text:
OHCHR > English > Your Human Rights > Freedom Assembly Association > Call for inputs: for the SR's report to be presented at the 50th session of the Human Rights Council
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Call for inputs from the mandate of the Special Rapporteur on the rights to freedom of peaceful assembly and of association for his report to be presented at the 50th session of the Human Rights Council
Issued by: Special Rapporteur on freedom of peaceful assembly and of association
Purpose: To inform thematic report on trends, developments, and challenges to the ability of civil society organizations to access resources, including foreign funding, to be presented to the HRC at its 50th Session.
The Special Rapporteur on the rights to freedom of peaceful assembly and of association, Clément N. Voule, will dedicate his thematic report to be presented at the 50th session of the Human Rights Council, to the study of trends, developments, and challenges regarding the ability of civil society organizations to access resources, including foreign funding.
Under international law, the rights to freedom of association (articles 20 of the Universal Declaration of Human Rights and 22 of the International Covenant on Civil and Political Rights) encompass not only the right to form and join an association but also to seek, receive and use resources – human, material and financial – from domestic, foreign, and international sources. States have the positive obligation to promote and facilitate access to funding by civil society organizations, as part of their duties to create and maintain a safe and enabling environment in which organizations can operate free from undue interference and insecurity.
The Special Rapporteur has emphasized on multiple occasions that access to resources is crucial to the existence and operations of civil society organizations, as well as to the sustainability of their contributions to political, social, and economic development. The value of a well-resourced civil society has been evident during the COVID-19 pandemic, with organizations playing a key role in responding to the ongoing public health crisis and providing support to the communities they serve. In order to "build back better", civil society organizations must be able to freely solicit, receive and use resources to continue and expand this important work.
Key questions and types of input sought
The Special Rapporteur therefore wishes to receive inputs from Member States, civil society, national human rights institutions, academics, international organizations, and other interested stakeholders, by responding to the following questionnaires to help enrich this upcoming report .
Questionnaire for Member States: English | Français | Español
Questionnaire for civil society, national human rights institutions, and other stakeholders: English | Français | Español
How and where to submit inputs
E-mail address Ohchr-freeassembly@un.org
E-mail subject line "Submission to 50th HRC session report – Access to Resources"
File formats Word, PDF
Accepted languages English, French, Spanish
How inputs will be used
All submissions will be published on the mandate webpage on the OHCHR website, unless otherwise indicated in your submission.
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About Special Procedures
Submitting complaints
About country visits
Special Rapporteur on Freedom of Assembly and Association
Current mandate holder
Annual thematic reports
Comments on legislation and policy
Recent thematic reports
Celebrating women in activism and civil society: the enjoyment of the rights to freedom of peaceful assembly and of association by women and girls (2020)
Ten years protecting civic space worldwide (2020)
Civil society space, poverty, national policy and the exercise of the rights to freedom of peaceful assembly and of association (2019)
The exercise of the rights to freedom of peaceful assembly and of association in the digital age (2019)
Special joint report on the proper management of assemblies (2016)
Joint declaration on peaceful assembly and democratic governance
PDF: English | Français | Español
COVID-19 and Freedom of Assembly and Association
Mr. Clément Nyaletsossi Voule
Mandate of the Special Rapporteur on the rights to freedom of peaceful assembly and of association
Palais des Nations, CH-1211 Geneva 10
Fax: + 41 22 917 9006
Email: ohchr-freeassembly@un.org
Personal Twitter page of the Special Rapporteur


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6. Which NIMS Management Characteristic includes developing and issuing assignments, plans, procedures, and protocols to accomplish tasks?
Management by Objectives includes developing and issuing assignments, plans, procedures, and protocols to accomplish tasks.
Asked 5/15/2019 2:44:47 PM
Added 3/4/2020 5:12:49 PM
4. Which NIMS Management Characteristic helps to eliminate confusion caused by conflicting instructions?
Weegy: Chain of Command and Unity of Command help to eliminate confusion caused by conflicting instructions. (More)
Expert Answered
Updated 5/15/2019 3:18:00 PM
11. Which major NIMS Component describes recommended organizational structures for incident management at the operational and incident support levels?
Weegy: Command and Coordination recommended organizational structures for incident management at the operational and incident support levels. User: 12. EOCs receive senior level guidance from: Weegy: EOCs receive senior level guidance from MAC Groups User: 13. The need for ______________ can complicate information sharing among emergency personnel. Weegy: The need for Advanced Equipment can complicate information sharing among emergency personnel. User: 14. The _________ is a central location that houses Joint Information System (JIS) operations and where public information staff perform public affairs functions. Weegy: The Joint Information Center (JIC) is a central location that houses Joint Information System (JIS) operations and where public information staff perform public affairs functions. User: 1. ICS provides a standardized approach to the command, control, and coordination of _______ emergency personnel. Weegy: ICS provides a standardized approach to the command, control, and coordination of On-scene emergency personnel. User: 2. In NIMS, resource inventorying refers to preparedness activities conducted _________ (of) incident response. Weegy: The National Incident Management System (NIMS) is a standardized approach to incident management developed by the Department of Homeland Security. User: 2. In NIMS, resource inventorying refers to preparedness activities conducted _________ (of) incident response. Weegy: The National Incident Management System (NIMS) is a standardized approach to incident management developed by the Department of Homeland Security. User: 3. Which resource management task deploys or activates personnel and resources? Weegy: Mobilize resource management task deploys or activates personnel and resources. User: 4. Which NIMS Management Characteristic helps to eliminate confusion caused by conflicting instructions? Weegy: The National Incident Management System (NIMS) is a standardized ... (More)
8. Each ICS General Staff is led by a(n) ____________ who reports directly to the Incident Commander or Unified Command.
Weegy: Each ICS general staff is led by a Section Chief who reports directly to the incident commander or unified command. User: NIMS EOC function Weegy: An EOC should be organized to carry out five major functions: command, planning, operations, logistics, and finance. User: 10. Using social media to support activities such as producing maps and incident visualizations is an example of which communications standard? Weegy: Using social media to support activities such as producing maps and incident visualizations is an example of "Technology Use and Procedures" communications standard. User: 11. In NIMS, resource inventorying refers to preparedness activities conducted outside of incident response. Weegy: The National Incident Management System (NIMS) is a standardized approach to incident management developed by the Department of Homeland Security. User: 14. Which NIMS Command and Coordination structures are offsite locations where staff from multiple agencies come together? Weegy: Emergency Operations Centers are offsite locations where staff from multiple agencies come together. User: 15. Which EOC configuration aligns with the on-scene incident organization? Weegy: ICS or ICS-like EOC structure aligns with the on-scene incident organization. User: 16. The MAC Group does not replace the primary functions of EOCs or other dispatch organizations. Weegy: The MAC Group does not replace the primary functions of EOCs or other dispatch organizations.TRUE. User: 17. 'Access to sensitive or restricted information is controlled' describes which of the key communications and information systems principles? Weegy: Access to sensitive or restricted information is controlled describe SECURITY key communication and information system principle. User: 18. Which resource management task includes activating local resource requirements, if available? Weegy: Order and Acquire of the NIMS Resource Management task include local resource ... (More)
Unified Command enables different jurisdictions to jointly manage and direct incident activities with a single incident action plan.
Weegy: Command and Coordination recommended organizational structures for incident management at the operational and incident support levels. User: 21. Which organizations should be involved in commmunications planning? (More)
Updated 159 days ago|8/12/2021 8:11:43 PM
emdjay23
All Stakeholders should be involved in communications planning.
Added 159 days ago|8/12/2021 8:11:43 PM
22. The ______________________ are incident management personnel that the Incident Commander or Unified Command assign to directly support the command function.
Weegy: The Command Staff are incident management personnel that the Incident Commander or Unified Command assign to directly support the command function. User: 23. EOCs can be fixed locations, temporary facilities, or virtual structures with staff participating remotely. Weegy: EOCs can be fixed locations, temporary facilities or virtual structures with staff participating remotely. TRUE. User: 24. When only certain EOC team members or organizations are activated to monitor a credible threat, which Activation Level has been implemented? (More)
Share your beach.
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FROM THE CREATORS OF
WINDOWPANE is the live-streaming social network, and multi-media app, for recording and sharing your amazing life. Post comments, photos and videos, or broadcast a live stream, to friends, family, followers, or everyone. Share thoughts, events, experiences, and milestones, as you travel along the path that is uniquely yours. Share your world.

redpajama_set_name: RedPajamaCommonCrawl


Hamas leader Yahya Sinwar issued a warning over the weekend, saying if there is a war between Israel and Gaza, Tel Aviv and other Jewish communities on the southern border will be evacuated.
Brazilian President Jair Bolsonaro prayed at the Western Wall in Jerusalem with Israeli Prime Minister Benjamin Netanyahu Monday. The visit to the wall was part of Bolsonaro's three-day trip to Israel. According to CBN News, it is also the first time a sitting Brazilian president has joined Israeli leaders at the wall in Jerusalem.
The U.S. military announced earlier this week that for the first time in history, it has deployed its most advanced air and missile defense system to Israel.
Anti-Israel Congresswoman Representative Rashida Tlaib has been an outspoken supporter for boycotting Israeli products and goods, but a new video revealed that she, along with many other supporters of the boycott, divestment, and sanctions movement toward Israel have been using Israeli products anyways.
During a conference on Wednesday, Vice President Mike Pence warned European and Middle Eastern leaders of the 'new Holocaust' the Iranian regime is plotting.


