Levi "Springer" Minerd was born on May 28, 1853 in Fayette County, PA, the son of Samuel and Rebecca (Smalley) Minerd. A coal miner and inventor of patented technology, he was a pioneer settler of southeastern Kansas and eastern Missouri.
Springer was named for Levi Springer, "one of the most prominent citizens of the community of his day," said the 1913 book, History of Uniontown, Pennsylvania, authored by James Hadden.
The elder Springer may have been a good friend, or customer, of the Minerds as they both had business interests tied to the National Road. He built a large, prominent house on a 389-acre farm in 1817 to function as an inn for travelers on the road, but when the highway was re-routed, the structure was converted into a farmhouse. It stood for many years until burned by vandals in April 2015.
In the late 1870s, Springer purchased a lot of ground in Fountain Mills, Fayette County, a community now known as Everson. When he was unable to pay his debt obligations in 1882, the county commissioners sold the property to Isaac Messmore.
The federal census of 1880 shows that Springer resided with his parents in West Newton, Westmoreland County, PA, where he labored as a coal miner.
In 1885, Springer and his brother John Henry, and perhaps others, began to perceive a brighter future for the family elsewhere, far to the west in Kansas, where the coal industry was booming. From his home in Scottdale, Westmoreland County, just north of Connellsville, John made preparations to make a scouting trip with Springer. The Sept. 4, 1885 edition of The Keystone Courier of Connellsville reported that the two brothers, along with E.C. Zack, Joseph F. Crossland, Jacob Nicholson, "leave on Monday for Kansas." By Thanksgiving of that year, they had returned with a positive report and plans for a family-wide migration.
The following year, in 1886, when Springer was age 33, he and his parents, adult siblings and one newborn nephew ventured westward to Kansas, leaving their longtime homes, and settling in Pittsburg, Crawford County, in southeastern Kansas. Their entourage numbered 10 people in all.
Trained in the rugged coal mines of Western Pennsylvania, Springer and his brothers went to work right away in the coal fields of southeastern Kansas and western Missouri. They are said to have "removed the first coal by using a slope mine, in what is now Lincoln Park in Pittsburg..."
According to a family memoir, Springer invented a gate "to be used in the mines, that would open and close, as the loaded coal cars was pulled into and out of the slope mines, with mule teams." That patent application, was filed on March 14, 1895, when he was living at Minden Mines, Barton County, MO. In his introduction, he wrote:
My invention relates to mine-doors, and more particularly to doors which open both toward and from the operator. The object of my invention is to produce mine-doors which are normally held closed by a yielding pressure, so that while currents of air are successfully intercepted, cut off, or confined to their proper sphere, yet at the same time the doors will be closed automatically after the passage of a car or after the force of an explosion is spent, and will also open independently of each other. A further object is to produce doors of the character referred to, which are simple, strong, durable and inexpensive of construction.
In December 1891, Springer and his brother John Henry Minerd jointly purchased two town lots in Pittsburg. The seller was George G. Warren.
Springer's mine in Minden, operating under the name "Minerd Bros. Coal Co." ultimately failed and officially closed on Dec. 31, 1895. A state mine inspector for Missouri observed that the mine was located 1.5 miles west of Minden, near the state line, and formerly was known as the Morgan mine. In his report, published in the Tenth Annual Report of the State Mine Inspectors of the State of Missouri, for the year ending June 30, 1896, he wrote: "It has a shipping connection with the K.C., Ft. S. & M.R.R.; shaft 40 feet deep, and its hoisting is done by steam-power. I inspected this mine on the 29th of October, and found the ventilation deficient, the mine in very poor condition, with very little prospect of bettering it, as it was nearly worked out."
Then in October 1897, with Levi now living in Appanoose County, IA, he and brother John Henry sold their two town lots in Pittsburg to their unmarried adult sisters Margaret and Emma.
In November 1897, Springer married Mary Marie Wolfe (1877-1923). She was a native of France, born in March 1878, and came to the United States as an infant. The wedding took place in Barton County, MO.
The Minerds bore two sons -- Samuel Minerd II and Frank Benjamin Minerd.
Springer worked as a coal inspector in Baker Township in 1900. He must have shuttled back and forth to Pittsburg, as the Pittsburg City Directory of 1900-1901 lists him as a "miner" residing there as a boarder at 303 West 9th Street.
