text:
Tasmania's wilderness the battleground for remote area firefighting crews
By Linda Hunt
Updated February 03, 2016 20:01:00
Video: Remote Area Firefighters work on world-heritage listed areas of Tasmania (ABC News)
Photo: A team of Remote Area Firefighters is airlifted into a remote Tasmanian forest near a large bushfire. (ABC News: Linda Hunt)
Remote area firefighters have been working in Tasmania's World Heritage-listed wilderness since fires ignited several weeks ago.
They are deep within the south west wilderness area fighting to protect pristine rainforests.
Sarah Castle, 23
Remote area firefighter
I've always been interested in bushfire fighting.
I started in a small volunteer firefighting brigade at Wattle Hill when I was 18.
I moved from there to a more semi-urban brigade at Dodges Ferry.
I was a volunteer during the 2013 Dunalley fires so that really encouraged me to do this as a career.
I had some really nice officers and leading firefighters there who directed me into a role with Parks and Wildlife specialising in fire crews.
It took me two attempts to get in, but I was lucky enough to get in in 2014.
There's only a small crew of us, there's 14 of us all up and I'm the only female in the south.
I love the challenges, the bushwalking, flying, in and out of helicopters, and seeing amazing parts of the state that a lot of people don't get the opportunity to see.
For females in the industry, there's not many of us, so I always encourage people to give it a go and the boys are more than welcoming to females in the crew as well.
Everyone's got their strengths and weaknesses, I'm nowhere near as strong as most of the boys, but if you give it a go and you can't do it, well you've given it a go and there's always help there.
You can't be afraid to ask for help in this job.
Take good rest breaks and have a good breakfast in the morning, you definitely earn your tea at the end of the day.
Remote Area Teams, known as RATs, consist of specially-trained career firefighters from the Tasmania Fire Service and Parks and Wildlife.
It is physically tough and dirty work in hot and humid conditions.
To reach fire hotspots, RATs are airlifted as close as possible to isolated pockets of rainforest still under threat from fire.
From there, they must trek through dense rainforest, carrying minimal firefighting gear.
Bill Coad from the Hobart Fire Brigade is in charge of one of the specialist teams working on the fire near the Sentinel Ranges.
"The last two days we've cut our way into this area, we've run a hose lay to get water supply to this area," he said.
"Now we have to get chainsaws, cut all the vegetation away, so we can get down to the ground roots because this is peat moss and it burns for a long time.
"We need to dig it all out, make sure it's totally out, because this is actually inside the green area which is the unburnt area."
Sarah Castle is a firefighter with Tasmania's Parks and Wildlife Service (PWS).
"We had a running fire for the first four days of my deployment," she said.
"Since then we've been able to secure the majority of the boundaries."
Photo: Recent bushfires in Tasmania have burnt out tens of thousands of hectares of bushland including parts of the state's World Heritage Area. (ABC News: David Hudspeth)
The work is also dangerous as fires can flare at any time.
"That's typical of this vegetation," Mr Coad said.
"It'll just smoulder away until it gets a bit hotter, a bit of breeze increases heat and it just flares up."
About 35 specialists firefighters are working within the south west's World Heritage Area.
Five helicopters support the firefighters on the ground, while a command centre at Strathgordon coordinates the action.
Safety briefings at the start of each day remind firefighters to take extra care in the heat and humidity and on the steep slopes.
Photo: Firefighter Bill Coad says the vegetation needs to be cut right back so smouldering peat moss can be properly extinguished. (ABC News: Linda Hunt)
PWS incident controller James Shaw is coordinating the logistically difficult operation.
"That's highlighted by the fact we've had to get help from interstate and overseas, New Zealand and the mainland," he said.
"The resources we have in Tasmania are ... it's just very difficult to work at this scale for any period."
The fire fight in Tasmanian wilderness areas is expected to continue for weeks.
"At the moment it's about maintaining their size, and attempting to stop them from spreading any further and creating any more damage to the environment and hazard to the public," Mr Shaw said.
"The ultimate aim is obviously to extinguish these fires but in reality we're probably going to have to wait for the weather to do that for us."
Photo: The RAT crews monitor bushfires and target trouble areas hoping to strike before the area is affected by fire. (ABC News: David Hudspeth)
Topics: bushfire, tas
First posted February 03, 2016 17:52:44
Map: Tasmania fire incidents and warnings
Latest tweets from the Tasmania Fire Service
Posted October 17, 2013 15:43:49 | Updated October 29, 2013 15:54:07