I'm avoiding writing about Albert. Oh, there's a lot to say. A lot of ruminating to come on questions of health and injury, beliefs and fairness. Some wisdom, I hope, will come from Albert, our family, and our vet. He has survived a medical crisis. Right now, it seems like he has.
And, one of the questions for us is how many more medical crises will we ask him to face? Like many animals I've known, if you ask him to accept pain and fight through something, he will do it. Silent and stoic, he surely will.
He's getting older. That's probably the real bottom line. He is getting older, and his good, easeful days fewer.
So, I took my coffee and newspaper out to the barn this morning. Just to see him and sit with him.
Something else has been on my mind at the barn. Where is the red-headed woodpecker?
I used to see one all the time when I'd first turn down the drive. After all, this medium-sized woodpecker lives in Virginia year-round. Lately and to no avail, I've been scouting for it at the edge of the road, in the fields, and on the trail.
What makes this bird a thrill to watch is its crimson hood. Red-hooded woodpecker seems like a better name to me, really. While the bird is not on the threatened list, its habitat is shrinking fast.
When I first pulled up to the barn today, I heard a bird in one of the two old oaks by the gate. Sort of a cherr-ah or kirr-ah. I made a mental note to try to research that call. But, I didn't look up because I wanted to look in on Albert first. I nearly wept from joy when I first saw him today. Calmer than yesterday by an ocean. Steadier, too. And he nickered.
So, I pulled up a chair beside his stall door. He poked his over the gate and stood near me while I read him headlines. I didn't read to him about Boston. I read good stuff: about the history of the James River Park System. I read book reviews to him. We looked at the grocery coupons and perused the open houses, too.
I heard the kirr-ah or cheerr-ah again. "What is that bird, Albert?" I asked him. A few minutes later we heard a dull drumming of a woodpecker against a tree in the woods. I'm horrible at identifying woodpeckers by their drill.
Finally, after fussing over Albert – grooming him good, spreading out his shavings, doing my best to repel flies – I headed home. I sat for a minute in the car, thinking about my horse. One or two of those big questions that need attention sallied out into the open meadow of my cleared mind. Cleared like it always is when I'm out there.
And like these birds just do, sometimes, right then a red-headed woodpecker came around a limb of the oak. Went back up, came back down, went back up. I watched one then two red-headed woodpeckers forage the tree for insects. They didn't drum or cry, just let me see them.
Even the red-headed woodpecker helps me consider Albert and his life. How will I thank this horse for his service?
Enjoyed the woodpecker pictures. We just put up a window feeder at our house, and we have been seeing the most amazing birds up close. Today a yellow goldfinch hopped over. It's such a wonderful time of year for birds.
Hi Trailbosshoss! Thank you and thanks so much for stopping by my blog. Welcome and I look forward to reading your blog, too!
GORGEOUS bird! What a treat to live near such a beaut. He certainly has given you much to think about, and the service your steed has given to you….
That is very thought worthy…heart rending too, with the tail end of a horses life. I will face this someday. I do pray it is when my mare is MUCH older.
I hope that Albert can let you know, in his way, when he needs to be let go.
I enjoy your writing, and will like to come back to catch up, since I am new…and to WP.


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text:
Q: react-spring parallax not working on refresh <Parallax pages={2} ref={ref}>
    <ParallaxLayer offset={0} speed={1} factor={2}>
      <Snowfall snowflakeCount={35} color={'#53bdfc'} />

          <div
            className='hero-main'
            style={{ backgroundImage: `url(${background})` }}
          >

              <motion.h1
              >
                Community{' '}
                <motion.span
                >
                  First
                </motion.span>
              </motion.h1>
              <motion.p
              >
               Text
              </motion.p>

            <motion.img
              src={HeroImage}
              alt='hero_image'
            />

    </ParallaxLayer>
    <ParallaxLayer
      offset={0}
      speed={1}
      style={{
        backgroundImage: `url(${SeaBackground})`,
        backgroundSize: 'cover',
        zIndex: -2,
      }}
    />
  </Parallax>

This is in my App.js.
The thing is, if I change something from the code and not hit refresh, the parallax is working. But if I refresh, then it stops working.
Is this some kind of mounting issue? Any help would be greatly appreciated!

A: I also faced the same issue today and I downgraded react version 18 to 17.0.2 everything works fine so far.

redpajama_set_name: RedPajamaStackExchange


new release. a tale of two cities: a thanksgiving novella.
I can't wait to meet you in 2019!
Find registration links for the events I'll be attending this Spring (Hey Memphis!) and Summer (Hey Atlanta!) by clicking the pictures below!
new release. a tale of two cities: a halloween novella.
$10 Signed Paperback Books. Available For 10 Days.
Quantities available are first come, first served.
So if there is a title you are dying to have in paperback, act fast!
week 3 book sale & giveaway.
Both, Spite Series books are on sale all this week!
If you're a fan of romance with family ties and haven't read these two, here's the perfect time to grab them!
Purchase Love at First Spite Here.
Purchase In Spite of It All Here.
Congratulations to the winner of last week's giveaway, Shauntele Young!
To go along with Week Three's eBook sale, I'm giving away a signed paperback copy of both books (Love at First Spite & In Spite of It All) to one lucky winner!
All you have to do is be signed up for my newsletter, and enter by using this link!
In case you missed it, Replacement: A Building 402 Novella will be out on September 21st.


Suzhou Thriven Safety Products Co., Ltd.
BLUE DIVE INTERNATIONAL is at the forefront of Leather Apparel manufacturing representing Fashion and Motor-Bike Leather collections for both men and women. BLUE DIVE INTERNATIONAL Limited stands apart as the first choice for global sourcing in the highly competitive arena of Leather Apparel manufacturing. JAWAD ARSHAD, BLUE DIVE is today Pakistan's leading leather apparel Our achievements include the "Best Export Performance Trophy" awarded repeatedly by the Government of Pakistan, since 1998 for being the largest exporter of finished leather apparel to Europe & the United States.
3. We can also customize the poly bag and carton with your own design and logo. You can tell us more details that we can quote you with the price. But we ensure that we can give you a best price and the quality.
Alibaba.com offers 108 horse back riding gloves products. About 9% of these are riding gloves, 6% are racing gloves, and 1% are other sports gloves.
There are 27 horse back riding gloves suppliers, mainly located in Asia. The top supplying countries are Pakistan, China (Mainland), and Taiwan, which supply 51%, 40%, and 7% of horse back riding gloves respectively.
Horse back riding gloves products are most popular in South America, North America, and Northern Europe.