Springer and Mary, along with his brother John Henry, jointly bought a lot in Pittsburg in mid-July 1905 for $1,500. The lot, #48, was on Joplin Avenue in Leighton's third addition to the city. The Minerds sold John his undivided one-third interest in the lot in January 1907, for one third of their original cost -- $500.
In about 1909, they moved to Severy, Greenwood County, KS, where they spent the next 15 years of their lives together. Severy is within just 12 miles of Howard, Elk County, KS, where they also are known to have resided during that time.
When the federal census was taken in 1920, the Minerds made their home in Lincoln Township, Crawford County. Springer and their sons all were listed as coal mine laborers.
Heartache rocked this family on Dec. 11, 1924, when Mary passed away at home in Severy at the age of 47 on Dec. 11, 1924. The Pittsburg Daily Headlight -- misspelling her name as "Mineard" -- reported that her remains were transported back to Pittsburg for the funeral, held at the Methodist church, led by Rev. Wilbur N. Mason. Burial was in the Wolfe family plot at the Mt. Olive Cemetery. The Headlight said Mary was survived by a sister, Florence Schirard, of Windsor, MO; and five brothers, Frank Wolfe of Englevale, and A.B. Wolfe, Edward Wolfe, B.J. Wolfe and Nicholas L. Wolfe, all of Pittsburg.
Ironically, Mary's death occurred when Springer was reaching a peak in his work as an inventor. In 1924, when they resided in Howard, he filed an application for a patent for a new type of hay stacking device. A sketch is seen here, from an elevation perspective. The patent was approved on Jan. 12, 1926. In his narrative, he wrote: An object of the invention resides in providing a hay stacker or like character of device, wherein the wheeled platform carries a vertically extending standard... Another object of the invention resides in providing a wheel supported platform, on which is mounted a drum..." Click here for the full text of the patent summary as approved by the U.S. Patent Office.
As a widower, Springer moved to Croweburg, a tiny coal mining community north of Pittsburg. It's likely that he worked at one of the the Crow Coal Company mines, as Mine 16 was less than half a mile from the Minerd homeplace. He may have been a coal mine boss as his land holdings were more than most other miners in the area. The tract remained in the family until 1964, when their heirs sold it to Joe and Elizabeth Burnick for a token dollar. His brother John Henry Minerd also made his home in Croweburg during that era.
Springer outlived his wife by six years, and endured an illness of about that same length of time. He died in Croweburg on March 12, 1930, at the age of 76. The Headlight said he was a "retired farmer and resident of Crawford County for the past 48 years..." but did not mention his inventions. Following his funeral, also held at the Methodist Church, he joined Mary in eternal repose at the Mt. Olive Cemetery. They rest directly in between the long, flat monuments of Mary's brother and sister in law, Nicholas L. and Esther Wolfe.
In September 2010, cousin Eugene Podraza and the founder of this website, joined by distant niece Melinda Brooksher and her husband Rich, paid their respects at the graves of Springer and Mary during their annual end-of-summer genealogy research trip.
Copyright © 2000, 2002-2008, 2010, 2018 Mark A. Miner


From Wikipedia, the free encyclopedia
Computer-assisted gaming (or CAG) refers to games which are at least partially computerized, but which are actively regulated by a human referee. Computer-assisted gaming attempts to combine the advantages of computer games with those of face-to-face games. In computer-assisted gaming, computers are used for recordkeeping and sometimes for the resolution of combat, but a Human referee makes any decisions requiring judgement.
A computer-assisted game can be little more than a collection of rules and notes on computer, or as complete as a computer game, with a human referee needed only to make the non-random decisions. It can be played remotely or with everyone in the same room looking at one or more computer monitors. (The referee must have his own monitor; the players can share one, or each player can have his own. Or only the referee may have a monitor, with the players using paper as usual.) This flexibility allows players to combine the best aspects of paper-and-pencil and computer games while computerizing the game as much or as little as desired.
Role-playing games were one of the first types of games for which computer-assisted gaming programs were developed. Computer-aided role-playing game programs are designed to help game masters and players alike. Those programs range from acting as convenient format for a character sheet all the way up to full automation of the game mechanics of a role-playing game system. This is especially useful for character creation/maintenance and rules resolutions for complex simulationist games.