text:
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string(223) "What is action research, and why is it so useful? Alison Ekins provides an introduction to this increasingly popular approach to school-based enquiry, with some useful advice for aspiring practitioner researchers. "
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string(407) "... guide to classroom research.Columbus: Open University Press.2. Altrichter, H., Feldman, A., Posch, P. and Somekh, B. (2008). Teachersinvestigate their work: An introduction to action research across theprofessions. London: Routledge. p. 147. (2nd edition) .3. Durrant, J. and Holden, G. (2006) Teachers Leading Change: DoingResearch for School Improvement. London ..."
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string(5666) "needs of one particular learner group more deeply.Once an area for enquiry has been identified, it is importantto decide upon the best ways to engage in the research:What type of evidence will be required?Who will I involve in the research?How can I involve those people?What are the time limitations?How can these be overcome?How will I share the findings more widely with colleagues inthe school to be able to directly impact upon whole schoolprocesses, practices and understandings?How does my area of enquiry fit in with existing whole-schoolpriority areas for development?Gathering evidenceThroughout the whole cycle of enquiry, a range of different typesof evidence will need to be gathered.To develop understanding of the issue of underachievementwithin your school context, possible starting points will includethe need to explore and examine the perceptions of learning,achievement and underachievement, with evidence from a rangeof different people within the school context, and also to examineavailable assessment data to be able to compare perceptions withthe reality of underachievement within the school.Following from this, the focus for the enquiry will be refined,leading to the identification of different types of evidence thatneed to be gathered. This may include observations of pupillearning or teaching, or it may involve the implementation of a newapproach to address the issue that has been exposed, followed byobservations, review and interviews with pupils and staff involved.nnnnnnnhttp://www.teachingtimes.comEvery Child UPDATE nwww.teachingtimes.comThismonth'sThe importance ofPractitionerresearchdiscussing and sharing findings:An important part of action research and reflective enquiry withinthe school context is the need to continually involve colleagueswithin discussions to more fully understand how issues such asunderachievement are perceived within the school context.Linked to this is also the need to plan opportunities to sharefindings as they emerge through the research process withcolleagues, in order to be able to agree new ways forward toaddress the issues that have been identified.Further opportunities to review actions introduced andimplemented as a result of the discussions then also need to beplanned to involve a range of different perspectives and voices.The templates at the end of the edition will provide furtherpractical support in planning and developing effective and usefulaction research projects.For now, we need to think carefully about how actionresearch can be embedded within school settings, or, as we willsee in Janet and Nicola's article that follows, how it can form partof an innovative collaboration between schools, to build reliableand meaningful evidence bases about what works for pupils inyour own particular school setting.references1. Hopkins, D. (2008) A teacher's guide to classroom research.Columbus: Open University Press.2. Altrichter, H., Feldman, A., Posch, P. and Somekh, B. (2008). Teachersinvestigate their work: An introduction to action research across theprofessions. London: Routledge. p. 147. (2nd edition) .3. Durrant, J. and Holden, G. (2006) Teachers Leading Change: DoingResearch for School Improvement. London: SAGE Publications.Why WIGT?At least 25 per cent of Ofsted's judgement onyour school will officially be about your qualityof teaching and learning. In fact this is anunderestimate. The  inspectors' view of teachingand learning in your school, and as importantly,what systems you have in place to monitor andimprove it, will colour the whole Ofsted report.The WIGT (What is Good Teaching?) Toolkit ismore than just a lesson observation tool, it's asystem for monitoring and mentoring for improvedteacher performance and can be used at classroom,department or whole school level. The WIGT hasbeen developed over many years and used in schoolsand local authorities across the country."We recommend the What is Good Teaching? Toolkitto all of our schools. It has become a key tool in helpingschools to look more closely at learning in the classroomand to identify next steps for improvement. It is arigorous and versatile framework which can be used tosupport teacher self evaluation or for leaders to identifywhole school areas to work on."Principal Adviser for School Improvement –West BerkshireThis is precisely what  WIGT is! A unique qualitystandard for teaching and learning that modelswhat teaching will look like if it is outstanding,good or requires improvement.Uniquely however, it manages to make the implicitqualities of excellent teaching and learning explicit(what outstanding teachers do, often withoutrealising or being able to relate to others) andenables observers and the observed to recognisestrengths and areas for development. The skills ofthese teachers can then be used to inform otherteachers in the school.Used consistently it enables everyone to have aclear understanding of Ofsted's expectations andsupport the drive towards outstanding teachingand learning for every child.What is in WIGT?The toolkit includes a series of formats which allow foreasy recording of insightful 'judgements' about theobserved teacher/s' performance. The system is basedon what teachers can do rather than what they can't doand is therefore very unthreatening. However, it makesvery clear how far they have to travel to reach the nextstandard level. In detail the Toolkit includes:■ Teaching quality standards for all Key Stagesincluding the Foundation Stage■ Formats for teacher self evaluation■ Formats to enable pupils to evaluate theirown"
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Understanding action research
string(58) "Mentoring and coaching - powerful professional development"
string(24) "Professional Development"
string(61) "https://www.teachingtimes.com/mentoring-coaching-powerful-pd/"
string(161) "Sara Bubb and Peter Earley provide a comprehensive guide to the use of mentoring and coaching as a potent vehicle for professional development."
string(378) "... Background Paper to Inform the Development of a National Professional Development Framework for Teachers and SchoolLeaders: Melbourne: AITSL. ■ Whitmore, J. (1996) Coaching for performance (2nd ed). London: Nicholas Brealey Publishing Limited. ■ Zeus,P. and Skiffington, S. (2000) The complete guide to coaching at work. Sidney: McGraw Hill.support ..."
string(5193) "the……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………74Mentoring and coaching – powerful professional development ■■■■■References: Bubb, S. and Earley, P. (2010) Helping Staff Develop in Schools. London: Sage. ■ Clutterbuck, D. (2001) Everyone needsa mentor: fostering talent at work. London: CIPD. ■ CUREE (2005) National Framework for Mentoring and Coaching. www.curee.co.uk/resources/publications/national-framework-mentoring-and-coaching ■ Downey, M. (2014) Effective Modern Coaching,London: LID Publishing. ■ Earley, P., Nelson, R., Higham, R., Bubb, S., Porritt, V. and Coates, M. (2011) Experiences of New Headteachersin Cities, Nottingham: NCSL. ■ Earley, P. (2013) Exploring the School Leadership Landscape: Changing demands, changing realities,London: Bloomsbury. ■ Goleman, D., Boyatzis, R. and McKee, A. (2002) Primal leadership: Learning to lead with emotional intelligence,Boston: Harvard Business School Press. ■ Hargreaves, D. (2013) A Self-improving School System – Towards Maturity. Nottingham: NationalCollege for School Leadership. ■ Jensen, B., Sonnemann, J., Roberts-Hull, K. and Hunter, A. (2016) Beyond PD: Teacher Professional Learningin High-Performing Systems, Australian Edition, Washington, DC: National Center on Education and the Economy. ■ Joyce, B. and Showers,B. (2002) Student achievement through staff development: Boston: Association for Supervision & Curriculum Development. ■ OECD (2016)What makes a school a learning organisation? A guide for policy makers, school leaders and teachers, Paris: OECD. ■ Showers, B. and Joyce,B. (1996) The evolution of peer coaching, Educational Leadership, 53 (6), 12-16. ■ Suggett, N. (2006) Time for Coaching, Nottingham: NCSL. ■Thomas, W. and Smith, A. (2009) Coaching Solutions: practical ways to improve performance in education, London: Continuum. ■ Timperley,H. (2011) A Background Paper to Inform the Development of a National Professional Development Framework for Teachers and SchoolLeaders: Melbourne: AITSL. ■ Whitmore, J. (1996) Coaching for performance (2nd ed). London: Nicholas Brealey Publishing Limited. ■ Zeus,P. and Skiffington, S. (2000) The complete guide to coaching at work. Sidney: McGraw Hill.support is developmental even successful experiencedstaff request coaching to help them make their workeven better and pupils more independent, interestedand engaged (Bubb and Earley, 2010, p.97).A coaching culture is more likely to prevail when schoolleaders show commitment through allocating a budgetfor coaching and through personal role modelling.School-based coaches need ongoing support andencouragement from senior leaders and protectedtime. It is important to decide upon how coaching canbe accessed and when it will take place as time will bea key issue for both the coachee and the coach. Schoolleaders must think about how their schools are led andmanaged and how supportive cultures are created. ForDavid Hargreaves, coaching and mentoring are veryproductive ways forward:Relocating teachers' time and energy from relativelyineffective models of sharing good practice to moreeffective models based on mentoring and coaching… it means reforming what we mean by professionaldevelopment and the means by which it is implemented(Hargreaves, 2013, p.8).■■■ Making the most of mentoring andcoachingMentoring and coaching are key processes that canbe used for effective professional development andlearning and a growing number of schools and otherorganisations are recognising this. Coaching has longbeen lauded as one of the most transformative learninginterventions. The 2014 Chartered Institute of Personneland Development Learning and Development Surveyfound that three-quarters of organisations now offereither coaching or mentoring to employees, and believeit offers a particularly impressive return on investment.The literature indicates that coaching generally has apositive impact on individual wellbeing, self-efficacybeliefs, goal attainment and academic performance.Organisations with strong coaching cultures haveachieved their goals by using a combination of externaland internal coach practitioners, and teachers andleaders across the organisation trained to use coachingskills as part of their role. With external coaches,rigorous hiring practices are essential. Familiarity withand understanding of the culture of an organisation, orknowledge of the education sector, may be importantin selecting a coach. Increasingly coaching is peer-basedor delivered internally, making it more cost-effectiveand accessible to a broader population. However, forheadteachers it is usual for the (executive) coach to befrom outside the organisation but not necessarily froman education background. It has been"
Mentoring and coaching - powerful professional development
string(63) "Theories of action – Teacher practice and student achievement"
string(49) "https://www.teachingtimes.com/theories-of-action/"
string(262) "In this second article in a series of three, David Hopkins and Wayne Craig explore the actions that teachers take and their consequences on the learning and achievement of students. They show how this raises significant implications for professional development."
string(416) "... of Bloom's Taxonomy ofeducational objectives, complete edition, Longman, New York. ■ Assessment Reform Group 2002, Assessment for learning: 10 principles.Research-based principles to guide classroom practice, AGR, London. ■ Caerphilly County Borough Council, 2012, Caerphilly skills strategy:theories of action for leading learning, CCBC, Caerphilly, Wales. ■ City ..."
["author"]=>
string(13) "David Hopkins"
string(3494) "naturally curious, but curiosity is fragile",reinforced the need to not only set challenging tasks but alsoset tasks that are just right – that is, tasks that are neithertoo easy nor too hard but right in the zone of proximaldevelopment (Willingham, 2009).We have been both surprised as well as gratified by theenthusiasm that the Curiosity booklet has generated amongteachers and Principals (Northern Metropolitan Region2011). Although we say it ourselves, in a short time ithas assumed an iconic status representing as it does theteachers commitment to their own professional learningand the Principals' engagement with school improvementand student learning. What became rapidly apparenthowever was that despite this enthusiasm and almostuniversal adoption, some schools were far better able toimplement the theories of action in authentic ways. Thisis the conundrum we seek to reflect on in the final article ofthe series, which will appear in the next issue of PDT.David Hopkins is Professor Emeritus at the Institute ofEducation, University of London and Director of Educationof the Bright Tribe Trust; Wayne Craig is Chief Advisoron schools to the Department of Education and EarlyChildhood Development, State of Victoria. David andWayne began working together on school reform inMelbourne in 2007 when David was Professorial Fellow atthe University of Melbourne and Wayne, Regional Directorof Melbourne's Northern Metropolitan Region. This seriesof papers provide a narrative of their collaboration.References: Anderson, LW & Krathwohl, DR (eds) 2001, A taxonomy for learning, teaching and assessing: a revision of Bloom's Taxonomy ofeducational objectives, complete edition, Longman, New York. ■ Assessment Reform Group 2002, Assessment for learning: 10 principles.Research-based principles to guide classroom practice, AGR, London. ■ Caerphilly County Borough Council, 2012, Caerphilly skills strategy:theories of action for leading learning, CCBC, Caerphilly, Wales. ■ City, EA, Elmore, RF, Fiarman, SE & Teitel, L 200�, Instructional rounds ineducation: a network approach to improving teaching and learning, Harvard Education Press, Cambridge, Massachusetts. ■ Hardiman, M2012, The Brain-Targeted Teaching Model for 21st Century Schools, Corwin, California and Sage, London. ■ Hattie, J 200�, Visible learning:a synthesis of over �00 meta-analyses relating to achievement, Routledge, Oxon. ■ Hopkins, D 200�, Every school a great school, OpenUniversity Press, McGraw Hill Education, Berkshire. ■ Jensen E 2005, Teaching with the Brain in Mind (2nd Edition), ASCD, Alexandria, VA. ■Johnson, RT & Johnson, DW 1��4, 'An overview of co-operative learning', in J Thousand, A Villa and A Nevin (eds), Creativity and collaborativelearning, Brookes Press, Baltimore. ■ Medina J 200�, Brain Rules, Scribe Publications, Brunswick, Victoria. ■ Northern Metropolitan Region2011, Curiosity and powerful learning: Northern Metropolitan Region school improvement strategy, Department of Education and EarlyChildhood Development, East Melbourne. ■ Organisation for Economic Co-operation and Development 2005, Formative assessment:improving learning in secondary classrooms, OECD, Paris. ■ Wilingham D 200�, Why Don't Students Like School: A Cognitive ScientistAnswers Questions About How The Mind Works and What It Mans For the Classroom, Jossey-Bass, San Francisco."
Theories of action – Teacher practice and student achievement
string(40) "A New Way To Develop Teaching Assistants"
string(10) "Leadership"
string(17) "Leadership Skills"
string(70) "https://www.teachingtimes.com/slt85anewwaytodevelopteachingassistants/"
string(144) "A supervision method used in health and social care services has shown it can
provide major lessons for education, reports Claire Johnson.
string(429) "... group supervision: An action research project. International Journal of Mental Health Nursing, 18, 204-210. Australian College of Mental Health NursesPage, S., & Wosket, V. (3rd Edition) (2015) Supervising the counsellor and psychotherapist a cyclical model. Hove: Routledge.Proctor, B. (2nd Edition) (2008) Group supervision: A guide to creative practice. London ..."
string(14) "Claire Johnson"
string(1655) "and Practice. London: Routledge.Johnson, C. (2016) Developing Inter-Professional Peer Group Clinical Supervision – An action Research Study in Healthcare. Doctoral thesis unpublished . University of Huddersfield Repository  https://eprints.hud.ac.ukJohnson, D.W., & Johnson, F.P. (2013) (11th Edition) Joining together Group Theory and Group Skills. Essex: Pearson Education Ltd.Lakeman, R., & Glasgow, C. (2009) Introducing peer-group supervision: An action research project. International Journal of Mental Health Nursing, 18, 204-210. Australian College of Mental Health NursesPage, S., & Wosket, V. (3rd Edition) (2015) Supervising the counsellor and psychotherapist a cyclical model. Hove: Routledge.Proctor, B. (2nd Edition) (2008) Group supervision: A guide to creative practice. London: Sage Publications.Taylor, C. (2013) Receiving group clinical supervision a phenomenological study. British Journal of Nursing, 22 (15) 861-866, DOI:10.12968/bjon.2013-22.15.861 Wilkerson K. (2006) Peer supervision for the professional development of school counselors: Toward an understanding of terms and findings. Counselor Education and Supervision, 46, 59-67White, E., & Winstanley, J. (2010) A randomised controlled trial of clinical supervision: selected findings from a novel Australian attempt to establish the evidence base for causal relationships with quality of care and patient outcomes, as an informed contribution to mental health nursing practice development. Journal of Research in Nursing, 15 (2) 151-167, Sage Publications."
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Pre-convention Workshops
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23rd Annual Pre-Convention School Law Seminar
Thursday, October 24 ● 8:00 a.m. – 4:00 p.m.
Rochester Riverside Hotel, Rochester
(Separate Registration Fee: $320)
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View ebrochure
7:00 – 8:15 a.m.
Registration and Continental Breakfast
Introduction and Welcome
Communication in a Crisis – Striking the Right Balance
During a school crisis, balancing what may be said to the public and press against legal privacy and safety concerns is most challenging. A panel of legal and communications experts will share their experiences and advice as to how districts can respond effectively.
9:15-9:30 a.m.
Data Privacy – How Secure Are Your Technology Systems to Properly Protect the Privacy of Students and Staff?
Legal provisions dictate that school districts ensure the protection of student and staff digital data. Becoming conversant in what constitutes appropriate technology-use policies and practices as well as contractual relationships with outside service providers is essential for every school district to strengthen its capacity to maintain effective and legally defensible technology systems.
Exemptions for Student Immunizations – Where has the Line Been Drawn
The general legal requirement that students be immunized prior to being admitted to school is designed to guard against the spread of communicable disease. Most recently, the law was amended to remove the longstanding exemption from mandatory immunizations which had been provided to parents who claimed to hold sincerely held religious beliefs. Immediately thereafter religious groups promised to litigate the constitutionality of this new legislative act. Join a discussion about what now constitutes the rules that apply.
11:15 a.m. – Noon
School Law: A Year in Review Part I – New Laws and Regulations
School district responsibilities are continuously evolving. Learn how this year's actions by the Legislature and the State Education Department have transformed those obligations.
Noon – 1:00 p.m.
The Legal Landscape Related to Providing Services to Students with Mental Health and Substance Abuse Issues
More and more of our students are in need of mental health and substance abuse services. Explore the legal framework and best practices for identifying, evaluating and properly supporting such students.
The School Board's Role as an Employer – Where Does the Board's Authority Begin and End?
Questions often come up as to what constitutes the full scope of a board of education's role in making employment decisions. Join a discussion with veteran school attorneys who have experience helping boards properly navigate this area.
School Law: A Year in Review Part II – New Court Cases and Other Rulings
Official judicial and administrative interpretations of law and regulations affect how school districts legally operate. Hear how your district might need to adapt to satisfy new legal changes.
Registration for this event is not included as part of your registration for NYSSBA's Annual Convention.
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11th Annual Pre-Convention Communications Workshop
Leveraging Creativity and Emotional Intelligence
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11:30 a.m. – 1:00 p.m. – Effective Interpersonal Communication through Emotional Intelligence
Are personality conflicts, differences of opinion and distrust affecting your relationship with other members of your school board or administration?
In this segment, you'll learn how to improve your interpersonal communication skills, build better relationships, and work as part of a well-functioning team.
Two experts from the Yale Center for Emotional Intelligence, including an experienced school board member, will describe the characteristics of good interpersonal communication, as well as strategies to resolve conflict and manage emotions.
Marc Brackett, Ph.D., founding director, Yale Center for Emotional Intelligence, Yale University
Scott Levy, Executive Director, Yale Center for Emotional Intelligence and member, Byram Hills School District Board of Education
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2:00 – 3:30 p.m. – How Creative Problem Solving Can Help Your District
Does your school district face complex challenges, but your board is bogged down by conventional thinking?
Building off the interpersonal communication skills discussed in the first session, you'll learn how to apply creative techniques for solving problems that prevent your board from providing students and staff with more opportunities.
Led by an international expert in creativity who has worked with numerous school districts, this session will help you reframe challenges, generate ideas, then select the most promising idea – and identify what distinguishes creative thinkers from ordinary thinkers.
Gerard J. Puccio, Ph.D., Interim Associate Dean of the School of the Professions, former Department Chair and Professor at the International Center for Studies in Creativity, SUNY-Buffalo State.
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text:
Q: How to delete selected records from TDBAdvGrid? I want to delete multiple selected records which I have displayed at TDBAdvGrid. A number of records are being selected by checking checkbox in front of them. After clicking on Delete button it triggers procedure as follows. It is returning values of selected rows id successfully only problem with deletion of all records. It deletes only first selected record.
procedure TForm5.Button3Click(Sender: TObject);
var
     i,j,idn: Integer;
     State: Boolean;
begin
  j := 0;
  for i := 1 to DBAdvGrid1.RowCount - 1 do
  begin
    if DBAdvGrid1.GetCheckBoxState(1,i,state) then
    begin
      if state then
      begin
        idn := StrToInt(DBAdvGrid1.Cells[6,i]);
        UniQuery1.SQL.Text := 'Delete from userplays where id = :id';
        UniQuery1.ParamByName('id').AsInteger := idn;
        UniQuery1.ExecSQL;