The Pupil Premium is a sum of money the school receives from the Department for Education (DfE) for each pupil who is either in receipt of Free School Meals (FSM) or who has been in receipt of FSM at some point in the past 6 years. Nationally, the statistics show that pupils who are in receipt of FSM do less well than their peers in their attainment. The aim of this money is to try to close that attainment gap.


text:
Q: PHP $_POST Array is empty after submitting a form($_GET works fine) I have an html form like this:
  </div>
  <form method="POST" action = "process.php">
    <input type="text" name="user" placeholder="Enter your name"/>
    <input type="text" class="message" name="message" placeholder="Enter your message"/>
    <input type="submit" class="btn-default " name="submit"  value="Shout it out"/>
  </form>
</div>

After I press the button Shout it out to submit it, my $_POST array does not fill with any values while $_GET is working fine.
var_dump($_POST);

this gives me array{0}.
this is my process.php:
<?php
include 'database.php';

//Check if form submitted
if(isset($_POST['submit'])) {
    $user = mysqli_real_escape_string($con, $_POST['user']);
    $message = mysqli_real_escape_string($con, $_POST['message']);

    // Set timezone
    date_default_timezone_set('America/New_York');
    $time = date('h:i:s a', time());
    echo $time;
}

// Validate input
if (!isset($user) || $user == '' || !isset($message) || $message == '') {
    echo 'bad';
    var_dump($_POST);
} else {
    echo 'good';
}

and this is the database.php:
<?php
$host = 'localhost';
$username ='root';
$password= '';
$db = "shoutit";

//Connection to the DB
$con = mysqli_connect("$host", "$username", "$password", "$db");

//Test and debugging
if(mysqli_connect_errno()) {
    echo'Failed to connect to the database: '.mysqli_connect_errno();
}
?>

?>

What i have tried so far:
1.Modifying my php.ini ( both the 5.3 and 7.0 versions), more precisely, checking if post_max_size = 8M; and upload_max_filesize = 2M; (since some people, had a problem where their post_max_size was automatically changed to something like 60MB or so), this didn't work out.
2.Changing method="post" to method="POST" and vice versa.
3.Running through all( I should say mostly all of the other submitted tickets on Stack, except maybe those, where the problem was caused by JavaScript, this is not the case obviously).
4.I checked if my name in the form is the same Im using in my $_POST and etc.
I Believe the problem might be caused, because I am using windows. One of  my friends is using uBuntu, and he has no such problem, he gets the $_POST array filled after submission.
Is there a way to solve it or I should go for Ubuntu straight away?
P.S I don't think this should be marked as a duplicate question, since it  does not have an answer yet.(None of the previously submitted on stack do):
PHP $_POST not working but $_GET works fine
php $_POST array empty upon form submission
$_POST is empty data in PHP
this is just a few that didn't work out.


text:
"""
Copyright 2015 tufei

Licensed under the Apache License, Version 2.0 (the "License");
you may not use this file except in compliance with the License.
You may obtain a copy of the License at

    http://www.apache.org/licenses/LICENSE-2.0

Unless required by applicable law or agreed to in writing, software
distributed under the License is distributed on an "AS IS" BASIS,
WITHOUT WARRANTIES OR CONDITIONS OF ANY KIND, either express or implied.
See the License for the specific language governing permissions and
limitations under the License.
"""

class OpenSearchError(Exception):
    """Base exception used by opensearch module.
    """

class HTTPError(OpenSearchError):
    """HTTP request exception
    """

class ArgumentError(OpenSearchError):
    """Invalid argument value (or type)
    """

class QueryError(OpenSearchError):
    """Error in query statment
    """

class ApiError(OpenSearchError):
    """Server api response is not OK
    """

    def __init__(self, code, message):
        super(ApiError, self).__init__("api response code: %s message: %s" % (code, message))

redpajama_set_name: RedPajamaGithub


text:
What Is Clinical Psychology?
How Does Clinical Psychology Work?: Clinical psychology is a combination of science, theory and clinical knowledge used to diagnose, treat and prevent psychological distress and dysfunction in individuals, families and the wider community. Clinical psychologists draw on their scientific knowledge to bring about a positive change.
In therapy, clinical psychologists do not prescribe medications to their clients. Instead, they use psychological techniques, such as (CBT) and psychoanalytic therapy when working with their clients. Clinical psychologists work with people of all ages on a wide range of psychological difficulties in mental and physical health.
What is clinical health psychology?: Clinical health psychologists are mental health professionals, usually trained in Cognitive Behavioural Therapy (CBT) and at least one other therapeutic approach. One difference between a therapist/counsellor and a medical clinical psychologist is that a clinical health psychologist can officially diagnose any mental health conditions you may be experiencing.
Aside from therapy practices like HQ Therapy Rooms, clinical psychologists usually work in community institutions such as hospitals, health centres, schools, social services, prisons and community mental health teams, and you can be referred to a clinical psychologist by your GP.
Clinical Psychologists Working at HQ Therapy
What to expect from clinical psychology?: When you see a clinical psychologist, you will be assessed using a combination of observation, interview, and techniques like psychometric testing. Your psychologist will then work in partnership with you over a number of sessions to find practical solutions for the issues you're experiencing.
Below is a selection of our current fully trained clinical psychologists who are available to work with clients who are experiencing therapy issues that we deal with related to clinical psychology using a wide range range of techniques.
Choosing the right therapist is an important decision for you and it is important that you work with the right practitioner and that both feel comfortable working together.
Matthew Rosen-Marsh:
Clinical Psychologist (HCPC)
Therapy Issues That Clinical Psychology Helps With
What does clinical psychology focus on: Clinical psychologists can help you with a whole range of diagnosed mental health conditions as well as physical and emotional problems, behavioural disorders and sex and human sexuality issues. See below for some of the issues that psychotherapy can help with
We want you to feel able to discuss any questions or worries with your therapist. This is important in order for you to progress your therapy. If you feel like you still need some more help in your decision then get in touch with us using the form at the bottom of this page ('Can I Contact You For Advice About Therapy?') and someone will guide you through the process.
These are some of the additional therapy issues we deal with that are closely related to clinical psychology.
Helping you to rebuild a sense of safety.
Helping you to explore the underlying causes of your addiction issues.
Learning Difficulties & Disabilities
Helping people manage the psychological impact of these & other issues
Why Should I Seek Clinical Psychology?
HQ Working Hours
Caring for our clients, every day of the week.
Sat 09:00 – 24:00
Sun 09:00 – 20:00
HQ Therapy Haggerston
322C (Ground Floor) Kingsland Rd, Haggerston, Hackney, London, E8 4DE
HQ Therapy Dalston
83a (2nd Floor) Kingsland High Street, Dalston, Hackney, London, E8 2PB
HQ Low-Cost Therapy
We provide an affordable Low-Cost Therapy service offering clients counselling, psychotherapy and coaching (either face-to-face, or on online) at a discounted rate for those who are struggling financially.
News Article Categories
Addiction & Recovery
Bodywork Therapy
Embodiment & Empowerment
Masculinity Issues
Therapy Quote Of The Month (December)
"The shoe that fits one person pinches another; there is no one recipe for living that suits all cases." — Carl Jung


When you stay at Hotel Campanile Nantes Ouest - Saint Herblain in Saint-Herblain, you'll be near the airport, within a 15-minute walk of Atlantis Shopping Centre and Zenith de Nantes. This hotel is 4.7 mi (7.6 km) from Machines of the Isle of Nantes and 1.4 mi (2.3 km) from Manoir de la Begraisiere.
Make yourself at home in one of the 71 air-conditioned rooms featuring LCD televisions. Complimentary wireless Internet access keeps you connected, and cable programming is available for your entertainment. Private bathrooms with bathtubs or showers feature complimentary toiletries and hair dryers. Conveniences include desks and coffee/tea makers, and housekeeping is provided daily.
Enjoy a satisfying meal at Le Restaurant serving guests of Hotel Campanile Nantes Ouest - Saint Herblain. Buffet breakfasts are available daily for a fee.


(Soya Lecithin) We primarily us soya lecithin as an emulsifier in our bread recipes. It is also used as an ingredient of dough enhancers: for every cup of flour, we use 1 tsp. of soya lecithin, 1/16 tsp. vitamin C (ascorbic acid), and 1/16 tsp. of ground ginger. Lecithin is a mixture of fats: glycolipids, triglycerides, and phospholipids. It also produced naturally in our livers, when the person is eating a healthful diet. Every cell in the body requires lecithin for building the cell walls, for without it, the walls would become hardened. Soya lecithin is extracted from soy beans using hexane and then refined. See the nutritional chart below.