- Mac-Assisted Role-Playing, insidemacgames.com on CARP


Neutrophils are considered one of the first responders of the innate immune response. Their primary activities are to migrate to sites of infection by chemotaxis and trans-migration across the endothelium (Gaines et al., 2005). Once at the site of infection, they phagocytize microbes and kill them. Critical to the neutrophil’s ability to kill microbes are the multiple degradative enzymes contained within granules. The activity of these enzymes is non-specific, and therefore, neutrophils also contribute to tissue damage at the site of infection (Gaines and Berliner, 2005). Measurement of neutrophil infiltration into tissues is one way to gauge the severity of infection, inflammation, and tissue damage (Ayala et al., 2002). Myeloperoxidase is found in the primary granules of neutrophils and is an effective measure of neutrophil infiltration into tissues (Gaines and Berliner, 2005).
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01-18-2012 07:42 AM
I have been rattleing my head on this for the last couple of days with no luck.
What i am trying to do is the following:
send a signal into a NI9421 Module, when the module receives this signal it should output on the NI 9472. These 2 steps i have completed and are working however it is the next part whicc i am having trouble with.
When the input signal is removed from NI9421 i would like to kepp receiving a signal from the NI9472 for a period whihc can be easily adjusted.
I have tried to put in delays/waits (FOR loops behaving as counters),while loops etc but all this doesis delays the time between the input turning on before the output turns on. for example. If i put in a delay of 5 secs, the input needs to be closed 5 second before the output turns on, and the output will then remain on for a further 5 sec.
Any help is much appreciated.
Solved! Go to Solution.
01-19-2012 08:28 AM
What is the signal into the 9421? Could you attach the code you have so far so I can provide an example for you that is in useful context.
01-19-2012 08:53 AM
Hey Jack. W
Thanks for your help
The theory behind our project is that a physical momentary switch will be pressed and released (within a half a second approx), when the switch is pressed a signal (voltage 5 v ) is received by the 9421 (then the signal is back to 0 as the switch is in the open position), immediately after this signal is received the 9472 module outputs a signal.The length of time the signal is ouputted on the 9472 is detemined by a time delay.
The problem we are having is that there is a delay on the 9742 module when we press the input which equals the delay time setup in the time delay
We are using lab view 8.5. I have attached some code for you.
01-20-2012 09:50 AM
Just to clarify. Program runs and waits for the logic level of a channel on the 9421 to go HI » Immediately after the channel goes HI a channel on the 9472 starts outputting a signal » Output from the 9472 then stops after an adjustable amount of time.
What is the output signal?
The time delay you are experiencing is between the button press and the start of the output, how long is this?
01-20-2012 10:36 AM
The Output signal will be 12v brought in thru' the vsup and com. THe time delay we are experiencing is the same length of time that we set the delay to be. So for example if we set the delay for 3 secs then, when we press the button, it app waits 3 secs before the output is turned on for three sec, and what we are looking for it the output to turn on immediately for 3 sec, no waiting between the input and output.
01-24-2012 03:54 AM
Have a look at the example code below along with the description, hopefully it will get you started.
The while loop at the start polls the digital input pin and waits for a true before exiting the loop and entering into the DAQ Assistant2. The while loop has in it a wait of 10ms. This is to prevent it running to fast and hogging all of you CPUs time. Since the output of the DAQ Assistant in the while loop is an array the Index Array VI is used to get just one value which is wired into the loop condition.
The yellow lines used throughout are error lines and these can be very useful in LabVIEW to synchronise/ order parts of you code. Following the order of execution rule the DAQ Assistant2 will not begin until the while loop has finished its execution.
I have then used a Flat sequence to order a delay of 3 seconds (again with error lines) between the second DAQ Assistant and the third which turns off the digital output.
Hope this is clear and helpful


Michel Foucault brings forth concept of episteme
In his book “The Order of Things: An Archaeology of the Human Sciences,” French philosopher Michel Foucault brought forth the concept of “episteme.”
The 1966 book is about 55 years old, but his “episteme,” or the ways of regarding and thinking about the truth and discourse, appears to still hold good in understanding the world.
It is a priori knowledge that is shared by contemporary people in a specific epoch. It is about describing how knowledge is conditioned.
“In any given culture and at any given moment, there is always only one episteme that defines the conditions of possibility of all knowledge, whether expressed in a theory or silently invested in a practice,” he noted.
One of his examples is Marxism, which “exists in 19th century thought like a fish in water: that is, it is unable to breathe anywhere else.”
Things are not the same now. We do not need Marxism to breathe. But we still need something else other than Marxism to condition our knowledge as a structure of thought.
Every historical time, and each culture, East or West, has its own episteme or epistemes necessary to answer the two questions of “what can we know?” and “what can we speak of?” according to Foucault.