      end;
    end;
  end;

end;

It is deleting only first record in lineup. After deleting first record it breaks for loop and control goes back to TDBAdvGrid with updated data after delete.

A: Final code based on suggestion is as follows
  j := 0;
  DBAdvGrid1.BeginUpdate;
  for i := 1 to DBAdvGrid1.RowCount - 1 do
  begin
    showmessage('inside rowcount loop');
    if DBAdvGrid1.GetCheckBoxState(1,i,state) then
    begin
      if state then
      begin
         DBAdvGrid1.DataSource.DataSet.First;
         DBAdvGrid1.DataSource.DataSet.MoveBy(i - 1 - j);
         DBAdvGrid1.DataSource.DataSet.Delete;
         j := j+1;
         continue;
      end;
    end;
  end;

This code works perfectly only when PageMode := False

A: Based on the suggestion above, I would like to make another suggestion...
  //DBAdvGrid1.BeginUpdate;
  query.First;
  for i := 1 to DBAdvGrid1.RowCount - 1 do
  begin
    if DBAdvGrid1.GetCheckBoxState(1,i,state) then
    begin
      if state then
      begin
         //you can do whatever you want with the current selected record
      end;
    end;
    query.Next;
  end;

I think this is easier then using the MoveBy...
I even never changed PageMode, it's still on true. No idea if it's coincidence or not.

A: You can use cyBookmarks  in the OnCheck event , with Virtual Table.
It creates a list of all records selected, and you can list them with
cyBookmarks.bookmarklits.count, so my example is like this :
procedure TForm2.cyDBGrid1CheckBoxClick(Sender: TObject);
begin
    if cyBookmarks1.AddCurrentRecord then
        begin
            cyBookmarks1.BookmarkList.InsertBookmark(cyDBGrid1.CheckedList.CurrentRecord);
            cyDBGrid1.Invalidate ;
        end
    else
        begin
            cyBookmarks1.RemoveCurrentRecord;
            cyDBGrid1.Invalidate;
        end;
    if cyBookmarks1.BookmarkList.Count>0 then
        begin
            VirtualTable1.GotoBookmark(cyBookmarks1.BookmarkList.Items[0]);
            lbl1.Caption:=VirtualTable1.FieldByName('N_ENREGISTREMENT').AsString;
        end;
end;

redpajama_set_name: RedPajamaStackExchange


Million year old fossils, strange fungi and the secrets of a Cotswold farm are all waiting to be discovered during the May half term break.
The Cotswolds Conservation Board is providing a programme of ten short family strolls across the AONB, which are designed to provide families with the opportunity to get out and about over the school holidays.
"The walks will provide an ideal opportunity for families to find out more about the countryside around them and to enjoy the summer colours in the Cotswolds" said Dave Scott, one of the Cotswolds Conservation Board's 340 Voluntary Wardens.
The strolls are ideal for younger members of the family and will cover short distances at an easy pace. Each walk focuses on a particular theme, such as wildlife or woodlands, which walks leaders will discuss with the public along the route.
It is all part of a wider walks programme that can be found in the Cotswold Conservation Board's newspaper, The Cotswold Lion.
Visit pages 10, 11 and 12 of the online version of the Lion for the walks listings (half term walks are highlighted in pink and bear a family logo), or pick a copy of the Cotswold Lion up from your local library or Tourist Information Centre.
Unless pre-booking is indicated, just turn up at the starting point and take part. Some walks are categorised as easy or moderate.
Unfortunately due to the nature of the walks, dogs will not be allowed.


Last week I painted an 18" x 18" oil of my granddaughter Kelsey for the Boston Community Dance Project of which she is an apprentice for the summer. Their big dance event is coming up and since it's called "Spiritualize", Kelsey asked for something along that line.
Umbrellas have always been a symbol to me of protection. Our parents. When I lost my parents 6 days apart, I remember thinking that I no longer had the umbrella over me and I was now the umbrella for my children. Then after I found out that my DNA test was a different heritage than I had grown up to believe and the deja vu experience I had in Scotland, I started reading about DNA memory. What do we carry with us from generation to generation, good and bad. My art, Kelsey's dancing. She has never been just an ok dancer. She has been an extraordinary dancer, feeling every note of the music and conveying it in her body and facial expression. (Yes I know, I'm her grandmother..but the room full of trophies and awards back my story).
So, there she is flying through the air and I wonder, where did this come from? How many generations before us have passed this talent, one by one, until it comes out in this amazing burst of talent that she displays. The painting is called "Generations" and you know what the umbrellas represent.
My daughter needed business cards for this event and that was the morning rush today.
Whew, now for another cup of coffee, some lunch and start my painting day!!!
Oh and call my rv repair guy!!!


