe including the United Kingdom, Ireland and Italy. He enjoyed playing football and cricket in his younger years and still likes to play the occasional game of golf on the weekend. He enjoys time spent with his family including his two grandchildren.
In 2006 Peter was selected to travel overseas with the AGCO cooperation to Brazil to see the manufacturing facilities of their tractor and harvester equipment. It was an eye opening trip and a highlight in his sales career.
Peter has invested more than 40 years into the company and loves maintaining his current relationships with his Circular Head clients while also building new ones.


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The Crossings Method
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Home Blog #756 Book review—BROKEN HALLELUJAHS by Christian Scharen
#756 Book review—BROKEN HALLELUJAHS by Christian Scharen
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This week we bring you a book review by Ed Schroeder. Ed wrote it for submission to Missiology, the journal of the American Society of Missiology, and he passed it along for us to preprint in Thursday Theology. Enjoy!
Also, at the end of Ed's piece, please find an important reminder about the upcoming Crossings Seminar, "Good News We Don't Want to Hear: Preaching to a Skeptical World," which is now only a month away, and which is free for all seminary students. Please register, bring a friend, and spread the word!
Peace and Joy,
Carol Braun, for the editorial team
Broken Hallelujahs. Why Popular Music Matters to Those Seeking God.
By Christian Scharen
Grand Rapids, Michigan: Brazos Press
2011. 184 pp., paper, $17.99
Popular culture as mission field-that's Scharen's agenda. "This book has two things at its heart. First, writing a solid biblical theology for engaging popular culture. Second, getting a sound method for engaging the voices of popular culture where God is already at work reconciling the lost, healing the broken and speaking the truth of life" (22f.).
So the dipsticks for evaluating the book are: How solid is that biblical theology? What is God actually doing "already at work" in pop culture? Is the biblical "reconciling, healing, truth" of God-in-Christ "already at work" in the voices of pop culture? And if not, or if not very patently, then just what is the work that God, "already at work," is doing there?
Scharen begins with depth probes into a wide range of popular music, and into the lives of the folks creating that music—folk, rock, jazz, blues, hip-hop, postrock and postclassical. All of that (first four chapters) under the large umbrella of "God in Popular Culture." That cultural tracking then gets "crossed" with an evangelical Anglican theology of culture stemming from C. S. Lewis. Second umbrella for the final three chapters: "Popular Culture in God."
My surprise, as Scharen's fellow Lutheran seminary prof, was that Luther himself gets only a one-liner mention (136) in the entire book. But then I looked at the first chapter again and was reminded how this book got started. Scharen was invited to speak at a "very" evangelical college on "Faith and 'Secular' [not Christian] Pop Music." For these folks, C. S. Lewis was a known entity, and a "good guy," while Luther was doubtless unknown territory. "This book is…a continuation and deepening of the conversation" that started that night at that college (17). Lewis is this book's canon theologian.
Scharen "aims to reorient Christian imagination" (99), to replace the "constricted" imagination (often found among believers at the conservative end of the Christian spectrum-James Dobson, his example) that is so "certain" about the boundary line between sacred and secular, sinner and saint. "The question at the heart of this book is how to find—or better yet, how we are found by—a God of promise and mercy who offers all of us an imagination deep and substantial enough for the struggles the world faces in our day" (17). He finds this God of promise and mercy "already present even in the darkest spaces of abandonment…the cries of suffering" coming to us in today's pop culture.
"God's already present" in pop culture is almost a mantra for Scharen. It pops up everywhere. Another example: "to articulate a theology of culture that calls us to trust God's presence in the midst of a broken creation, listening to its cries, and ultimately dying for the sake of those cries, working reconciliation that offers a promised new day of shalom for all" (24).
Here's where my (and Scharen's too) Lutheran heritage asks: Yes, God is indeed present throughout creation, pop culture included. It's always Creator-connected, whether the creatures in the culture (especially the human ones) admit that or not. But not all that God-connection is grace-and-mercy connectivity. The Creator is also the Critic, also uses the artifacts of creation to criticize, even criticize to death, the images of God who are assigned by the Creator to be creation's caretakers. Pop culture is included in that sentence.
C. S. Lewis's evangelical Anglicanism goes a different path here from evangelical Lutheranism. His theology of the cross, a term dear to Scharen throughout the book, moves toward being a theology of suffering and God's presence therein. Not so, Luther's version. Coping with God the critic is at the center of Luther's cross-theology, but hard to find in Lewis's. And equally faint in the theology of the cross at the core of Broken Hallelujahs.
That theme, "God already present" as critic, surely needs attention, when you're discussing popular culture as mission field. It calls for even further reorientation of imagination. Dare I say: more biblically reoriented?