Welcome to the Skyline College Accreditation website. Skyline College is accredited by the Accrediting Commission for Community and Junior Colleges (ACCJC), a division of the Western Association of Schools and Colleges (WASC). This organization is recognized by the Council for Higher Education Accreditation and the U.S. Department of Education. The college maintains its accreditation by fulfilling criteria that are determined by the ACCJC. Throughout its continuous six-year review cycle, Skyline College conducts and publishes several review instruments, including an annual report, annual fiscal report, midterm report, comprehensive institutional self-study, and an evaluation review by a team of peers.
Final Open Forum. Incorporate comments from open forum. Editing of Final Version by standards writing teams and co-chairs.
Steering Committee reviews final version and edits in consultation with the standard co-chairs.
Final review and approval by Academic Senate, Associated Students of Skyline College (ASSC), Classified Senate, and Management Council.
Final review and approval by College Governance Council.
Final Self-Evaluation Report adopted by SMCCCD Board of Trustees.
Submit Institutional Self-Evaluation Report to Accrediting Commission for Community and Junior Colleges (ACCJC) Visiting Team.
Campus Forum to Highlight Major Points. Present to Governance Committees.
In 2013/14, Skyline College underwent a review of its accreditation and was fully reaffirmed by ACCJC. Below are the principal documents associated with that process.
the Catalog website (the printed version is available for download).
In addition to this, a number of Skyline College's programs have their own individual accreditation.
View a list of these and the respective agency by which they are accredited.


text:
Thomas Patrick John Anson, 5th Earl of Lichfield (25 April 1939 – 11 November 2005) was an English photographer from the Anson family. He inherited the Earldom of Lichfield in 1960 from his paternal grandfather. In his professional practice he was known as Patrick Lichfield.

Biography

Thomas Patrick John Anson was born on 25 April 1939. He was the only son of Lieutenant-Colonel Thomas William Arnold Anson, Viscount Anson (1913–1958), the eldest son and heir apparent of Thomas Edward Anson, 4th Earl of Lichfield (1883–1960). His mother was born Anne Bowes-Lyon (1917–1980), a niece of Queen Elizabeth The Queen Mother. His parents divorced in 1948, and his mother subsequently became Princess Anne of Denmark after her remarriage to Prince George Valdemar of Denmark in 1950. He had one sister, Elizabeth Georgiana (1941–2020), who married Sir Geoffrey Adam Shakerley, 6th Baronet Shakerley.

Lichfield was educated at two boarding independent schools: Wellesley House School in the coastal town of Broadstairs in Kent, and Harrow School in Harrow on the Hill in north-west London, followed by the Royal Military Academy Sandhurst.

His father died in 1958, leaving Patrick to succeed as 5th Earl of Lichfield when his grandfather died in 1960.

Lichfield joined the Grenadier Guards in 1959. On leaving the Army in 1962, he began to work as a photographer's assistant, and built up his own reputation, partly as a result of having access to the Royal Family. He was selected to take the official photographs of the wedding of the Prince and Princess of Wales in 1981, and subsequently became one of the UK's best-known photographers. From 1999 onwards he was a pioneer of digital photography as a professional standard. He was chosen by Queen Elizabeth II and the Duke of Edinburgh to take official pictures of her Golden Jubilee in 2002.

In 2003, he made a cameo appearance in the BBC medical drama series Casualty for a story about raising money for Children in Need. He also cameoed in the British sitcom Keeping Up Appearances, appearing in the episode "Sea Fever" as a passenger on the Queen Elizabeth 2.

Lichfield resided in an apartment at the former family seat of Shugborough Hall, near Cannock Chase in Staffordshire. In 1960 he had given the estate to the National Trust in lieu of death duties arising on his grandfather's death.

Marriage and children

On 8 March 1975 Lichfield married Lady Leonora Grosvenor, elder daughter of Robert Grosvenor, 5th Duke of Westminster, and Viola Grosvenor, Duchess of Westminster. They were divorced in 1986. The Countess of Lichfield has not remarried and has retained her title. She and the Earl had one son and two daughters together:

 Lady Rose Meriel Margaret Anson (born 27 July 1976), a goddaughter of Princess Margaret
 Thomas William Robert Hugh Anson, 6th Earl of Lichfield (born 19 July 1978); he married Lady Henrietta Conyngham, daughter of Henry Conyngham, 8th Marquess Conyngham, in December 2009. They have two sons.
 Lady Eloise Anne Elizabeth Anson (born 1981); she married Louis Alexander Philip Waymouth on 7 September 2013. They have two children.

Lichfield's most recent partner was the biographer Lady Annunziata Asquith, daughter of Julian Asquith, 2nd Earl of Oxford and Asquith.

Death

On 10 November 2005, Lichfield suffered a major stroke and died the following day at the John Radcliffe Hospital in Oxford. He was 66 years old.

Lichfield's funeral was held on 21 November at St Michael and All Angels Church, Colwich, Staffordshire, where he was buried in the family vault.

Since 2011, the private apartments at Shugborough have housed an exhibition of Lichfield's work. His cameras and lighting gear have been set up in a re-creation of his studio, and there is a gallery of some of his most famous photographic subjects.

Bibliography
 Lichfield on Photography. London: Collins, 1981.
 The Most Beautiful Women. London: Elm Tree, 1981.
 A Royal Album. London: Elm Tree, 1982.
 Creating the Unipart Calendar. London: Collins, 1983.
 Hotfoot to Zabriskie Point (with Jilly Cooper). London: Constable, 1985.
 Not the Whole Truth: an autobiography. London: Constable, 1986.
 Lichfield on Travel Photography. London: Constable, 1986.

References

External links
A selection of Lichfield's images 1964–1980
Lichfield: The Early Years 1962–1982 exhibition at the National Portrait Gallery, 2003
BBC News article on his death
BBC News Obituary
The Royal Family Genealogy: Thomas Patrick John Anson of Lichfield
Memorial Service for Lord Lichfield

1939 births
2005 deaths
Burials in Staffordshire
5th Earl of Lichfield
English photographers
Grenadier Guards officers
Graduates of the Royal Military Academy Sandhurst
People educated at Harrow School
Patrick
Lichfield

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Hawai'i residents could use a raise. According to a new survey gauging the minimum wage of all 50 U.S. states, Hawai'iʻs current minimum of $10.10 falls short of the amount needed to meet living expenses.
The survey, conducted by CreditLoan.com, reported that sole providers working full-time in Hawai'i need to make at least $15.39 an hour to afford current living expenses—$5.29 more than the newly implemented wage of $10.10, which became effective on Jan. 1, 2018.
CLICK TO ENLARGE. Graphic courtesy of CreditLoan.com.
The survey was conducted to assess residentsʻ knowledge of their stateʻs minimum wage, their ideal minimum wage income, and how that compares to their stateʻs current number. Hawai'i residents responded on average that their ideal minimum wage is $14.28—$4.28 more than the current wage and $1.01 short of the wage cited to meet living expenses. Survey respondents also guessed on average that the stateʻs minimum wage is $10.67 per hour—overshooting the actual wage by .57 cents.
The survey gathered data by polling 2,669 Americans across all 50 states. Residents in every state who participated in the survey agreed that minimum wage should be higher.
Currently, the federal minimum wage standard is $7.75. Hawai'i exceeded the federal minimum in January 2015 when it raised the minimum to $7.75, followed by incremental raises each year to reach the current number.
Only 36 percent of Americans polled in the survey correctly identified $7.25 as the federal minimum wage. The average guess was $8.09. Those who earned the least income guessed closest to the actual number, while those who earned the most overestimated by more than a dollar. Nationwide, survey respondents overestimated the actual minimum wage for their state by an average of 71 cents or more.


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Токсични осветник () амерички је суперхеројски сплатер хорор филм независне продукције са елементима црног хумора из 1984. године, редитеља Мајкла Херца и Лојда Кофмана, са Мичом Коеном, Марком Троглом, Андреом Марандом и Петом Рајаном млађим у главним улогама. Радња прати злостављаног чистача у теретани који упада у токсични отпад и претвара се у чудовиште које убија све криминалце у граду.

Филм је сниман на неколико локација у Њу Џерсију током лета 1983. Премијерно је приказан у мају 1984. Упркос ниском буџету, филм је стекао култни статус и препознатљивост код љубитеља кемп филмова и хорор жанра. Добио је помешане и осредње оцене критичара.

Токсични осветник је покренуо истоимену медијску франшизу, која укључује три наставка, видео-игре и дечије цртане филмове. Први наставак снимљен је 1989. под насловом Токсични осветник 2.

Радња

Мелвин Ферд Џунко III је смотани чистач у теретани у Тромавилу, измишљеном граду у Њу Џерсију, где га клијенти непрестано злостављају. Једном приликом, док покушава да побегне од њих, Мелвин упада у буре са токсичним отпадом, након чега се претвара у чудовиште које убија све криминалце у граду.