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Home News Search for missing woman
Search for missing woman
Cape Town police are still looking for Charlotte Nikoi who went missing on Table Mountain last Tuesday, March 21.
Cape Town police are desperately searching for a woman who went missing on Table Mountain on Human Rights Day.
The woman, Charlotte Nikoi, is an associate director of the United Nations International Children's Emergency Fund (UNICEF).
At the time of her disappearance, around 1pm on Tuesday March 21, she had been walking down the lower slopes of Table Mountain.
According to Sergeant Ralph Isaacs of the Cape Town Central police station, she was wearing a blue hat with a wide rim, a sleeveless black top, light blue (Bermuda) shorts and light brown sneakers.
She had a cream, black and brown cardigan tied around her waist and was carrying a small, brown, white and cream bag. She was wearing oval-shaped sunglasses.
Police said that Ms Nikoi is 50 years old, and 1.73 metres tall. She has short black and grey hair, has a dark complexion and is of medium build.
"Charlotte Nikoi – a Ghanaian national known to family and friends as Nana Yaa – was on the Platteklip Gorge trail on Table Mountain. It was a bright sunny day and many hikers were walking along the trail at the time," said Sergeant Isaacs.
Provincial police spokesman Captain FC Van Wyk said they had followed up on all the information they had but didn't have any leads yet. He said tracking Ms Nikoi's phone, which she had on her at the time, formed part of the investigation.
Her colleague Claudia Altorio, who works for the United Nations World Food Programme, said Ms Nikoi's family was still in Cape Town co-operating with the local police. "She was hiking with her family at the time but was descending the mountain alone when she disappeared." Ms Altorio said when her family got to the bottom of the mountain, they realised she had disappeared. "It was a very busy day with lots of people on the mountain. If you remember any interaction with her or noticed something unusual, please get in contact with the police."
Ms Altorio appealed to anyone with information to contact Sergeant Isaacs on 072 954 8971.
At the time of going to print on Wednesday March 29, Ms Nikoi was still missing.
Previous articleSouth Africa loses heritage artwork
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Lovely 2 bedroom, 1 bath condo located in Silver Sage Co-Housing Community. Buyer must qualify for the City of Boulder Affordable Program. bouldercolorado.gov/homeownership. Interested candidates must attend an open house/tour & pot-luck dinner/orientation prior to submitting a letter of intent.Sign up is required for pot-luck. Community House incl. extra storage, bike barn, woodworking shop & community garden. Selection date is Jan 7th.
This listing at 1632 Yellow Pine Avenue, Boulder, CO 80304 is an attached dwelling listing with 1 full bath, 2 bedrooms and approximately 801 square feet	on a lot of 39,640 sqft (or 0.91 acres). It was built in 2006.	1632 Yellow Pine Avenue is located in Boulder and in ZIP Code 80304. It has been listed on our site since 2018-12-06.


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Q: Differential bus transmission I am working at a project which requires an application which has some devices connected through a bus (RS-485 || CAN), I haven't decided yet.The problem is that some of this devices are hot pluggable and I don't know which devices to have the termination resistor.The bus is formed by 2 or 3 devices and I could disconnet almost all of them(only the one end will remain), so I think what happens if I disconnect the device with the termination resistor, I know that a differential bus has two termination resistor, one in each end.Could you give me some ideas how I can fix this issue ?

A: Pluggable devices implies that there is some system level infrastructure to allow the the connections to occur. That may be some type of cable system, back plane or daughter board setup. The termination resistor setup in such system is best solved by including the resistors into the system level infrastructure instead of attempting to place it directly on the pluggable devices.


1. Cut the pepper and onion into pieces small enough to be placed into the MultiChopper accessory basket.
2. Place the pepper into the MultiChopper basket and chop into small pieces. Repeat for the onion, ginger and garlic clove. Transfer all chopped ingredients into the beaker.
3. Pick the mint and cilantro leaves from the stems and place the leaves in the XL chopper.
4. Blend finely and transfer mint cilantro mix to the beaker. Add all remaining ingredients to the beaker.
5. Blend through once more using the hand blender bar.
6. Season with the black salt, cover and refrigerate the chutney for at least 3 hours to blend flavors before serving.


Assist Director of Finance in directing the financial activities of the hotel, safeguarding the assets, and preparing all financial reports in accordance with generally accepted accounting principles and HEI Hotels and Resorts Standards.
Perform all accounting functions in the event assistance is needed.
Establish and monitor scheduling of all accounting associates, including Night Audit.
Schedule personnel consistent with the volume of business and needs.
Effectively plan in order to meet demands of both guests and staff.
Assist in Producing Financial Statements within designated time frame for preliminary distribution to hotel management and to meet HEI Corporate requirements.
Verify compliance with Finance SOP manual.
Participate in and critique asset inventories.
Maintain records storage area in compliance with record retention requirements of relevant government agencies.
Preparation and knowledge of sales tax returns, as well as any other applicable tax liabilities.
Manage and oversee all Accounts Receivable functions, including collection calls as needed.
Ensure the A/R aging percentages are in compliance with SOP.
Verify credit cards are processed every night by night audit.
Verify cash deposits are made timely.
Assist Director of Finance with the Reconciliation of balance sheet accounts each period.
Review any problem accounts with Director of Finance and adjust entries to the general ledger.
Identify, screen and attract management candidates from outside the company.
Train associates in job responsibilities.
One year experience in Hotel or Hospitality related Finance and Accounting.
Knowledge of Hotel Financial Statements and reconciliation of A and L accounts.


Delight in the scent of the season's first snow fall, refreshing, brisk and clean. A delightful way to celebrate the season. Illumination has never smelled so beautiful. Our candles are handcrafted with 100% soybean wax and zinc free cotton wick. They are tastefully packaged in a 9 oz. glass jar with a matching lid and a graphic designed kraft label. Burn time is over 90 hours.
B.Witching candles are the best I have found in terms of filling a room with fragrance. They are expensive, and perhaps too expensive for me to buy regularly, but they make wonderful gifts.


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source build/bin/config.sh

# Copy over the lib js, avoid the compiled stuff, to get the defines for tests/unit/*
find js -name "*.js" -not -name "*.docs.js" -not -name "*.mobile.js"  | xargs -L1 -I FILENAME cp FILENAME $OUTPUT/demos/js/

redpajama_set_name: RedPajamaGithub


Please tell your kids not to fret over Valentine's Day – the day of the stiff Jell-o hearts and lollipop exchange cards… Please tell your kids that the best is still coming. If you don't mind, let them know that you didn't marry the person you liked in fourth grade. And you are so glad that you didn't.
Well… but you DID end up marrying the person you liked in FIFTH GRADE! How funny is that!?
SUre, but who did YOU like in fifth grade? It has to go both ways, really.
It takes some people longer than others to realize the truth!!


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Der Kreis Wurzen war ein Landkreis im Bezirk Leipzig der DDR. Von 1990 bis 1994 bestand er als Landkreis Wurzen im Freistaat Sachsen fort. Sein Gebiet liegt heute im Landkreis Leipzig. Der Sitz der Kreisverwaltung befand sich in Wurzen.

Geografie

Lage
Der Landkreis Wurzen hatte aufgrund seiner Mittellage im Bezirk Leipzig als einziger Kreis keine gemeinsame Grenze mit den Nachbarbezirken.

Nachbarkreise
Der Kreis Wurzen grenzte im Uhrzeigersinn im Norden beginnend an die Kreise Eilenburg, Torgau, Oschatz, Grimma und Leipzig-Land.

Landschaft und Naturraum
Das Kreisgebiet, im Übergangssaum vom Norddeutschen Tiefland zum Mittelsächsischen Bergland gelegen, griff mit seinem westlichen Teil in die Leipziger Tieflandsbucht hinein. Landschaftsschutzgebiete waren die Hohburger Berge, die Dahlener Heide, der Wermsdorfer Wald, Machern-Lübschütz, Großsteinberg sowie das Muldental zwischen Wurzen und Eilenburg. Der Polenzwald bei Brandis und der Reichenbacher Berg östlich von Wurzen standen unter Naturschutz. Am Kohlenberg (179 m) südlich von Brandis boten Sprungschanzen Wintersportlern Trainingsmöglichkeiten. Auch konnten sich hier Wanderer in einer Kletterschule als Bergsteiger ausbilden lassen.

Geschichte
Der Kreis Wurzen entstand im Zuge der Kreisreformen in der DDR am 25. Juli 1952. Die Mehrzahl der Gemeinden kamen aus dem Altkreis Grimma. Der Kreis wurde dem neugebildeten Bezirk Leipzig zugeordnet. Kreissitz wurde die Stadt Wurzen.
 Folgende 36 Gemeinden aus dem Kreis Grimma trugen zur Kreisbildung bei:
Altenbach, Böhlitz b. Wurzen, Brandis, Beucha, Burkartshain, Dögnitz, Dornreichenbach, Falkenhain, Gerichshain, Großzschepa, Heyda, Hohburg, Kleinzschepa, Körlitz, Kühnitzsch, Kühren, Lossa, Lübschütz, Lüptitz, Machern, Meltewitz, Müglenz, Nemt, Nepperwitz, Nitzschka, Pausitz, Plagwitz, Polenz, Püchau, Pyrna, Röcknitz, Sachsendorf, Thallwitz, Thammenhain, Voigtshain und Wurzen.
 Hinzu kam noch die Gemeinde Canitz-Wasewitz aus dem Landkreis Oschatz.

Am 17. Mai 1990 wurde der Kreis in Landkreis Wurzen umbenannt. Mit der Deutschen Einheit wurde der Kreis durch das Ländereinführungsgesetz dem Land Sachsen zugesprochen. Bis zur ersten Kreisgebietsreform in Sachsen wurde die äußere Struktur beibehalten. Er erhielt das Kfz-Kennzeichen WUR.