Yes, God is already at work in every culture before the explicit Gospel gets there. But the "grace of our Lord Jesus Christ" is not identical with the "grace" whereby God continues creating and nourishing the creation and its cultures. And when God's presence becomes God's critical presence, that's not grace of any sort—and Christ's grace for sure not.
Isn't this a more "solid biblical theology"? It's not just to be found in Luther's private imagination. It's in the imagination of the writers of the NT. There the "image" is called the "wrath of God," a term used both by St. Paul (many places) and even St. John (3:36) for God the Critic, for what's also going on with "God already present" in the world.
Doesn't this primal biblical theology caveat the author when he calls us to "trust God's presence in the midst of a broken creation"? Yes, God is present in creation's brokenness—giving us our comeuppance. Trust that? The mission-Gospel calls the broken ones to trust an alternate message, one that trumps the message arising from that broken creation. Namely, trust God's promise and presence in Christ, and do so in the very face of that other message with its signals of God the Critic—also "present" in folk, rock, jazz, blues, hip-hop, postrock and postclassical.
That part of his own heritage would help Scharen expose this "other," even "alien" (as Luther called it) work of God also "present" as he tracks "God in Popular Culture." Subsequently, God the Critic in pop culture then calls for an even larger "Good News," a more fulsome theology of the cross, in order to get "Popular Culture in(to) God's" Christic work of Un-broken Hallelujahs.
Maybe that's Scharen's next book.
Edward Schroeder (St. Louis, MO) was a "convert" to missiology late in his 50 years as prof of systematic theology in Lutheran schools. Now in his antiquity, pop culture still largely eludes him.
Reminder from Cathy Lessmann: The Crossings Seminar, Good News We Don't Want to Hear: Preaching to a Skeptical World, is a month away! Register now and invite someone to come with you.
This is a seminar as opposed to a conference. With the main goal of utilizing law-gospel theology, this seminar intends to teach, practice, and utilize the Crossings six-step method for reading the Word and the world. It will be led by Sabbatheology (text-study) writers plus Ed Schroeder (the original Sabbatheology writer). Additional presentations include "Using the Crossings Law-Gospel approach in Sermon Writing," "How I Learned to Stop Worrying and Love the Matrix," "It Can't be THAT Bad! Why God's Deadly Diagnosis of our Human Condition Matters," "Crossing the Gospel of Luke: Crucial Clues for Preachers and Hearers," plus a roundtable on "How to Tell the Difference between a Bad Sermon and a Good One." We will also watch the movie Carnage and use it to illustrate crossing Word and world.
Request: Please help us get the word out. Most specifically, it would be helpful if you could send out an announcement via your local synod listserv. Below is a reminder that Steve Kuhl, our president, sent to lay ministers in his synod. You could tweak what he has below and use it.
Thanks, and Peace to You,
Cathy Lessmann
Dear Partners in the Gospel,
Below is an announcement about the upcoming Crossings Seminar on January 20-22 (Sunday through Tuesday). It is designed to help clergy and laity practice the art of interpreting Scripture and reflecting on daily life through the lens of Luther's Law-Gospel outlook by way of a unique six-part method of reflection developed by Crossings.
The Seminar begins with dinner on Sunday at 6 p.m. and ends at 1 p.m. on Tuesday. Scholarships available for Seminary Students (including interns) and first call pastors and for anyone on the basis of need. "Ask and you shall receive!"
Learn more by clicking on the URL below. If you have questions you may also contact me by email sckuhlATstritchDOTedu or by phone 414-410-4631 (office).
Advent blessings,
Steve Kuhl
President, The Crossings Community
Good News We Don't Want to Hear
Preaching to a Skeptical World
Crossings Seminar 2013
Learn to use Law-Gospel Distinction
Practice Analyzing Biblical Texts
Discover God Talk in Secular Culture
Our Lady of the Snows Retreat and Conference Center
Free for Seminary Students
Tuition: $150 (includes hotel and meals)
Register at https://crossings.org/conference
Our passion is Christ's passion.
Our mission is to connect the Gospel and daily life.
Our method is to read Scripture and examine daily life through the prism of Law and Gospel.
Our hope is that what we do speaks also to you.
Chesterfield, MO 63006-7011
E info (at) crossings.org
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The Writings of Edward H. Schroeder
The Writings of Robert W. Bertram
©2017 The Crossings Community / All Rights Reserved
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Maintaining the Presidential style, the Bridge Suite offers more workspace with its U-shape design. To support maximum productivity, this unit features a desk, credenza, bridge surface, and hutch.