Улоге

|-
| Мич КоенКенет Кеслер || Токсични осветник
|-
| Марк Торгл || Мелвин Ферд Џунко III
|-
| Андре Маранда || Сара
|-
| Пет Рајан мл. || мајор Питер Белгуди Голдберг
|-
| Сарабел Левинсон || госпођа Ферд Џунко
|-
| Ден Сноу || Цигарафејс
|-
| Дик Мартинсен || полицајац О'Кленси
|-
| Гери Шнидер || Бозо
|-
| Роберт Причард || Слаг
|-
| Џенифер Бабтист || Ванда
|-
| Синди Манион || Џули
|-
| Крис Лијано || Волтер Харис
|-
| Дејвид В. Нис || шеф полиције
|-
| Мариса Томеј || девојка у свлачионици
|}

Референце

Спољашње везе

Филмови 1984.
Амерички филмови
Филмови на енглеском језику
Амерички хорор филмови
Амерички сплатер филмови
Акциони хорор филмови
Комични хорор филмови
Амерички научнофантастични хорор филмови
Комични хорор филмови
Амерички независни филмови
Хорор филмови 1980-их


June 29, 2016 - LANSING, Mich.— Last year,leaders from education, business, and government came together to release a report dubbed "Reaching for Opportunity: An Action Plan to Increase Michigan's Postsecondary Credential Attainment" for Michigan residents to achieve the necessary education and training beyond high school to compete for the jobs of the 21st Century. The Reaching for Opportunity Regional Briefing convened on Wednesday with leaders from across the Capital Region to provide a briefing of the Reaching for Opportunity report and to analyze local data to determine regionally appropriate strategies to drive postsecondary educational attainment. In order to meet the needs of state employers, Michigan needs 779,000 more citizens with education beyond high school by 2025, according to the report.
Key stakeholders and education officials reviewed current trends in the report, which was released in December 2015. They also discussed the intersection between college attainment and economic development.
Increasing the number of high school counselors and college advisers.
Encouraging more Michigan high school students to obtain college credits while still in high school through early college or CTE programs.
Creating an Adult Training Scholarship to re-engage the 25 percent of Michigan adults with some education past high school, but no degree.
Streamlining credit transfers to help more students move from community colleges to four year universities and colleges.
The report can be downloaded at www.mitalentgoal2025.org.
June 16 - LANSING, Mich. — Michigan College Access Network (MCAN) announced today that Joshua Kennedy will join the Community Investment Department as the new program coordinator for AdviseMI, which places recent college graduates into Michigan high schools to help students apply to and prepare for college.
Kennedy will work closely with AdviseMI co-directors Bristol Day and Jacque Ruhland to continue growing and strengthening AdviseMI, now in its second year. The program is gearing up to place 49 advisers from 16 colleges into 62 schools in the 2016-17 academic year. The advisers will be placed in communities with low college-going rates and low adult educational attainment rates as part of MCAN's efforts to increase the number of students gaining additional training or degrees after high school.
As the AdviseMI program coordinator, Kennedy will supervise nine advisers in Southeast Michigan to support program grants compliance, recruitment and training logistics. His office will be located at Southeast Michigan Community Alliance (SEMCA) in Taylor to enable him to work closely with the AdviseMI high school advisers. SEMCA aids the developing Wayne County College Access Network and serves as a partner with MCAN to increase Michigan's postsecondary educational attainment in Wayne county.
Before joining MCAN, Kennedy worked for the Department for Student Success at the University of Michigan-Dearborn and was the senior undergraduate admissions advisor at Marygrove College in Detroit. He graduated from the University of Michigan-Flint with bachelor degrees in Africana Studies and Urban Education. He currently is pursuing his master's degree in criminal justice at Marygrove College. Josh is a Detroit native and graduated from Detroit Public Schools.
Kennedy can be reached at joshua(a)micollegeaccess.org or 734-229-3541.
June 6 - LANSING, Mich. — Applications are now available for Innovative Program Grants aimed at benefiting programs that support increasing college readiness, enrollment and completion throughout Michigan. The grants are being offered by the Michigan College Access Network to help achieve its goal of increasing the percentage of Michigan residents with degrees or postsecondary certificates to 60 percent by the year 2025.
Innovative Program Grants are available until funding is depleted within the fiscal year, which ends September 30. The grants cover a period of 12 months from the award date.
Applicants can apply for up to $10,000 to support their postsecondary education program. Grants require 50 percent match funding. Of that amount, half can be in-kind and at least half must be cash. If desired by the grantee, MCAN staff can help consult on sustainability plans for programming. Innovative Program Grants are not intended for long-term or renewable funding.
Applications and programs that are associated with a Local College Access Network are preferred, since they provide a comprehensive approach to increasing postsecondary education within a community. Other organizations and programs are still eligible and encouraged to apply.
For more information or to apply for the Innovative Program Grants, visit www.micollegeaccess.org/grants/innovative-programs-grant.
May 31 - LANSING, Mich.− Governor Snyder recently named Brandy Johnson, Michigan College Access Network executive director, to the 21st Century Education Commission. The main focus of the commission is improving Michigan's education system to better prepare students for a global economy and positioning Michigan as a national leader developing talent.
The 25-member commission will include individuals representing education, business, government and nonprofit communities who have a particular interest or expertise in education. Members will focus on how Michigan's system of public education is organized, governed, funded and held accountable for successful education outcomes.
The commission will serve as an advisory committee within the Executive Office and will complete its assessment and issue a report by Nov. 30, 2016.
The full text of Executive Order 2016-6 is available here.
April 26 - LANSING, Mich.− April 26 signals the kickoff of College Decision Day events across Michigan. More than 200 high schools across the state are recognizing high school seniors for making plans to continue their education beyond high school. College Decision Day is an annual event that mimics the NCAA's National Signing Day. The goal is to celebrate all seniors who are going to college while encouraging younger students and families to prepare for continuing their postsecondary education.
"College Decision Day celebrates every student and every path they choose to take, whether that's with a four-year institution or pursuing a high-quality credential," said Brandy Johnson, Michigan College Access Network executive director. "All students choosing a college deserve the same accolades as student athletes. We want every student's hard work and dedication recognized for making their postsecondary plans a reality."
Since 2014, the Michigan College Access Network has organized College Decision Day as a statewide event, an adaption of National College Signing Day, a program of the First Lady's Reach Higher initiative aimed to inspire every student across the country to take charge of their future by completing their education past high school.
Events in Michigan start today and run through the month of May. MCAN has made a map available of all College Decision Day events at micollegeaccess.org/decision-day-host-sites. To celebrate our seniors, people across the state are wearing college gear and sharing encouragement on social media. Show your #ReachHigher and #DecisionDay support by posting pictures wearing college gear from your alma mater and join the conversation on social media like Twitter, Instagram and Facebook.
This year, MCAN hosted a student blog contest to show how college is going to be a game changer. Five students were selected to have their entry featured on the MCAN blog and to receive a $25 gift card to Meijer or Amazon. View the first winning student blog entry here.
Michigan ranks among the national leaders in college readiness and enrollment among low-income students. Between 2008 and 2014, Michigan's college participation rate for students increased to 39.3 percent. Another 4 percent of Michiganders have a high-quality certificate, bringing Michigan's official attainment rate to 43.3 percent. MCAN's goal is to increase Michigan's postsecondary educational attainment rate to 60 percent by the year 2025.
To learn more about Michigan's College Decision Day and the more than 200 high schools hosting events across the state, visit the Michigan College Access Network website at www.micollegeaccess.org/statewide-initiatives/college-decision-day.