As episteme is about covertly agreed-upon boundaries of thought, it is comparable to paradigm, which was coined by American physicist Thomas Kuhn in his 1962 book “The Structure of Scientific Revolutions.”
Kuhn used the notion to explain a dominant theory in the world of science and how a paradigm shift takes place in the scientific model.
By comparison, Foucault’s episteme is not restricted to science. And he does not come up with any theory on how an episteme becomes dominant and eventually weakens to be replaced by a new one.
“And that appearance was not the liberation of an old anxiety, the transition into luminous consciousness of an age-old concern, the entry into objectivity of something that had long remained trapped within beliefs and philosophies: it was the effect of a change in the fundamental arrangements of knowledge,” he concluded.
“As the archaeology of our thought easily shows, man is an invention of recent date. And one perhaps nearing its end.”


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A Answers (3)
Mehmet Oz, MD, Cardiology, answeredMSG, or monosodium glutamate, is a strong form of sodium that can cause side effects like headaches. In this video, Dr. Oz lists why MSG should be avoided.
Stephen H. Atkins, PhD, Functional Medicine, answered
Monosodium glutamate (MSG) can make food taste better, but for some people it can be a pain in the brain. Find out why by watching this video featuring integrative medicine specialist Dr. Stephen Atkins.
Monosodium glutamate (MSG is the sodium salt of the amino acid glutamate). Glutamate, in addition to serving as one of the amino acids found in proteins, is also an excitatory amino acid and activates other neurons in the brain by binding to a specific type of glutamate receptors. This process activates calcium release, which in turn affects the intra-cranial blood vessel tone. This is one of the crucial steps in the process of migraine generation.


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Jingle Bells Piano Notes
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As the holidays quickly approach, learning some great music is on order. In today's lesson, your kids will be learning the holiday classic, Jingle Bells. Few songs are as recognizable as this classic. First we've include the Jingle Bell piano notes. Secondly, we've included the chords for all you adventurous piano or guitar players out there. Remember to sing along and have fun. The notes are quite easy to follow along and you'll get it in no time.
The best part is when the holiday season arrives, you and your family can have a fun singalong!
Who Wrote Jingle Bells?
According to Wikipedia, "Jingle Bells" is one of the best-known and commonly sung American songs in the world. It was written by James Lord Pierpont (1822–1893) and published under the title "One Horse Open Sleigh" in the autumn of 1857.
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(This continues my interview with artist and teacher, Steve Ohlrich. Click here for Part One.)
Ben: I’ve personally always enjoyed your creative paintings and drawings. How does a student cultivate the ability to draw imaginative ideas, or to harness imagination and turn it into drawing?
Steve: Well thank you. It’s a good question because you’ll read, oh people can learn to draw basic things like a cube, but there’s a part of drawing that’s unteachable, and that’s the creative part. I think it varies in different people. Some people have it and some people don’t and why is that? I grew up in a tumultuous household, and there was mental illness. So I had every reason to escape into a world of fantasy. So there is that aspect of it. There’s also lots of people that just love a good story and who like to take complex ideas and put them together in new ways.
Sometimes a sense of humor helps. I’ve read that a sense of humor is considered one of the highest orders of thinking because you’re always putting these contradictory things together. So that helps. When I studied animation, we always had exercises. They were simple things like “find 3 different newspaper articles, take the first sentence from each one, and you have the beginning, middle, and end. Now construct a story around it” So there are ways to get you started putting things together. I’ve been asked a lot by students lately “hey can you do a class in surrealism?” and I thought that’s interesting. The students said, “listen…we know we have to be able to draw first, obviously, but how would you do that?”
"Whatever you do, be in that world..."
How would I work with someone who is having a hard time coming up with imagery? One thing I’d say is record your dreams. That’s a good place to start. Dreams are weird. It’s your subconscious telling you stuff, and presenting symbols. There’s all kinds of improbable things going on, so make pictures of them as a starting point. Watch sci-fi movies, read sci-fi books, read books on ghosts, or read Robert Louis Stevenson books. Whatever you do, be in that world. For me it just comes naturally to sit and make up stories. That’s what I do.
Ben: That’s good advice on generating ideas, but what do you say to a student saying “hey how do I go about actually learning to draw imaginative ideas better? I’ve got the ideas….I picked up this sci-fi book, and I want to draw some scenes from it as an exercise…” What’s a good way to learn how to take those ideas and turn them into drawings?