Durch Umgliederung über Kreisgrenzen hinweg und Gemeindegebietsveränderungen sank die Zahl der Gemeinden bis auf 14 bei der Auflösung des Kreises Ende Juli 1994.
 4. Dezember 1952 Umgliederung von Frauwalde aus dem Kreis Oschatz in den Kreis Wurzen
 4. Dezember 1952 Umgliederung von Kollau aus dem Kreis Eilenburg in den Kreis Wurzen
 1. Januar 1957 Ausgliederung von Nischwitz aus der Stadt Wurzen
 1. Januar 1957 Eingliederung von Kollau in Thallwitz
 1. Juli 1972 Eingliederung von Frauwalde in Falkenhain
 1. Januar 1956 Eingliederung von Pyrna in Burkartshain
 1. Januar 1957 Eingliederung von Dögnitz, Lübschütz und Plagwitz in Püchau
 15. September 1961 Eingliederung von Kleinzschepa und Müglenz in Hohburg
 1. Dezember 1972 Eingliederung von Heyda in Falkenhain
 1. Januar 1973 Eingliederung von Voigtshain in Thammenhain
 1. April 1973 Eingliederung von Canitz und Lossa in Thallwitz
 1. Januar 1974 Eingliederung von Sachsendorf und Nitzschka in Burkartshain
 1. März 1974 Eingliederung von Nepperwitz und Pausitz in Bennewitz
 1. März 1974 Ausgliederung von Bennewitz aus der Stadt Wurzen
 1. Juli 1977 Eingliederung von Körlitz in Kühnitzsch
 1. Juli 1992 Eingliederung von Polenz in die Stadt Brandis
 1. Oktober 1992 Zusammenschluss von Böhlitz und Röcknitz zu Röcknitz-Böhlitz
 1. April 1993 Eingliederung von Großzschepa und Lüptitz in Hohburg
 1. April 1993 Eingliederung von Nemt in die Stadt Wurzen
 1. Januar 1994 Eingliederung von Altenbach in Bennewitz
 1. Januar 1994 Eingliederung von Püchau in Machern
 1. Januar 1994 Zusammenschluss von Burkartshain und Kühren zu Kühren-Burkartshain
 1. März 1994 Eingliederung von Gerichshain in Machern

Am 1. August 1994 wurden die Landkreise Grimma und Wurzen anlässlich der ersten sächsischen Kreisgebietsreform im Muldentalkreis vereinigt. Der Muldentalkreis wurde am 1. August 2008 mit dem Landkreis Leipziger Land zum neuen Landkreis Leipzig vereint.

Wirtschaft und Verkehr
Trotz der Nähe zu Leipzig war die Wirtschaft im Kreisgebiet vor allem durch die Landwirtschaft geprägt. In der Tierproduktion überwog mit mehr als zwei Dritteln die Rinder- vor der Schweinehaltung. Dauergrünland war in der Muldenaue nördlich von Wurzen verbreitet. Auf den Böden mittlerer Güte wurden östlich der Mulde vorrangig Getreide und Futterpflanzen sowie Kartoffeln angebaut, westlich der Mulde überwog der Futterpflanzenanbau. Industrielles Zentrum des Kreises war die Kreisstadt. Der VEB Nahrungsmittelkombinat »Albert Kuntz«, ein Mühlen- und Backwarengroßbetrieb sowie VEBs der Textilindustrie, des Maschinen- und Fahrzeugbaus und der Bauwirtschaft bestimmten diesen Industriestandort mittlerer Größe.
Wurzen lag an der F 6 von Leipzig nach Dresden und war D-Zugstation an der Haupteisenbahnlinie Leipzig–Dresden.

Bevölkerungsdaten der Städte und Gemeinden

Bevölkerungsübersicht aller 24 Gemeinden des Kreises, die 1990 in das wiedergegründete Land Sachsen kamen.

Kfz-Kennzeichen
Den Kraftfahrzeugen (mit Ausnahme der Motorräder) und Anhängern wurden von etwa 1974 bis Ende 1990 dreibuchstabige Unterscheidungszeichen, die mit dem Buchstabenpaar SZ begannen, zugewiesen. Die letzte für Motorräder genutzte Kennzeichenserie war UE 40-01 bis UE 99-99.

Anfang 1991 erhielt der Landkreis das Unterscheidungszeichen WUR. Es wurde bis zum 31. Juli 1994 ausgegeben. Aufgrund der Kennzeichenliberalisierung ist es seit dem 9. November 2012 im Landkreis Leipzig erhältlich.

Literatur
 Muldentalkreis – Ein Wirtschaftsstandort in reizvoller Landschaft im Freistaat Sachsen. Delitzsch 1994, 100 Seiten, Format A4, ohne ISBN. Mit einem Vorwort von Gerhard Gey, Landrat Landkreis Grimma, Werner Hubrich, Landrat Landkreis Wurzen, und Josef Eisenmann, Bürgermeister der Stadt Bad Lausick

Einzelnachweise

Wurzen
Wurzen
Ehemalige Verwaltungseinheit (Landkreis Leipzig)
Bezirk Leipzig
Gegründet 1952
Landkreis Wurzen

redpajama_set_name: RedPajamaWikipedia


Why choose Prescription Fitness? I'm not going to give you pages of pie charts or graphs, what I want to do is instill the belief that there is no one better at what we do.
I remember as a boy watching the Indians play the Yankees at Municipal Stadium with my dad and asking " Dad, why are the Yankees so good?" His answer was simple, " they go out and get the best players." What a concept! That thought carried over to Prescription Fitness, where we go out and find the best at what they do. We have trainers that combined have over 200 years of experience. All have national certifications, most have four year degrees and some have their masters degrees. Our team also includes registered nurses, dietitians, physical therapist aides and college professors. The "other guys" usually just pass their company's own weekend certification.
We do not offer cookie cutter programs. Everyone begins with a complete health assessment and goal setting session. The program is customized to fit your goals, time frame and budget. We help you stay accountable by supplying you with a food journal to record your nutrition, we also keep you on track by staying in constant contact through texts, emails and phone calls.
Most of our friends come to us because they are not getting the results they want on their own. Find out for yourself about the Prescription Fitness difference.


The Big Debate on Flossing!!
In recent news many people may have heard that there is questionable benefits regarding flossing your teeth. We here at Hastings Family Dental Care strongly believe that flossing your teeth and/or using an interdental cleaning tool is vital to a healthy mouth. Beware if any dentist tells you that you don't need to floss. As dental professionals we care about your dental health as well as your overall physical health. Flossing at least once a day helps decrease bacteria that is harmful to your mouth and overall health.
If you only brush your teeth it is cleaning only the surfaces it touches. You need to floss to clean in between your teeth where your toothbrush can't reach. If you don't floss you are more likely to have plaque build up which could lead to tooth decay and gum disease. If gum disease is present and left untreated it could be a risk factor for heart disease, diabetes, as well as premature low birth weight babies in pregnancy. Leaving food debris and bacteria in between your teeth can also cause halitosis (bad breath).
If you floss slowly and correctly at least once a day you can increase your odds of avoiding higher dental bills that come along with dental decay and gum disease treatment. By flossing you can prevent gum disease and lower your risk for dental decay in between your teeth. If flossing is difficult for you, there are several interdental tools to choose from that will clean in between your teeth; you might want to try Soft Picks, Stim-u-Dents, Reach Flosser or a disposable pre-threader flosser.


How Prepared Are the Public and Responders for Nuclear Terrorism?
*Lawrence Livermore National Laboratory, P.O. Box 808, Livermore, CA 94551‐0808; †Ventura County Public Health, 2240 East Gonzales Road, Oxnard, CA. 93036; ‡Brookhaven National Laboratory, Nonproliferation and National Security Department, P.O. Box 5000, Upton, NY 11973‐5000; §Counter Terrorism Operations Support, M/S NLV 128, P.O. Box 98521, Las Vegas, NV 89193‐8521; **Johns Hopkins Bloomberg School of Public Health, Center for Health Security, 621 East Pratt Street, Suite 210, Baltimore, MD 21202‐3143.
For correspondence contact: Stephen V. Musolino, Brookhaven National Laboratory, Nonproliferation and National Security Department, P.O. Box 5000, Upton, NY 11973‐5000, or email at musolino@bnl.gov.
Emergency Response to Radiological Releases: Have We Communicated Effectively to the First Responder Communities to Prepare Them to Safely Manage These Incidents?


Get Compton, California essential facts below, Events, or join the Compton, California discussion. Add Compton, California to your PopFlock.com topic list for future reference or share this resource on social media.
MOZZY (Behind the Scenes) in Compton,CA *EXCLUSIVE!


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Home Multimedia King Mohammed VI Discusses With Czech President Zeman an Array of Issues...
King Mohammed VI Discusses With Czech President Zeman an Array of Issues [Video Included]
The president of the Czech Republic Milos Zeman greeting King Mohammed VI of Morocco in the wake of King Mohammed's working visit to the Czech Republic.
Rabat, Morocco (TMT)- King Mohammed VI met yesterday afternoon the president of the Czech Republic Milos Zeman at the Prague Castle.
"These talks art part of the working visit that the Sovereign is paying to the Czech Republic, which reflects HM the King's policy aimed at promoting the kingdom's openness to countries of Central and Eastern Europe," a statement from Morocco's Ministry of Foreign Affairs and Cooperation read.
According to Morocco's FM, "the Czech Republic ranks Morocco among the "25 priority countries" and opened a commercial representation office in Casablanca in 2013."
The discussions between both leaders focused on "bilateral relations and the means to further consolidate them in a concrete manner, especially in the economic and cultural fields," Morocco's FM's statement read.
Both leaders also discussed regional and international issues according to said source.
According to various locals sources, Milan Zeman offered 5 classic Czech cars to the Moroccan monarch.
According to non official sources however, King Mohammed VI discussed with Zeman the possibility of repatriating some Moroccan migrants who reached the Czech republic with fake Syrian passports in guise of "Syrian refugees" fleeing the war in Syria. Said migrants were en route to Germany, but their plans were laid bare after getting arrested by the local authorities.
The Moroccan Times.
Previous articleProtests in Morocco's North to Criticize the Government Neglect Following Recurrent Seismic Rebounds
Next articleMorocco's Central Bank: Morocco's GDP Won't Exceed 1% in 2016
King Mohammed VI deplores situation with Algeria and suggests plan for reopening borders
King Mohammed VI's Throne Day Celebration speech
"Are you a government or a gang?": Rif activist asks Moroccan Minister of Justice
Four-hundred-and-fifty-seven Words
Tourism in Agadir: Hotel Almoggar Garden Beach as an example
Mummification of Power in Algeria
A Rabbi In Medina Saw Prophet Muhammad As A Messianic Figure
On the Value of Philosophy – Hajar Tazi