The Bridge Desk features a Central Drawer & a 2 letter drawer/file drawer cabinet.
The Credenza has 4 letter drawers. The Hutch features open & enclosed storage space.
The Bridge Unit offers a retractable keyboard tray. Choose a left or right return configuration.
1031 Desk, Right or Left Bridge 36" x 66" x 29"
1032 Bridge w/ Keyboard Tray 24" x 48"
1033 Hutch w/ Doors 49" x 14" x 63"
1034 Credenza, Right or Left Bridge 20" x 72" x 29"


text:
Robson de Souza (Brazilian Portuguese: [ˈʁɔpsõ] or [ˈʁɔbisõ d(ʒi) ˈsowzɐ], born 25 January 1984), more commonly known as Robinho (Brazilian Portuguese: [ʁɔˈbĩɲu]), is a Brazilian professional footballer who plays for Turkish club Başakşehir F.K..
In 1999, at 15 years of age, Robinho was picked by Brazil legend Pelé as his heir apparent and, in 2002, went on to lead Santos FC to their first Campeonato Brasileiro title since Pelé himself played for the club. Since then, he has won a second title with Santos and two more with Spanish club Real Madrid. He won the Italian Serie A title in his first season at Milan. Robinho has won one Copa América title and two FIFA Confederations Cups with the Brazilian national team, and played at two FIFA World Cups.
In November 2017, an Italian court convicted Robinho of sexual assault in the January 2013 gang rape of a 22-year-old Albanian woman at a Milan nightclub.
Rodrigo Caio


create your admin/project_name/model_name/change_form.html: the template loader will look first in your template_dirs before looking in the app directories, i.e. django.contrib.admin.
You need the admin_copies directory because you can not extend admin/change_form because it will never be found--you are editing the very file that overrides it. So you give the template loader another place to look. Hence, the copy.


A franchise tenant will in most situations bring better chances of opportunity and stability to an investment property. That is the case largely because the franchise model for any business is already established and proven.
Logic says that landlords and property investors should seek a suitable franchise type tenant to fill a vacancy in their property wherever possible. The chosen tenant can then bring better profile and image to the overall tenant mix within the one property.
Certainly a franchisee may still fail in their business activities; however the odds of doing so are less than any 'independent businesses' for the reasons mentioned.
Taking this a step further real estate leasing agents should focus on getting to know all the top franchise groups that need space locally, and for what reasons they need that space. They will all have specific property needs in location, improvements, profile, and access.
Most franchisors have a marketing model that helps franchisees succeed. That marketing model is usually locally based to help pull in new clients, sales, and repeat business. The impact of the business brand for a franchise group is already well known and established. The tenant will however require suitable signage and branding capability on your building. You may want to charge a signage rental for that placement, in addition to the rental for lettable space inside the building.
Look around your local property market to see what businesses of this type are already active. From that investigation you can soon see their competitors that may like to move into your building with its vacant space.
How many local businesses are of a 'franchise nature'? There are many and the local business telephone book will help you find them; for example bakeries, gyms, grocery convenience stores, pool equipment shops, and the list will go on.
Contact the head office for each of these groups to see who the property or lease procurement officer may be. In each case make personal contact to set up a meeting where introductions and information can be exchanged. They will have specific requirements as to lease terms and occupancy conditions that will be reflected in their standard lease; the standard lease is usually matched to the terms and conditions of their franchise agreement, so the whole occupancy package is designed to work.
Tenants of this type have a business model that is proven, as well as a training package to help franchisees progress successfully in their business. They also have a stronger focus on customer service and support to protect the overall brand. That can then lead to improved chances of tenant success, profitability, and occupancy strength.
So if you are a real estate agent looking to work in investment property leasing, there are some valuable tips and points of focus here with franchisees and franchisors. Study the local property market and look for the right groups and tenants to talk to.


text:
State v. Bregar, NO. 34
Docket Nº 462 consolidated with No. 34
Citation 390 P.3d 212
Case Date December 13, 2016
Court Court of Appeals of New Mexico
STATE of New Mexico, Plaintiff-Appellee,
Darla BREGAR, Defendant-Appellant.
462 consolidated with No. 34
Court of Appeals of New Mexico.
Filing Date: December 13, 2016
Certiorari Denied, February 7, 2017, No. S-1-SC-36258
Hector H. Balderas, Attorney General, Maris Veidemanis, Assistant Attorney General, Santa Fe, NM, for Appellee.
Bennett J. Baur, Chief Public Defender, Matthew J. O'Gorman, Assistant Appellate Defender, Mary Barket, Assistant Appellate Defender, Santa Fe, NM, for Appellant.