Steve: Let’s say you were going to combine outer-space scenery with pirates. To do space pirates, you go through books of pirates, you look at a blunderbuss, their flags, their clothes, the stuff they found. You start to incorporate that into your drawing. Then you watch 2001 space odyssey and fall asleep like everybody does. You start looking at pictures of nebulae and black holes and you say “how do I draw a ship that turns at a 3-quarter angle into a black hole?” It’s researching the actual things.
I did a World-War I scene and I spent a lot of time going through pictures of WWI to get all the details right. Because I imagine some WWI buff is going to see this and bust me on details, I’m not going to let them. Even the treads on the boots, I got those right. The little things that hung from their belts, the types of belts... I wanted all these things to be super accurate, and then I put it into a more imaginative scene.
Ben: There are a lot people out there, who are adults now and may have gotten some art training, or formal art education, but now they have non- art day jobs. It’s a struggle for them with life and kids and jobs to find time for what is basically a hobby, but they’ve kept that flame alive, that love of drawing and art. What advice do you have to keep the cycle of engagement with the craft alive?
Steve: Take a class. Go to a lecture. Keep a sketchbook. I listened to a great lecture that said people need to do more than one job. You have your job during the day, then you come home and instead of falling asleep in front of the TV, you practice guitar or you study astronomy and take a class in astronomy or something like that. So it comes out of just making the time to do it. And having people around you to support you helps a lot, too. A lot of the students I work with are working professionals, or they’re retired but art has always been the thing they loved to do. I have people that keep coming back for another class and another. I’m happy with that and to facilitate that for them.
So it comes down to just making the time and to commit to something. And really, just take a class. If you feel like, ok, I’ve been studying too much, then start setting up something at home. Find a place at home that’s quiet, that doesn’t have the kids running through, and that’s your meditation space and time. Put it on the calendar…Tuesday nights and Thursdays nights I go into mediation time to make art for 2 hours. Then you get once you get that consistent time, then you get momentum and then you start accomplishing things. Then you’ll say “oh, now I’ve got a finished painting…now let’s do something else…let’s take a perspective class.” That’s how you keep it going.
So it comes down to just making the time and to commit to something.
Ben: For people in the situation I describe in my previous question, I think they can be more prone to getting stuck on plateau’s with their skill development, while they fight for the time. How do they break plateaus?
Steve: Take a class, watch an online video, go look at paintings. One of the best bits of advice I got from my teacher Bruno Surdo, was, “ok Steve, you need to work on edges, so go to the Art Institute and look at edges on figure paintings and drawings.” And I did, and with that focus, I learned a ton. I came back and I made all the adjustments to what I was working on and, wow…it got me over a plateau right away. So knowing how to go and look at something with focus is important. Now it takes some insight and you’ve got to know you’re on plateau and know where you’re going, because sometimes it’s just a matter of “well I really struggle with skies…my skies never look right.” Well, ok, go look at a bunch of skies. Ask what makes another painter’s sky better than my sky? Take a picture of your sky and hold it on your phone next to Rembrandt’s sky. You’ll start to come up with information, especially if you go there with focus. That makes a big difference.
Ben: So tell me what you think of the following? I think there is some unhealthy cultural baggage attached to art. I think part of it is the pedestal that people put the appearance of talent on. Part of it is people’s experiences with art. If someone says they are going to learn a skill like playing guitar, playing golf, or learning a foreign language, people don’t immediately think you are required to have been bestowed with a ton of talent to be able to acquire a baseline of competency with those. Even if you say “I’m going to take a drawing class, or a painting class” those are pretty accepted things. However, if you say “I’m going to create art.” People don’t quite know how to process that.
Steve: Well sometimes people have stereotypes about artists being freaks and weirdos. If you’re an accountant those people say ‘you’re not a freak or a weirdo, why would you be making art?” I think humans are very holistic beings and the creative side is there and needs to be nurtured. You have to do something with it, as well as doing left-brained thinking and physical things. Creative work needs to be accepted as a normal part of being a functioning human being. There was probably a time, in the past, where we did more creating because there you had to, for example, build your own fence. It’s creative. Or you had to build a porch or whatever it was you needed, and we’ve gotten away from that. So in some ways it’s easy to get into a mode of ‘you are this and you are that.’
I remember going over to someone’s house, and they were expecting me and knew I was an artist. I just look like a normal dude, wearing jeans and a regular shirt and sneakers. And they were like “where’s all the pins, and the shaved head or colored hair?” So I think there is a lot of stereotyping and judgment, and some people will ask “‘well are you any good?” It’s not about that, it’s about this need to make something. I think some people are very self-conscious about it too, because they expect what they do to be no good. It’s going to be judged.