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Home > Tv Entertainment > Gina Tognoni
'The Young And The Restless' Spoilers: Fallout From Billy Using Summer Could Become Deadly!
By Rachel Dillin
Oct. 14 2018, Updated 1:04 p.m. ET
Stunning new The Young and the Restless spoilers indicate that the fallout from Billy and Summer's night together could end up becoming deadly.
According to the latest issue of Soaps In Depth, Phyllis (Gina Tognoni) already warned Billy (Jason Thompson) once that she'd kill him if he ever slept with Summer (Hunter King). Now the deed is done, and what's worse — for Billy it was an act of revenge against Phyllis and Nick (Joshua Morrow) for their one night stand a few weeks back.
Although Billy went to rehab, his actor — Jason Thompson — said, "Billy is at an interesting place right now. He didn't go to rehab and come back feeling like he's had a life-changing moment. He's not coming back as this ultra forgiving person ready to say, 'wow it's all on me — it's all my fault.' That's not what's happening with him right now even though he went to rehab and it feels like a climax to this story, it's not at all. The ball keeps rolling!"
Because Billy feels so hurt, he's not too remorseful about what he did by using Summer to get revenge against her parents. That particular detail is what causes Phyllis to lose it, according weekly Y&R spoilers from the Inquisitr.
Get ready for blackmail, revenge, and rage this week on #YR! pic.twitter.com/1twmv20f4O
— Young and Restless (@YandR_CBS) October 14, 2018
Thompson said, "Phyllis really hurt Billy. He shared everything with her and wanted an and honest relationship. So when he gets hit with the truth about Phyllis having slept with Nick, it all feels like a lie!"
Summer believes that there's still a chance for her and Billy to have some type of relationship, especially with Phyllis out of the picture. Because of her hope, Summer struggles to understand what Billy tries to tell her. Initially, Billy is at least somewhat gentle, but when Summer refuses to understand what he's saying, Billy ends up being unbearably blunt with Summer.
Hunter King — the actress that plays Summer — said, "I truly don't think Summer understands what Billy is saying. He's trying to let her down easy, but this fantasy that they could work as a couple has been built up in her head for so long that she can't see anything else…Summer is confused and truly is not prepared for what comes next."
Everything hits the fan next week, and Phyllis is just getting started. Given her history of destroying people who have wronged her, Billy should worry. Plus, although Summer isn't daddy's little girl anymore — and Nick is distracted — it seems that Nick 2.0 won't let this heinous act of revenge from Billy slide either. The former Jabot CEO could be in for a world of hurt.
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What did you and we play this Valentine weekend?
February 15, 2021 February 15, 2021 Dae Jim
Be sure to let us know on Twitter, Facebook, or Instagram what YOU played! For now, here are a few LifeisXbox writers to tell you about their weekend.
Dae Jim: Sometimes people think all I do is play games, well this weekend was a fine example that that's not always the case. I did have a Rover Wars launch party on Twitch and played some Little Nightmares but this weekend was all about romance. There is only one Valentine day 🙂
Robby: Not an active gaming weekend, continued with some Valhalla (again) where I'm slowly crawling towards the story's conclusion. I also played the Belgian game Rover Wars, mostly to get the last remaining achievements. It's a simplified version of an RTS that's good for a quick completion. Lastly, I had a go with Rolling Hamster for next week's 1UP Belgian Game Spotlight. It's a one-button racing game where you play as a hamster in one of those rolling balls, I hope it'll get ported to Xbox at some point.
Maui: My gaming weekend was mostly focused on testing games to review. I played some Doors of Insanity (currently in Early Access) on my laptop and ended up really liking it. Also played some Dungeons & Bombs, a new Switch game. Also a fun game, but I suck at it so I'm gonna give it another try later this week. You can expect a preview and review soon. My boyfriend also got me Little Nightmares (I know, I'm late). I've wanted to dive into the franchise for a while now, and I finally did this weekend. Wow, what a great game. Only spent a little time playing it because of a lack of time, but can't wait to continue this week!
Vicci: I've been quite inactive with video games this weekend. I've played both Warframe and SMITE which have taken up my entire weekend with a cheeky bit of Microsoft Sudoku thrown in too. On Warframe, I've been working towards some of the Valentine's Day limited time offers which included some gorgeous cosmetic wings for my frames. On SMITE, I've been trying out some new Gods for both support and mid roles. Infinite assault was also a fun change of pace. As for Sudoku, I've been completing my daily challenges for achievement purposes.
Review | Rover Wars: Battle for Mars
Review | Little Nightmares 2
Eyes on the Week (23th-27th January)
Eyes on the Week (9th-13th January)


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Karate: Ockendon fighters star in area champs
By Staff Reporter on April 20, 2013 No Comment
THREE young students of local martial arts club Seitou Ryu Karate managed to win gold, silver and bronze medals in the AMA Southern Open Karate Championships held in Clacton-on-Sea on Sunday 14th April.
Emma Ludkins, 10, brother Tommy, 9 from South Ockendon and Adam Baglin, 10 from Chelmsford, beat over 20 other competitors in the 4th Kyu and below junior division for kata (forms) to secure first, second and third placings. In addition to this, Emma & Tommy also secured additional 2nd and 3rd placings in their own separate girls and boys kumite (sparring) divisions.
Chief instructor of Seitou Ryu Karate Sensei Richard Hang Hong from Wickford said "They have all worked incredibly hard and its great to see it pay off at events such as these. The team spirit in the squad is fantastic, and special mention must be made of our youngest and newest member Megan Homer, who at just 8 years old won her first trophy for kumite today. She only started competing last month and this was only her second time in a tournament so this was quite an achievement for her. Her parents who were watching the entire day have been very encouraging and supportive and I'm sure they are extremely proud of her success too."
The rest of the 12 strong squad kept up the good work and brought home 15 trophies in total. Richard Hang Hong won Bronze in the Men's Black Belt Kata, following straight into the Mixed Open Black Belt Kata event and narrowly missed out on Gold but secured a Silver trophy. Fellow Wickford students Zoe Nolan (11yrs) and Connor Frost (12yrs) both whom had just graded to brown belt in March, won Bronze and Silver in their respective kata and kumite divisions. Chelmsford's Martin Lawrence, 2nd Dan won Bronze in the men's -75kg kumite, as well as winning Gold in Team Kata with Samuel Parker (Tilbury) and Sensei Richard. 16 year old black belt Jade Green from South Ockendon also had success with a Bronze win for Kata.
Classes in Seitou Ryu Karate run all year across Chelmsford, Wickford, South Ockendon and Grays. It is suitable for everyone from 5 years old upwards, with separate classes for all ages and abilities. For more information about classes Sensei Richard on 07899 827476, email richard@seitouryukarate.com or visit the club website www.seitouryukarate.com
Karate: Ockendon fighters star in area champs added by Staff Reporter on April 20, 2013
View all posts by Staff Reporter →


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Wayfinding as a Design Tool
UNStudio compiled a set of wayfinding tools developed and implemented in several projects across different typologies and scales.
Wayfinding is an important aspect of design within different scales. It is defined by the use of spatial and environmental cues to move from one place to another. Noticeably, these urban and architectural elements go beyond simply signage. Along with intuitive design, apps, maps and pre-acquired knowledge they aid decision-making before and during users' journeys.
As part of ongoing, project-based research, UNStudio develops 'Wayfinding Toolboxes' which identify, categorise and summarise wayfinding elements in architectural, urban and sensorial space. Each wayfinding solution depends on the spatial scale and typology. UNStudio classifies its solutions as Urban, Architecture, Sensorial and Signage.
These solutions constitute active and/or passive tools, which can give direct guidance (active) but also trigger human reflex and emotion (passive). Ideally, wayfinding in a building or city should support all types of users, regardless of their different goals within a given environment.
UNStudio has compiled a set of case studies where we designed and implemented tools across different projects and scales:
Qatar Integrated Railway Project
When completed in 2019, the Qatar Integrated Railway Project will serve as the backbone of the Greater Doha Area public transportation system. With 35 stations in Phase 1 and 60 stations in Phase 2, the new Qatar Rail Metro Network will comprise a complete railway system with four lines. UNStudio identified seven 'golden rules of spatial zoning' for successful metro station environments and wayfinding within them:
Never block the view
Never block the flow
Create visual harmony
Distinguish different media types
Strive for overall quality
Right message at the right time
Know what you are worth
In partnership with wayfinding consultants Mijksenaar, UNStudio designed an integrated wayfinding toolkit for the Qatar Integrated Railway Project, based on three core tools:
Material & Colour (Sensorial): System and hierarchy are established by creating three separate identities: User-Network, Line and Station. Each profile has its own colour and material theme, which varies in scale and texture. Each scheme is presented along the exterior to the interior, even to urban furniture and tools.
The Oyster – the vault – has a different colour than the rest of the station to highlight the main escalator from the platform to the concourse. The horizontal circulation is guided by the Line identity, where the walls and floor have distinct materials and colours.
Spatial Organisation (Architectural) & Urban intervention (Urban): The main sight lines of a building connect it to urban attractor points. As an illustration, the access points define the areas of zoning and fielding. Tools such as vegetation (i.e. tall trees and plants), pavement and urban interventions (i.e. outdoor seating islands, large bollards, rubbish bins, bicycle racks, light poles and shading pavilions) are used in focal point areas to further assist wayfinding. The organisation of the tools vary according to the different scales in the station as well as to the various urban conditions street/corner/plaza/island. Likewise, the main points of interest in a building avoid the blockage of sight lines of main circulation and signage.
Signage & Scale (Sensorial): Functionality and clarity are paramount for a railway's information system. In the Qatar Integrated Railway Project, the contrasting colours, typography and graphic design style form an integral part of the information system, from outdoor to indoor, from signage to floor plan. In order to make wayfinding more clear and comprehensive to all users, all elements of the signage aim to have a literal meaning. This ensures a high degree of recognisability and ease of use.
The National Art Museum of China
The main focus of the design for The National Art Museum of China is to create optimal and varied spaces for the display of art. The building incorporates high levels of circulation space, internally divided into different routes, each one guiding the visitors around themed art sequences and additional programmes.
Landmark (Urban) & View (Architectural): Located in the Olympic zone in Beijing, from the urban level the museum is both an icon and an integrated element within the natural setting and the existing urban plan. The connection to the other landmarks in the surroundings is carried out through view axis and urban plazas.
Plinth (Architectural): The plinth stands for the programmatic urban continuity. Public events are planned to happen on and in the plinth platform. The structure is an urban attractor and connector, providing spatial indications from the urban environment into the architectural scale.
Anchor programmes (Architectural): The museum programme is structured in an alternating sequence of art and public functions. The public plazas function as supporting programmes with large volume, which can be assessed from public directions. This organisation allows the user to navigate easily in the plazas.
Spatial organisation & programme (Architectural): Two intersecting round structures create a continuous circular organisation for both programmes and circulation. The visual connections through the voids offer background information for connected locations.
Node area (Architectural): The programme mix is for the most part situated around the ramp turning points, called the 'node area', where the choices are made available to continue on the art route or side track to an alternative museum programme. The nodes serve as spatial wayfinding tools.
Flexible routing (Architectural): The floor organisation in the shape of the number eight provides a flexible route to users to move between different perspectives and time scales. The shared central node punctuates the wayfinding tools by acting as the point of reference from various levels.
Singapore University of Technology and Design
As a campus-scale project, the urban aspect of the Singapore University of Technology and Design needs to be considered for orientation. The hierarchical set-up throughout the urban, architectural and interior scales in building blocks, courtyards, circulation and programmes provides a coherent spatial framework for wayfinding. Accordingly, signage and colour coding further assist navigation through the campus.
Spatial organisation, spines (Urban): The urban-level design consists of two spines, living and learning, which overlap to create a central point and bind together all corners of the campus. The spines form both the main circulatory skeleton of the campus as well as the major references for orientation.
Nodes (Urban): The 'agora' is located at the intersection of the two spines. This primary node offers a flexible space for exhibitions, events and interaction. It forms the intellectual heart of the campus and directly connects the main programmatic anchors. Secondary nodes constitute circulatory outlets between buildings.
Blocks & Courtyard (Urban): The spines divide the campus into four sections. Each section is organised as a perimeter block – a block designed around an internal court or garden – in which two courtyards are surrounded by the building and divided by sky bridges. The bridges link all four buildings along with a ground connection. The eight courtyards are different in shape and material.
Anchor programs (Architectural): Main programmatic anchors of the Administration Centre, the Auditorium, the International Design Centre and the University Library are located on the corners facing the campus centre, highlighting the identity of each block. All of them extend throughout the several floors. The secondary programme anchors comprise small collaborative spaces and sky gardens that direct the flat circulation. Elements such as atrium stairs provide vertical circulation and voids for visual connection and orientation.
Flow (Sensorial) & Signage: The circulation system of SUTD evolves from a masterplan level – with two spines – through the secondary nodes which feed the vertical stair cores, the bridges between buildings, to the connections on a micro-level. The latter nodes are designed to create clear hierarchies with distinct thresholds, creating spatial identities for wayfinding. In the same way, signage is used across the buildings, in which a colour code identifies each campus lot.
UNStudio Team: Yan Ma, Phoebe Leung, Sander Versluis, Tina Kortmann