HANISEE, Judge
{1} New Mexico State Highway 217, in Bernalillo County, begins in Yrisarri, running east a few miles before abruptly turning due north. From there the road tracks a straight line alongside the Sandia mountain range. Bernalillo County Sheriff's Office (BCSO) Deputy Axel Plum was working a late shift patrolling Highway 217 on the night of December 1, 2008, when he discovered a wrecked Jeep Cherokee by the side of the highway. Deputy Plum found two people on the ground near the Jeep: Defendant Darla Bregar and Thomas Spurlin. Bregar was on the driver's side of the car, her body contorted into a position that Deputy Plum would describe at trial as "grotesque." Spurlin was deceased, his body lying further from the Jeep on the passenger side. Bregar was taken to the hospital by ambulance and survived.
{2} Shortly before 5:00 a.m., BCSO Deputies Lawrence Tonna and Gilbert Garcia went to the hospital to interview Bregar. Bregar admitted to driving the vehicle the night before, although she did not remember
the crash. Deputy Garcia arrested her and obtained a warrant to have her blood drawn and tested. The result of the test showed that Bregar had a blood alcohol concentration (BAC) of 0.09 at the time of the blood draw.1
{3} A grand jury indicted Bregar, charging her with one count of vehicular homicide, contrary to NMSA 1978, Section 66–8–101 (2004, amended 2016), and one count of per se DWI, contrary to NMSA 1978, Section 66–8–102(C)(1) (2008, amended 2016). At trial, Bregar testified that she did not remember the accident or whether she was driving the Jeep. She maintained that at the time of the accident, she had been wearing a knee brace that would have prevented her from operating a vehicle. Thus, Bregar's defense was that Spurlin was the driver, or at least that the State had failed to prove that Bregar had been driving beyond a reasonable doubt. The jury returned guilty verdicts on both counts charged in the indictment.
{4} Bregar's appeal of her conviction concerns the district court's denial of her pretrial motion to suppress her statements to Deputy Tonna at the hospital and its admission of certain expert opinion testimony by Deputy Garcia.
MOTION TO SUPPRESS
{5} Bregar's argument in district court and on appeal is that her inculpatory hospital-bed statements to the police officers were not voluntarily made, and therefore, their admission into evidence at trial violated her constitutional right to due process of law under the Fourteenth Amendment of the United States Constitution. See Colorado v. Connelly , 479 U.S. 157, 163, 107 S.Ct. 515, 93 L.Ed.2d 473 (1986). We apply a "totality of the circumstances" test to these claims, Aguilar v. State , 1988–NMSC–004, ¶ 7, 106 N.M. 798, 751 P.2d 178 (internal quotation marks and citations omitted), derived from the "three-phased process" set out in Justice Frankfurter's opinion for the United States Supreme Court in Culombe v. Connecticut , 367 U.S. 568, 603–05, 81 S.Ct. 1860, 6 L.Ed.2d 1037 (1961).
In the first phase, there is the business of finding the crude historical facts, the external, 'phenomenological' occurrences and events surrounding the confession. In other words, the court begins with a determination of what happened. We are not restricted to examining only those facts deemed dispositive by the trial court.... However, when faced with conflicting evidence, we will defer to the factual findings of the trial court, as long as those findings are supported by evidence in the record....
The second phase is a determination of how the accused reacted to the external facts. This is an admittedly imprecise effort to infer—or imaginatively recreate—the internal psychological response of the accused to the actions of law enforcement officials.
The third phase is an evaluation of the legal significance of the way the accused reacted to the factual circumstances. This requires the application of the due process standards to the court's perception of how the defendant reacted. We are not required to accept the trial court's legal conclusion that the police officers did not act coercively.
State v. Cooper , 1997–NMSC–058, ¶¶ 26–28, 124 N.M. 277, 949 P.2d 660 (alteration, internal quotation marks, and citations omitted).
{6} A defendant's right to seek exclusion of his or her statements to police on the basis of whether the confessed statement was "voluntary" is legally grounded upon an established principle that the use of "certain interrogation techniques, either in isolation or as applied to the unique characteristics of a particular suspect, are so offensive to a civilized system of justice that they must be condemned." Connelly , 479 U.S. at 163, 107 S.Ct. 515 (internal quotation marks and citation omitted). The right to exclude a defendant's statement in state court is derived from Section 1 of the Fourteenth Amendment, which provides that "no [s]tate shall deprive any person of life, liberty, or property,
without due process of law." See Connelly , 479 U.S. at 163, 107 S.Ct. 515.