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Klef Mikaydo – 'My System'
Home » Blog » Music Review » Klef Mikaydo – 'My System'
Released on 24th May 2019, 'My System' is the superb new single from the supremely talented artist, Klef Mikaydo.
The song opens with a subdued and ambiguous feel. There are synths to be heard, rolling in sounding like short sharp waves. This is accompanied by a male, almost breathing vocal in the background. The main vocals kick in with rising, string-like synths. Both of these additions have their own melodies but still, come together to work as one cohesive piece. The beat is syncopated when it enters and the synths build to a swirling intoxicating rhythm.
All of these things make for a layered and interesting piece of music. They are what sets Klef Mikaydo apart from the crowd. We adored the little touches such as the telephone like voice, breathy and enticing. The songs' structure is filled with rises and falls making for a truly texture piece of work.
The true shining star of the piece is Mikaydo's voice. His tone is exquisite and mesmerising. He has the type of voice you could listen to all day and never tire of. His melodies are catchy and memorable with notes of pure genius. This mix of unique and special talent is rarely seen and needs to be heard to be appreciated.
The mix of the song is also exquisite. There are a lot of interesting rhythms and melodies but there is space in the mix for all of them to be enjoyed at once. They never intrude upon one another but always compliment each other fully. The use of reverb and delay have been used in perfect amounts to compliment the sound. We could hear 'My System' being played in any RnB club. Its vibe is chilled with relatable lyrics.
Hailing originally from Los Angeles, Mikaydo is the real deal. His songwriting and performance talents are on show in abundance on this single. He is able to draw the listener in and capture their attention with ease and grace. We had this single on repeat for the majority of the afternoon and will be waiting eagerly with anticipation to see what comes next from this incredible talent. Use this bank holiday to check out this amazing single, you will not be disappointed!
Reviewed by FVReviews May 2019
Official website: https://klefmikaydo.com
Instagram: https://www.instagram.com/klef_mikaydo/
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Spotify: https://open.spotify.com/artist/5GF8IwseS182KiuXazgHOP
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Eric Pollard picks a nice spot to chill. Virginia Lakes, California. Photo: Andrew Miller
The Last Hill
By Max Hammer | Dec 20, 2017 December 20, 2017
We were off-the-couch bikers, versed in miles per hour, not miles per day.
After seven days of biking to ski, we needed a rest day. Hot springs mandatory. We remembered a shortcut to the Green Church pools, which was 9 miles shorter than the highway route. Shortcuts—with deeply rutted, washboard dirt roads on bicycles loaded with ski and camp equipment and food—aren't always shortcuts.
Our rest day turned into a seven-hour ride.
We made it to the hot springs by sundown, but the promise of healing waters was disrupted by tubs full of people, whose fast cars had conquered our steel steads. We found rest next to a Subaru named "Bill Murray" and started eating—for the days now behind us and ahead.
"I wanted to reapproach my approach to skiing."
We wanted to see the simple scenery that not many see—the saddle vista. I wanted to reapproach my approach to skiing. Gear, gears, grub, water and the will to keep pedaling, instead of packing the car and driving to the trailhead. We started on bikes from Reno, Nevada, and pedaled to the base of the Sierra, loaded down with ski and snowboard gear, ready to summit peaks and rip lines under our own power. We biked through winds that knocked us around, up hills that would never end, on roads that shook us; and we skied ice, corn and everything in between. We made it all the way to the top of Mount Whitney—the tallest peak in the lower 48 states.
We were so tired that other skiers beat us to the summits and skied the lines we were headed to. Embarrassing at first, this became a point of pride, as we acknowledged the reason behind our heavy-legged exhaustion—hundreds of miles on the bike. We began marking each ski run as a first descent, because the approach started at my house (and I was pretty sure that no one else had biked to the Eastern Sierra from there). Biking had slowed us down, dulled our competitive spirits, and allowed us to laugh at ourselves as we struggled through delirium and fatigue to perform what for many of us is a daily routine: climbing uphill to ski down.
Biking to experience a place from a different, slower perspective isn't new. But by the end of our Sierra saddle time, we understood what others before us have likely discovered: The bike makes you tired in the short term, but rejuvenated over time.
This story first appeared in the November 2017 Patagonia catalog.
#Backyard Adventures, #bicycling, #california, #High Sierra, #Nevada, #Patagonia Catalog Field Report
Max Hammer
Max Hammer's Instagram Max Hammer's Website
An athlete, a cowboy or an artist? When he was young, Max Hammer couldn't decide what he wanted to be when he grew up. He never imagined he could find a way to be all three.Today, Max exerts the physical energy of an athlete, intuits weather and land like a cowboy and keeps his artistic mind firing whenever navigating treacherous terrain—all in his pursuit of backcountry descents. He's a full-time father and husband, in the mountains as much as possible, and also works as a filmmaker for Houseplant Creative.
Block Party: A Celebration in the Long Overdue Sierra Snow
On January 23, it was snowing so hard that the sound, the roaring hiss of snow hitting the ground, woke me up at 3 a.m. I threw on a jacket and walked outside into the certain knowledge that California's nearly five-year snow drought was over. It was the deepest, most… Read More
The jacket was probably red once but it's now more of a muddy pink with an overlay of permanent scuff and smudge. The zipper, replaced four years ago, stands out a little brighter. The interior sports a size tag (Kids XXS) but has no hand-me-down label—it predates… Read More
Geography Lessons
One Christmas, my brother gifted me a copy of 1,000 Places to See Before You Die. I hate those kind of books. He and his girlfriend could both name-drop dozens of the tick-listed destinations, but I was mostly perplexed. What did you do there? Came, saw, conquered—never to look back. Read More
« Response to the House Committee on Natural Resources A Displaced Spirit »
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Is your beef local beef?
Listen, I'm not into slaughtering animals. My diet is mostly plant-based and I rarely eat meat. If I do eat meat, I know exactly who killed it and where it came from and what kind of life it had.
So why am I doing this post?
I'm doing this post because I recognize that people like meat. People think meat is a cultural thing and that they're entitled to eat it. If you want to kill and eat an animal, I'm ok with that.
BUT, it's HOW you kill the animal that I have a problem with. This is why I only eat meat if I know who killed it and how—aka local beef.
Local beef is great, but before you purchase local beef, you need to figure out a few things. I've compiled a list of questions you can and should ask your local beef provider.
1. Do you have one location or several?
The reason you want to ask this question is because this will be the easiest way for you to determine if you're dealing with a legit local beef farm or an industrial farm masquerading as a local one. If they tell you they have several locations, that should be a big red flag—aka not local beef.
2. How often are the cows outside?
You want to ask this question rather than "are they given unlimited access to the pasture" because they could very well be given unlimited access to the pasture, but they may not actually be going into the pasture for whatever reason.
The cows should be outside pretty much all the time when it's real local beef.
3. Do you provide shelter for the cows outside?
Best answer: yes, but they are not contained in this shelter.
If the cows are outside all the time, you want to be sure they have some adequate shelter for inclement weather.
4. Do you raise both male and female cows? If so, how do you regulate breeding?
Best answer: yes, we do our own breeding and regulate breeding with castration.
The reason you want this answer is because this way you know they are not bringing in cows from somewhere and that the farm truly is local beef.
5. Are the male cows castrated? If so, how? Is anesthesia used?
Best answer: yes to the anesthesia!
If they don't castrate their cows, that's great. The problem is that most places do, so hoping they'll say "no" might indicate that they engage in unethical practices to inhibit breeding.
You want them to say that they use local anesthesia and that they simply cut them off. Look up more about these practices to find out why you want them to use anesthesia.
If you speak to the actual farmer and he or she says they do it themselves, that's even better. That's true local beef, where the farmer takes care of his cows.
6. If the cows get sick, are they treated and how?
Best answer: yes, they are treated.
The farmer should tell you exactly how the local beef cows are treated and if they have an on-site vet that comes as needed.
7. How is the pasture maintained?
Chances are your farmer won't actually say "organically", they'll just tell you that they don't spray the pasture with anything and the cows simply maintain it by grazing. Yay, local beef cows!
8. Are the cows purely grass-fed or are they fed supplemental grains?
Best answer: mostly grass fed.
Some farmers feed their local beef cows a bit of supplemental grains to take the "gamey" taste out of the meat like you get with deer or squirrel, but ideally, you'd like the cows to be almost purely grass-fed. Ask what the supplemental grains consist of and if they are genetically modified (corn and soy).
9. Any growth hormones used?
If a farmer tells you they use growth hormones, you should just hang up right then, unless you want an enlarged prostate, acne, and overweight children. That's not local beef, peeps.
10. Are the cows tagged/branded? If so, is anesthesia used?
Sorry, but most farmers will at least ear tag their local beef cows, like the cow you see in the above picture. If they say they brand, you should probably just end the call, because if they are cruel enough to brand an animal, chances are they are not using anesthesia.
NOW. It is time for the slaughter questions. Brace yourself.
11. Do you process your own beef?
Unfortunately in the United States, if you want to sell your meat, your animals have to be killed at a USDA approved slaughterhouse.
So chances are if you are buying this local beef meat, it will need to be killed at a slaughterhouse. If they tell you that they process their own beef, it's technically illegal for you to buy it.
12. Where is the slaughterhouse?
Have them give you the name of the slaughterhouse and the exact location. Look up how far away it is from the farm. It should be less than an hour away if it's for local beef.
13. How are the cows transported to the slaughterhouse?
If they call a company to come and take the cows, that's not really local beef and chances are they probably don't care about the cows and how they are transported. The more details they can give you, the better.
14. How many animals does the slaughterhouse kill per day?
Best answer: less than 10.
If this is a really local place, you'll want them to have minimal slaughtering going on. The more animals they slaughter, the less humane they treat them.
The answer to this question will also tell you how large the slaughterhouse is. If they tell you that they slaughter hundreds of animals per day, this is a commercial slaughterhouse and chances are your cow is not dying humanely.
That's not local beef for you.
15. How do they slaughter the cows?
Best answer: they shoot them with a gun.
This is the better option, as terrible as it sounds, because this means your local beef cows are not getting stunned and tortured before they die.
If the farmer tells you he doesn't know how the cows die, you can contact the slaughterhouse, but I would most likely end the call. If the farmer doesn't care how his cows are being killed, what else doesn't he care about?
You want to make sure the cows are killed quickly and not being dismembered while they are still alive.
16. Can I visit the slaughterhouse?
The farmer may not know the answer to this question, and that's fine. You can always contact the slaughterhouse. But, if he tells you they let people in and that you can go see it, this is great news. You'll want to confirm with the slaughterhouse though. Commercial slaughterhouses will not let you in there.
17. How are you sure that you're getting your cows back?
The farmer should tell you a detailed process for how he knows he's getting his cows back, such as he knows the people at the slaughterhouse personally, his meat tastes distinct from all other meats, etc.
If he says he has no idea, then this is not someone who is very informed.
18. Can I see the farm?
Any farmer who is proud of his animals and the way he treats them will welcome you to his farm to check out his local beef.
After you ask all these lovely questions, schedule a trip to see both the farm and the slaughterhouse. This is local beef for you! You'll feel so much better and more conscious purchasing and eating this beef if you know exactly where it came from, how it lived and died, and what it ate. Support humane cow farms!