Llyn Foulkes is an American artist. Born 1934 in Yakima, Washington. Foulkes began exhibiting with the Ferus Gallery, Los Angeles in 1959. By age 30, Foulkes had been given one person exhibitions at the Pasadena Art Museum (1962), the Oakland Art Museum (1964) and further gallery exhibitions with the Rolf Nelson Gallery, Los Angeles (1963, 64). Through the late sixties into the seventies, Foulkes would create trademark landscape paintings that utilized the iconography of postcards, vintage landscape photography, and Route 66 inspired hazard signs. By 1979, Foulkes returned to a childhood interest in one-man bands. Today he still performs with The Machine regularly on the West Coast.


In just a few days, Lindsey Stirling's video is on track to hit two million views! Not only is she talented, it is clear that the YouTube audience appreciates her work! Check out her other videos.
For more info on her tour and album, check out her site HERE!


You have reached the whowascallingyou.com reverse caller information page for 385 484 0859. Below you will find all the information we have on this phone number and feedback and comments left by other visitors just like yourself. We also have a sophisticated algorithm to make a guess as to where the phone number originated from. If you have any extra information, please leave your feedback in the form below.
These people call and do not say who they are. Really unsettling.
Got a phone call, no voicemail.
Our database has no record for the owner information for 385-484-0859. Any information you may have can help others identify the call.
385-484-0859 was parsed into our database on Tuesday, 05.1.2018 @ 13:02pm. 96 visitors have read the information on this phone number.


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Cocos nucifera (Saponified Coconut) Oil, Glycine Soja (Saponified Soybean) Oil, Helianthus Annuus (Saponified Sunflower ) Seed Oil, Aqua (Water), Elaeis Guineensis (Saponified Palm) Fruit Oil, Olea Europaea (Saponified Olive) Fruit Oil, Ricinus Communis (Saponified Castor) Seed Oil, Carthamus Tinctorius (Saponified Safflower) Seed Oil, Brassica Napus (Saponified Rapeseed) Oil, Sapotaceae Multiflora Butyrospermum Parkii (Saponified Shea) Butter, Simmondsia Chinensis (Jojoba) Seed Oil, Theobroma Cacao (Saponified Cocoa) Seed Butter, Limnanthes Alba (Saponified Meadowfoam) Seed Oil, Chamomilla Recutita (Matricaria) Flower Extract, Tocopherol, Fragrance, Kaolin, Activated Charcoal.


text:
GEA introduces SmartPacker CX250-S at PackExpo in Chicago
The new vertical bagger from GEA for high-speed packaging of confectionery and snacks boosts efficiency and ease-of-use.
The new GEA SmartPacker CX250-S vertical form-fill-seal packaging system (VFFS) for high-speed packing of confectionery, snacks and nuts will be launched at PackExpo in Chicago from 14 – 17 October 2018. The new continuous motion bagger builds on the success of its predecessors and integrates new technologies, which makes it quicker and easier to use while providing increased production efficiency and improved bag quality. Customers are invited to find out personally the advantages of this solution at the GEA booth no. 4927 in the North Hall at McCormick Place.
High seal force for more flexibility
The jaws of the new GEA SmartPacker operate with an impressively high seal force – almost twice as high as the previous model – to enable gas-tight bags over a wider range of film materials. This gives manufacturers more flexibility, can help reduce film costs and ultimately improve the total cost of ownership (TCO). The new sealing jaws also create more accurate and stable longitudinal and cross seals for improved pack quality and presentation.
Practically no more downtime
The proven low-drop design between weigher and jaw-head enables compact and high-speed filling and reduces the chance of damage to brittle products such as hard candy or crackers. In addition, the improved product-in-seal detection function helps production continue even if product accidentally fouls the seal area. If this happens the detection function automatically creates a double-bag to avoid contamination or damage to the sealing jaws or knife, ensuring that the process continues. Thanks to that there is practically no downtime and minimal product and film waste.
Easy labeling, operation and maintenance
The new GEA SmartPacker CX250-S is optionally equipped with a new, fully integrated GEA TiroLabel unit, which makes the machine even more compact on the factory floor. The dedicated labelling unit delivers a speed of up to 180 labels per minute at a width of 150 mm and has a millimeter precision at labelling. The label roll has a quick-release operation, allowing it to be changed in seconds with minimal loss of operational time. The machine is easy to operate and maintain. It features an innovative open design with double-hinged doors for easy access and see-through panels providing maximum visibility of the sealing area. The automation system includes full recipe management and the machine can be fitted with an optional bar code scanner to scan film specifications for reproducible settings.
The new CX250-S produces pillow bags of width between 70–250 mm and weight of up to 0,3 kg; it can run up to 250 bags per minute depending on product and packaging specifications. It is exceptionally reliable, delivering operational uptime of more than 98%. The bag format or film reel can be changed easily in less than five minutes. The new GEA SmartPacker CX250-S provides the speed, efficiency and improved total cost of investment demanded by today's confectionery and snack manufacturers.
GEA Group Aktiengesellschaft
Corporate Media and Press
Peter-Müller-Str. 12
40468 DüsseldorfGermany
Tel +49 211 9136-0
SmartPacker CX250-S
Visit our media center
About GEA
GEA is one of the largest suppliers for the food processing industry and a wide range of other industries that generated consolidated revenues of approximately EUR 4.6 billion in 2017. The international technology group focuses on process technology, components and sustainable energy solutions for sophisticated production processes in various end-user markets.
The group generates around 70 percent of its revenue in the food and beverages sector that enjoys long-term sustainable growth. As of December 31, 2017, the company employed almost 18,000 people worldwide. GEA is a market and technology leader in its business areas. The company is listed on the German MDAX (G1A, WKN 660 200). In addition, GEA's stock is included in the MSCI Global Sustainability Indexes.


text:
Q: How to set innerHTML in javascript? How to apply for loop in javaScript and append all the li into paginationWrapper innerHTML. I tried below approach it does append only one by replacing the previous inner html
Here is my HTML

const paginationWrapper = document.querySelector(".pagination");
let currentBatch = 1;
let pageButtonList = [1,2,3,4,5];
paginationWrapper.innerHTML= "";
for (let page = 0; page <= pageButtonList.length; page++){
    if(pageButtonList[page] === currentBatch){
        paginationWrapper.innerHTML = `<li className="page-item active"><button onclick="clickedButtonData(event)" value=${pageButtonList[page]} className="page-link">${pageButtonList[page]}</button></li>`;
    } else {
        paginationWrapper.innerHTML = `<li className="page-item"><button onclick="clickedButtonData(event)" value=${pageButtonList[page]}className="page-link">${pageButtonList[page]}</button></li>`;
    }
}

A: You keep overwriting the same innerHTML on paginationWrapper. I think you want to use .append() or perhaps paginationWrapper.innerHTML = paginationWrapper.innerHTML + '<new content>'
Alternatively you could make the full list of child elements as a string and then use .innerHTML
paginationWrapper.innerHTML = pageButtonList.map(page => {
  if(pageButtonList[page] === currentBatch) {
    return `<li className="page-item active"><button onclick="clickedButtonData(event)" value=${page} className="page-link">${page}</button></li>`;
  } else {
    return `<li className="page-item"><button onclick="clickedButtonData(event)" value=${page} className="page-link">${page}</button></li>`
  }
}).join('');

A: EDIT
Just append your
 elements using += string concatination operator.
const paginationWrapper = document.querySelector(".pagination");
let currentBatch = 1;
let pageButtonList = [1,2,3,4,5];
paginationWrapper.innerHTML= "";
for (let page = 0 ; page <= pageButtonList.length ; page++){
    if(pageButtonList[page] === currentBatch){
        paginationWrapper.innerHTML += `<li className="page-item active"><button onclick="clickedButtonData(event)" value=${pageButtonList[page]} className="page-link">${pageButtonList[page]}</button></li>`;
    } else {
        paginationWrapper.innerHTML += `<li className="page-item"><button onclick="clickedButtonData(event)" value=${pageButtonList[page]}className="page-link">${pageButtonList[page]}</button></li>`;
    }
}

A: It doesn't work because of the fact that innerHTML removes all of the element's descendants and replaces them.
The simplest solution is just sth like paginationWrapper.innerHTML += ...
but.. I have to say that it's not the best way to add enw node elements to DOM.
Take a look at wrapper.appendChild method.