{7} Whether a statement to police officers is "involuntary" and therefore subject to exclusion under the Fourteenth Amendment does not turn solely on whether the defendant makes a statement of his own free will, however. For example, in Connelly , the defendant confessed to committing a murder as a result of "command hallucinations ... [that] interfered with [the defendant's] ... ability to make free and rational choices." Id. at 161, 107 S.Ct. 515 (internal quotation marks omitted). The Court noted that although "mental condition is surely relevant to an individual's susceptibility to police coercion, mere examination of the confessant's state of mind can never conclude the due process inquiry." Id. at 165, 107 S.Ct. 515. Instead, there must be some indication that coercive police misconduct brought about the confession. Id. ; see also Aguilar , 1988–NMSC–004, ¶ 20, 106 N.M. 798, 751 P.2d 178 ("[A d]efendant's mental condition by itself without coercive police conduct causally related to the confession is no basis for concluding that the confession was not voluntarily given.").
{8} The district court held a lengthy hearing on the motion to suppress. Four fact witnesses testified for the State about the circumstances surrounding Bregar's confession, and Bregar called a fifth witness to testify as an expert in "general nursing" regarding Bregar's injuries and mental state at the time of the interview—i.e., explaining "how [Bregar] reacted to the external facts." Cooper , 1997–NMSC–058, ¶ 27, 124 N.M. 277, 949 P.2d 660 (internal quotation marks and citation omitted). Bregar herself did not testify at the hearing on her motion to suppress. Although the district court made relatively scant findings of fact, the witnesses' testimony does not conflict in any significant material respect. We therefore summarize each witness's testimony before evaluating the voluntariness of Bregar's statements.
{9} The first witness at the suppression hearing was Deputy Plum, who testified that Bregar was "nonresponsive" when he first saw her at the scene of the crash and that her breathing sounded "distressed[.]" Deputy Plum immediately called for emergency medical assistance, but did not attempt to reposition Bregar so that she could breathe more easily because he was afraid that doing so would aggravate her other injuries.
{10} The second witness to testify at the suppression hearing was Emergency Medical Technician Carol Morgan (EMT Morgan). EMT Morgan testified that she arrived at the accident scene shortly after Deputy Plum called for medical assistance. Bregar was able to tell Morgan her name, but "[i]t was hard to make out what [Bregar] was saying." Morgan smelled alcohol on Bregar's breath and noted that Bregar was unable to observe events around her or comply with simple requests. Bregar's blood pressure was found to be within "the norm for being involved in an accident." Morgan and several other EMTs at the scene strapped Bregar to a long spine board and put her in an ambulance.
{11} Hospital records show that Bregar had a broken jaw, several fractured ribs, seven broken vertebra, and a "subarachnoid hemorrhage that had an overlying hematoma, which means that she received a [blow] to her head, considered a traumatic injury." Bruising, gas, and fluids in and around Bregar's lungs and chest wall would have made it difficult for her to breathe. Bregar was receiving oxygen through a tube inserted into her nose.
{12} EMT Morgan also recalled that hospital personnel assessed Bregar's mental capacity using the "Glasgow Coma Scale" (GCS). The GCS is a ubiquitous assessment of brain trauma using a patient's eye, verbal, and motor responses to instructions. Eye movements are...
State v. Gwynne, NO. A-1-CA-34082
New Mexico Court of Appeals of New Mexico
...of Defendant's torso as lay opinion. Absent preservation, we only review for plain error. See State v. Bregar , 2017-NMCA-028, ¶ 28, 390 P.3d 212, cert. denied , –––-NMCERT-–––– (No. S-1-SC-36258, Feb. 7, 2017) ("If an appellant fails to object to the admission of evidence below, on appeal ......
State v. Martinez, No. S-1-SC-37378
New Mexico Supreme Court of New Mexico
...1043 (internal quotation marks and citation omitted), abrogated on other grounds as recognized by State v. Bregar , 2017-NMCA-028, ¶ 49, 390 P.3d 212. This rule has 483 P.3d 600 evolved throughout our judicial history "to prevent the conviction of those who confessed to non-existent crimes ......
State v. Atencio, A-1-CA-38286
...received adequate Miranda warnings was unpreserved and we review only for fundamental error. See State v. Bregar , 2017-NMCA-028, ¶ 29, 390 P.3d 212 ("[F]or an objection to preserve an issue for appeal, it must appear that the appellant fairly invoked a ruling of the district court on the s......
State v. Saiz, NO. A-1-CA-35507.
...confessions when those crimes] did not in fact occur"), abrogated on other grounds as recognized by State v. Bregar , 2017–NMCA–028, ¶ 49, 390 P.3d 212.{2} We hold that the corroboration requirements of the modified trustworthiness rule do not apply to Defendant's statements made pre-crime ......