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The Crow is dead, long live the Crow: the strange curse of Brandon Lee
25 years ago, an accident marked the end of Lee's life. But the Alex Proyas's film still resonate
by Jo-Ann Titmarsh 30th July 2018
25 years ago, a tragic accident marked the end of Brandon Lee's life. The son of martial arts superstar Bruce – who also died tragically young in bizarre circumstances – the handsome and buff actor was making a name for himself in Hollywood in decent enough action movies. Yet it was his last film, The Crow, based on James O'Barr's graphic novel, which would leave its indelible black mark, the terrible accident turning the film into a macabre piece of Hollywood folklore. In the film Brandon plays Eric, a man who has been killed and is brought to life by a crow. He returns from the dead to avenge his girlfriend's death. Eric is clad in black leather and his face is painted black and white, a ghoulish black grin painted permanently over his mouth. (It comes as no surprise to learn that O'Barr was a big fan of The Cure.)
"Every night I call your name." Brandon Lee as Eric Draven in The Crow.
He resembles another strange creature: Tim Burton's invention Edward Scissorhands, even to the extent that they both self-harm by cutting themselves. Yet this is no ethereal hairdresser. Eric is on a mission, with the crow guiding him as he goes about wreaking his revenge. Brandon Lee was focused and happy on set, keen to give his own input. Interviews reveal an intelligent and engaged man with clear ideas about the look and feel of the film. He had worked hard to get into shape, though for a man who had been training in martial arts since he could walk, this was doubtlessly not such a big ask. To see a young man in his physical prime, playing a man brought back from the dead, and knowing that he died on set in a freak accident makes The Crow painful viewing.
Brandon Lee at the Shelly's grave in another scene of the movie.
The film had been beset with problems. Shooting had been delayed, a carpenter had been badly burnt on set, the Storm of the Century had battered Wilmington, where they were shooting, and then the cast and crew fell ill. Brandon – who had worked hard to keep morale up – was filming a scene with Michael Massee (Funboy). When Massee fired his gun, believing it to contain dummy bullets, a jammed lead tip was fired out of the barrel. Massee hit Brandon in the stomach, perforating his navel and puncturing his aorta. It was a cruel accident, not only for Brandon Lee, but for Michael Massee, who had to live with the terrible knowledge that he had killed a man, however unintentionally.
Memories: Eric Draven's band called Hangman's Joke.
The film was finished, and was the first to use methods later seen in Gladiator and Star Wars, in which deceased stars are brought back from the dead technologically. When the film was released, Brandon Lee's performance was acclaimed. But for the actor who had striven so long to break free of his "son of Bruce Lee" label, his fame would now reside in the events surrounding his demise. In this, he shares a similarity with a fine actor, who died far too young ten years ago this January: Heath Ledger, whose grinning, grotesque Joker in Christopher Nolan's Batman bears a striking resemblance to Brandon Lee's Eric.
The revenge.
As the remake of The Crow finally gets underway after a tortuous gestation period that has lasted almost a decade, the role of Eric will be played by Jason Momoa, a worthy successor to Lee, after various names from Mark Walhberg to Bradley Cooper had been bandied about. With comic-book lover Corin Hardy, who made the terrifying horror The Hallow, at the helm and Nick Cave writing the script, the reboot looks to living up to the original and (whisper it) even surpassing it in terms of quality. However, what we all hope The Crow 2.0 will lack is a tragic true-life story to haunt it for years to come. The Crow is dead. Long live The Crow.
Father and son: Bruce and Brandon Lee's grave, Seattle, Washington.
Stories: Heath Ledger, Shine on You Crazy Diamond
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Tom Holland Says 'Spider-Man 3' Won't Include Other Spidey Cameos
Claire Epting Published: February 9, 2021
Spider-Man actor Tom Holland has addressed the rumors that former Spider-Men Tobey Maguire and Andrew Garfield will have cameos in Spider-Man 3. In a profile for Esquire, Holland got candid about the possibility of these actors joining him on screen.
"No, no, they will not be appearing in this film," Holland stated. "Unless they have hidden the most massive piece of information from me, which I think is too big of a secret for them to keep from me. But as of yet, no. It'll be a continuation of the Spider-Man movies that we've been making."
End of story, right? Not exactly. You see, Holland has a history of almost spoiling the high-profile movies he lands roles in. His eagerness can get the best of him, and because of this, he is often fed decoy information about the project. "They do it all the time. In [Endgame], Robert Downey Jr.'s funeral scene, for the longest time I was under the impression that it was a wedding," Holland admitted. "I'm 100 percent sure that they're still tricking me."
This puts Holland's confident response to the rumor into question. While Holland may undoubtedly be telling the truth, there might be some information that he isn't aware of. In other words, appearances by Maguire and Garfield aren't completely ruled out yet. Then again, there is the possibility that Holland knows the full truth, and this rumor is unfounded. Or Holland could simply be playing with our heads.
Spider-Man 3 arrives in theaters on December 17, 2021.
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Adamstown is an unincorporated community and census-designated place located in Frederick County, in the U.S. state of Maryland. It is named for Adam Kohlenberg (March 11, 1819 – January 1, 1868), a station agent and first town merchant who owned much of present-day Adamstown.
Adamstown lies in the fertile valley between Sugarloaf and Catoctin Mountain on Carrollton Manor, a 17,000-acre (69 km2) estate originally owned by Charles Carroll of Carrollton. Until 2000, it was a little-altered representative of mid-19th century linear town planning. It is significant in architecture for its variety of structures, including residential, commercial, industrial, educational, agricultural, and religious buildings. The late 18th century road from Jefferson to Greenfield Mills on the Monocacy River, originally called the Bridal Road, followed the route of the present-day Mountville Road. The 1832 arrival of the railroad to the Manor created the economic and transportation impetus for the development of the community.