A: Your Code does not append innerHTML because by definition innerHTML rewrites all the elements from the select tag by attribute with new data.
So simple workaround solution for this would be to concatenate all the li tags and then push it into the element using innerHTML
const paginationWrapper = document.querySelector(".pagination");
let currentBatch = 1;
let pageButtonList = [1,2,3,4,5];
let paginationtag = '';
paginationWrapper.innerHTML= "";
for (let page = 0; page <= pageButtonList.length; page++){
    if(pageButtonList[page] === currentBatch){
        paginationtag += `<li className="page-item active"><button onclick="clickedButtonData(event)" value=${pageButtonList[page]} className="page-link">${pageButtonList[page]}</button></li>`;
    } else {
        paginationtag += `<li className="page-item"><button onclick="clickedButtonData(event)" value=${pageButtonList[page]}className="page-link">${pageButtonList[page]}</button></li>`;
    }
}
paginationWrapper.innerHTML = paginationtag;


When it comes to pearl jewellery, Choo Yilin primarily works with three different types of genuine, cultured pearls: South Sea, freshwater, and akoya pearls. Read on to find out more about the akoya pearl, and perhaps even find yourself a merry little surprise.
Jadeite has sold for more than 10 times their estimated price in auctions, and even sold above the price of diamonds.
There's more to it than meets the eye. "Customising a bangle at Choo Yilin teaches you a thing or two about jade." Join Sherlyn on her Choo Yilin jade bangle customisation journey.
Choo Yilin is proud to present The Batik Jade Collection: an exclusive, limited edition collection designed and made in celebration of Singapore Airlines' 70th Anniversary.


text:
ballet company in a sentence
1) Currently, major Italian opera theaters maintain ballet companies.
2) Few ballet companies have utilized the collection in modern times.
3) ballet Arkansas – The state's only professional ballet company.
4) Further ballets followed and the ballet company continued to develop.
ballet company example sentences
5) Donetsk is the home to the Donetsk ballet company since 1946.
6) I was with the Royal ballet company for four years professionally.
7) Irish Theatre ballet was Ireland's first professional ballet company.
8) In 2002 BNC transitioned to maintaining a full-time contemporary ballet company.
9) This version has often been used by Russian and Chinese ballet companies.
10) These four distinct types of dancer are still found in twentieth-century ballet companies.
11) This order of the dances is retained by almost every ballet company today.
12) Swan Lake B. La Scala ballet Company.
13) That scheme was refused planning permission, leaving the opera and ballet companies homeless.
14) The Dance Department goes on regular trips to watch performances by ballet companies.
15) The Royal ballet company is a multiple Laurence Olivier Award winning company.
16) USA ballet is an international ballet company celebrating their 21st anniversary in 2011.
17) Frankston ballet company was founded in 1998 and performs throughout the year.
18) A ballet company was also formed, known as the Vic-Wells Ballet.
19) International ballet was a British touring ballet company that operated between 1941 and 1953.
20) These theatres usually combined large opera, drama and ballet companies under the same roof.
21) Most ballet companies opt to fashion their own respective version of Tchaikovsky's score.
22) Duluth is also home to a professional ballet company, the Minnesota Ballet.
23) The next day, the ballet company learns she got hit by a car.
24) He served as the general director of the ballet company from 1948 to 1989.
25) San Francisco ballet was the first professional ballet company in the United States.
26) By the 1880s, the Colon Theater had its own professional ballet company.
27) The Galveston ballet is a regional pre-professional ballet company and academy serving Galveston county.
How to use ballet in a sentence
28) It established a ballet company.
29) Additionally, Cuban-trained dancers are now marquee names in top ballet companies throughout the world.
30) The work, written for the Swedish ballet company, lasts about 16 minutes.
31) The ballet company performed at both the Sadler's Wells and Old Vic theatres.
32) Even in distinguished ballet companies, have they become the snubbed steps of ballet vocabulary?
33) Lindy hop performance troupes are often quite different from a professional modern dance or ballet company.
34) Decades ago, two ballet companies laid the groundwork for the city's burgeoning dance community.
35) The premiere on was a great success for the ballet company of the Bolshoi Theatre.
36) The ensemble of a ballet company; especially, the ensemble apart from the featured dancers.
37) She was a ballerina who got laid off when the ballet company she worked for closed.
38) Ten years later, this became the world-renowned classical ballet company, Monica Loughman Ballet.
39) Requests to perform Ballettika Internettika on stage were sent to the Bolshoi ballet company.
40) Meanwhile, her husband had joined the new Mordkin ballet company in New York.
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20 examples of simple sentences of ballet company. We tried to find and publish the the words with Simple Sentences of ballet company
Compound Sentences with ballet company
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Compound-Complex Sentences with ballet company
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text:
Муриета () е град в окръг Ривърсайд, щата Калифорния, САЩ. Муриета е с население от 100173 жители (2008) и обща площ от 73,6 km². Намира се на 334 m надморска височина. ЗИП кодовете му са 92562 – 92564, а телефонният му код е 951.

Градът е с население от едва 24 000 жители през 1991 г. През 2012 г. жителите вече са надхвърлили 100 000. Това е един от най-бързо разрастващите се градове в Калифорния. Намира се на приблизително 140 километра югоизточно от Лос Анджелис. Според статистика на ФБР, Муриета е един от градовете с най-ниски нива на престъпност в Калифорния.

Бележки

Градове в Калифорния
Окръг Ривърсайд


"Yo, Miss," the students in the South Bronx high school greet the newbie drama teacher, and in her one-woman show, Ripple of Hope: One Teacher's Journey to Make an Impact, Karen Sklaire takes the audience on a breezy, whirlwind tour of the absurdities and dysfunction of New York's public schools.
Miss Sklaire, a tiny woman with a gigantic singing voice and a busload of streetwise New York accents, recreates her decision on 9/11 to abandon her Equity actress quest for stardom and dedicate her life to teaching, a la Hilary Swank in the film, Freedom Writers. Bubbling over with idealism and naivety, Sklaire walks us through her impossible mission to engage her most challenging, most circumstantially challenged students through the magic of theatre. Armed with only an IPod full of Michael Jackson tunes and lesson plans full of name games and vocal warm-ups, Sklaire manages nonetheless to woo her students onto the stage and into the dramatic land of objectives—and, in a few cases, to change their lives forever.
Told with self-deprecating humor and manifold anecdotes—from a Bruce-Springsteen-strumming rocker principal in the Bronx to a Broadway-musical-belting, bow-tie-sporting principal in Chinatown–Sklaire again and again watches helplessly as her dream principals move on to calmer waters, replaced by high-stakes testing driven bureaucrats with no time for drama anymore. Sigh. Such is the state of public education in the age of No Child Left Behind.
While the narrative of Ripple of Hope: One Teacher's Journey to Make an Impact is a bit choppy and at times inexplicable, Miss Sklaire does a fine job of personalizing her students with affection, humor, and, ultimately, hope, and, when she raises her voice in Broadway song, she blows us off the tiny stage at The Tree House Lounge.
Advisory: Profanity and adult content.
Ripple of Hope:One Teacher's Journey to Make an Impact runs through July 25th 2015 at The Tree House Lounge, which is located at 1000 Florida Ave., NE, Washington, DC.
For info on Capital Fringe, click here.


text:
Q: Is it possible to cause a webpage, say a HTML5 game to simulate a key press with Javascript? I am new to JavaScript and programming in general. I will try to explain what I want to do as best I can.
I have a very similar question to this guy, but I would like to do it in JavaScript as I somewhat know how to use it. Need to send key presses to a webpage(html5 game)
Basically I want  to be able to send key presses and/or mouse clicks I.E. WASD or up, down, left, and right. So I could effectively automate a task.
As a side note to the main question, is there a way to show JavaScript events that are happening in a game, so that it could react to them?
If it is possible how would I get the script to effect the webpage, and what would I need to know to do it?
Thanks!

A: Assuming you're fine with using jQuery, as indicated in the comments, you could so something like this:
function simulateKey(char) {
    var e = $.Event("keydown", { keyCode: char.charCodeAt(0)});
    $("body").trigger(e);
}

Also assuming you want a keydown event and it's triggered on the body (you can change the body to whatever selector).

A: Your keyboard/mouse event listeners should be calling different functions instead of responding to the event directly. Generally speaking, event listeners should extract information from the event and pass it to methods to handle state changes. So your 'bot' should call the functions that handle the state changes directly instead of faking a key press.


Compare the Chihuahua to the Russkiy Toy. Use the tool below to compare temperament, size, personality, maintenance requirements, and everything else between Chihuahuas and Russkiy Toys.
Owner Experience - Both breeds are good choices for new or inexperienced owners, but the Chihuahua is better suited for new owners.
Children - The Chihuahua is very child friendly. The Russkiy Toy does okay around kids, but is not as tolerant as the Chihuahua.
Grooming - The Chihuahua is very easy to groom. The Russkiy Toy has high grooming requirements.
Barking - Both breeds will bark frequently, but the Russkiy Toy has the highest tendency to bark between the two.
Height 6-9 in. 7½-11 in.