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Back to IWB page
Counting and Cardinality - Know number names and the count sequence.
K.CC.1 Count to 100 by ones and by tens.
Interactive charts for working with mathematical "hundreds" can be found on the web and in some software packages. Students touch the number on the whiteboard while they count by means of ones, twos, fives or tens. Some of the numbers spin when touched, while others change colors. Having the numbers react to touch draws interest in learning to count.
K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
To help teach number sequence, write a number on the interactive whiteboard followed (or preceded) by a blank line and then the answer. Cover the answer with the themed graphic or a box. Students come up to the board and on the blank line write the number that comes next/before. They can then move the graphic or box to see if their answer is correct. This game can also be used as a skip counting exercise.
K.CC.3 Write number from 0 to 20. Represent a number 0-20 (with 0 representing a count of no objects).
Counting buckets can be used to hold the number of items represented on the bucket. For example, line the bottom of the interactive whiteboard with baskets or buckets and labeled with numbers. Fill the rest of the board space with an apple tree covered with apple graphics or red-filled circles. Students drag the apples from the tree into each bucket until the quantity matches the number written on the bucket.
Counting and Cardinality - Count to tell the number of objects.
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
Students can match number words with their corresponding numerals. Write the number words on one side of the board and spread out the numerals on the other side. Students then move the number words next to the matching numerals. To make further connections, they can draw dots next to the numerals or words to represent the amount.
Students can learn to sequence the order of events on the IWB while using the ordinal number language. Find or create pictures showing a sequence of events, for example, someone getter her coat, putting it on, and zipping it up. Display these pictures on the board and have students put them in the correct order while saying the appropriate terminology. Further ideas for picture sequences are what to do when students first come to school and how to solve a math problem.
K.CC.5 Count to answer "how many?' questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
List the numbers one to five on the board. Next to them, draw blank lines representing the quantity of the number. For example, next to the number three you would draw three blank lines. Make available a number of squares or other themed graphics. Have students drag the graphics on top of the blank lines. This activity helps students quantify the meanings of those numbers.
Place or draw a ten frame onto the interactive whiteboard to teach students the relationship between a number and quantity it represents. Ten frame graphics are available in some software packages and on the web. The frame can be filled to represent different amounts. Write a number on the board, and ask students to fill in the frame either by coloring the frame or by dragging graphics on top to match the number.
Counting and Cardinality - Compare numbers.
K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, for example, by using matching and counting strategies.
Students can draw "greater than," "equal to," and "less than" symbols on the board to compare two sets of numbers. Put a graphic of a football filed, basketball court, or a soccer field on the board and then write fictitious scores on either side of the filed to represent different teams. Ask students to come up to the board and draw the correct symbol to compare the scores. Connecting the concepts to a game scenario helps retain interest and demonstrate application of the terms.
Operations and Algebraic Thinking - Understand addition as putting together and adding to, and understand subtraction as a taking apart and taking form.
K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, for example, by using objects or drawings to represent the problem.
Students can solve simple story problems using graphics or shapes. For example, a teacher could draw a handful of filled circles inside a gumball machine graphic. The teacher could describe the following story problem to the students: Two yellow gumballs were bought by Sally. Three red gumballs were bought by Peter. How many gumballs were bought altogether? Students could touch and move the gumballs together to help solve the problem. This word problem could be adjusted as needed by filling in the circles with different colors and using different numbers of circles.
Use graphics or the square shape on the board to represent connecting cubes to represent each number in the equation, with each group of cubes a different color, then connect the groups to get a total. For example, 5 blu blocks connected to 5 red blocks equal 10 blocks total. Subtraction can also be taught by taking away from groups of connected blocks.
Geometry - Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
K.G.2 Correctly name shapes regardless of their orientations or overall size.
Fill the interactive whiteboard with empty shapes of all sizes. Explain to the students what color should be used to fill in each shape; for example, color all the squares orange. Students can use a pen or a fill tool to find and color all the shapes per the specified directions.
Calendar time lends itself well to teaching mathematical concepts. Place a blank calendar on the interactive whiteboard. For every day that goes by, fill in the day with a shape to guess what shape comes next in the pattern and draw it in the space. To embed real-life shapes within the pattern, consider using digital photos of real objects to represent the shapes. For instance, a tile, window, marker board or brick could all be used instead of a drawn rectangle.
Geometry - Analyze, compare, create and compose shapes.
K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).
Have the students draw shapes to match a shape that is already shown on the IWB. For example, place a picture of a triangle on the board and ask students to draw the same shape next to it. While this as taking place, use terminology such as "straight sides" or "pointy corners" to help students draw correctly and identify the differences between a triangle and other shapes.
Have students complete picture puzzles (tangrams). Using the shape tools, draw a variety of empty shapes (outline only) and form them into a picture, or look online for pre-created tangram puzzles. Create filled versions of all the shapes in the picture and have these available on the sides of the board. Have students drag the filled shapes on top of the empty shapes the form the picture, continuing that process until all the spaces are filled in. Ask students to describe what types of shapes were used and how many. Math terminology, such as rotation, can be brought into the conversation, as the shapes will need to be adjusted to fit on top of the picture.
Operations and Algebraic Thinking - Represent and solve problems involving addition and subtraction.
1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, for example, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Using balloon graphics or balloons drawn on the board can help you teach subtraction. Write a subtraction problem using the quantities of balloons to represent the problem. Have students pop (or erase) the balloons to demonstrate the concept of take away. Popping-balloon graphics are found in the some interactive whiteboard software and online. If you don't have them available, creating a popping sound as the student erases a balloon can be almost as fun.
Number problems with a missing number can be done in such a way as to reveal the answer once the equation is moved to another location on the board. Start by using a background color that matches the text color of the missing number. For example, assign a yellow background. Write the number sentence 1 + 4 = 5, with the number 4 in the same color font as the background (yellow) and the rest of the equation in black. Place a large white rectangle on the bottom of the board. The equation can then be dragged down over the rectangle to show all of the colored text, revealing the unseen number. This process can be repeated with other number problems, whether addition or subtraction.
Measurement and Data - Measure lengths indirectly and by iterating length units.
1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
Create nonstandard units of measurement with the shape tool, and use any graphic as the object to be measured. Start by creating a number of identically sized shapes, such as filled boxes, to use as measurement units and have them available to use at the bottom of the board. Put a graphic, a worm, for example, on the whiteboard and ask students to come up to the board and line up boxes underneath to show how many boxes long the worm is. You could add other graphics to the screen to use as comparisons.
Operations and Algebraic Thinking - Add and subtract within 20.
2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
If your software allows flicking, your students can practice adding by using a dartboard graphic. To practice adding, place a graphic of a dartboard on the interactive whiteboard and use graphics of darts. Give each circular area on the dartboard a numerical value, just as there are on a physical dartboard. One student at a time should take a turn flicking the dart onto the dartboard. The students should total the points after a few flicks and write the answer.
Number and Operations in Base Ten - Understand place value
2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; for example, 706 equals 7 hundreds, 0 tens, and 6 ones.
Place value can be taught by using a chart that has a place for numbers to be written and a place where a box containing the correct value word can be dragged to match. For example, have a student write a number in the chart, such as 125. On the bottom of the whiteboard have three boxes: one with "hundreds" written in it, one with "tens," and one with "ones." After writing 125, the student would need to drag the correct box above the corresponding column in the chart.
Base-ten block graphics can be dragged to represent different numerical amounts. Place the base-ten blocks (ones, tens, hundreds) together on the board and write a number on the IWB. Have students drag the blocks they need to represent the number. Alternatively, you can drag the base-ten blocks to the board and have students write their correct numerical representations.
Measurement and Data - Work with time and money.
2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
Time can be compared digitally and in analog form (a clock with hands) to help students learn both. They both can be represented on the interactive whiteboard at the same time. Draw the hands on an analog clock and call up students to write the matching digital time on the board. The reverse could be done as well. The time could be random, or it could represent when the next transition will happen during the day, such as the end of the class period. Graphics and interactive timers are available through some software packages so that when one clock (analog or digital) is set, the other moves to match.
2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using dollar and cent symbols appropriately.
Have the students count out coins to match a desired amount. Display graphics representing a mix of coin values and write an amount to be matched. Ask students to drag the coins as need to make the amount listed. For example, write 7 cents on the board. Student may drag seven pennies or one nickel and two pennies next to the 7 cents. To make it more fun, display a graphic of a piggy bank or wallet for students to move the money into.
Measurement and Data - Represent and interpret data.
2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
The concept of a pictograph is easy to demonstrate on an interactive whiteboard. User various, colorful graphics or stamps to graph anything from who had white or chocolate milk at lunch to who has birthdays during what month.
Operations and Algebraic Thinking - Represent and solve problems involving multiplication and division.
3.OA.1 Interpret products of whole numbers, for example, interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7.
Simple multiplication can be demonstrated by moving pictures into groups. For example, have six pictures available at the bottom of the screen, and draw two circles to represent two groups. Write the number sentence 2 x 3 = 6 on the board. Students can drag the pictures into the circles (three in each) to solve the problem and visualize its meaning.
3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.
The concept of simple division can be explained by using sorting circles on the interactive whiteboard with the graphics of your choosing. Write a division problem on the board, and ask students to demonstrate what it means by using the correct number of sorting circles and dividing up the pictures into those circles. Using pictures of candy always seems to keep student interest.