I have a lot of students who look very sheepish when I come over and look at their work. This is why when I come over, if there’s something I can talk about that they are doing really well, I want to let them know…”hey, this is really working, but this other area is where you need to focus now.” The best compliment I ever got was “thank you for taking the fear out of drawing for me.” So I think there are stereotypes and stigmas. It maybe just goes back to let’s make sure we keep the arts in school and keep them part of everything. Not everyone's going to be good at it, but that’s not the point.
Ben: What motivates you, personally, to this day, as an artist?
Steve: [laughs] It’s all I can do. I’ve worked in retail, I’ve worked in psychology. Art is what I do. The feedback I get is that I do it well, whether it’s the drawing or the painting or the teaching. I’ve worked in other fields, and I knew I was giving something up by not working in art and I was wasting something, something really a part of who I am. So that's what got me back to it and has kept me focused. It helps so much to have a supportive spouse, that is extremely helpful. And then just the support I get from my students, and from people who buy my work. Also it’s what I love to do.
When I'm making something or painting something, parts of my brain are firing in ways that they don't when I'm doing my taxes, for instance. Endorphins are going off and since it’s natural for me to make up stories and put things together, it just connects with who I am and I'm just happier. I also feel like I've got the talent to back me. Then there’s the world of selling things and commissions and stuff. I get support there too. It all helps, but for the most part it’s who I am and what I love to do. And I can see it in the reactions I get and in the way I feel when I'm doing it.
Ben: Can you tell me about your latest work?
Steve: Sure. I tend to do a lot of different things, and I’ve gotten back to just doing more imaginative work. I’m really focusing on figures and portraits. Some are a little more standard like my son’s portrait, but then I have to have the flying baseballs in it just to add some whimsical elements. But I’ve been going through sketches and doing figure work that has a sense of humor or a sense of mystery to it. Sometimes it deals with our current times a little bit. It’s all representational, but it’s surreal, and it tells a story and will be filled with symbols. That's my favorite because I love posting my work (on social media) and reading people’s comments. You never know how someone's going to react to something you do. And to me that’s the best part because it gets them out of their everyday life and they can start thinking. It's like maybe they weren't thinking like that until they saw this thing, and if I can help people do that and it takes people to a better place than great. I’m happy with that.
I got away from this and I was doing still lives and doing some landscape painting. I like being diverse in my work. But really connecting back with just being a storyteller in a representational way and asking, how do I combine those? That's where I’m at. Also, I feel like I'm in a part of the country, too, that is the best playground for that. I read a statistic that there are more creative people working in a creative field in the city of Los Angeles than at any other time in the history of modern cities. We took my son to see the Avengers and I’m like yeah, I can just let loose and have fun here. Whereas when I was in Wisconsin, I was like I’d better paint some barns, because it’s more conservative and people want you to paint more about Wisconsin. Not that I didn't find people that like surreal stuff, but there's a bigger audience for it here.
Ben: Can you tell me about any upcoming shows, classes, or workshops?
Steve: let's see, I just had some work in a show in the Arts District at Art Share L.A. I got into another show on museum row, but then it turned out that my painting was too big. That's the problem with doing big paintings, you hear “sorry, we just don't have space…but you'll get into our next show automatically.” And then I have some work hanging at a gallery called McGinty's which is here in Altadena. Whenever I have the opportunity I submit work just to get it out. My goal is to have a solo show at some point and I have a list of paintings to work on, which is the stuff I’m working on now.
I also have two commissioned works on display at Northwestern Mutual’s headquarters in Milwaukee in a show called “Giving Gallery: A Community in Process”. This is a show that will be on display until February, 2019 when it will go on a national tour.
I’m also teaching classes at Pasadena City College. I teach extension classes there and I've been doing that for a little over a year now. Big classes. I have a portrait drawing class. I do a classical drawing class which is drawing basic shapes in charcoal. People love landscapes, I’ll do painting landscapes from photos. Then I have private students that I work with. Quite a few come here and I have them working on various projects.
Ben: Can you tell me about your private teaching?
Steve: I have private students. Some I find through Thumbtack. Some find my work in the catalog for Pasadena City College, or they see it somewhere and then they contact me. In some cases, I go to their home. In most cases, people come here. I especially like it because I have everything here. I do a lot of schlepping, and I get tired of the schlepping and I'm learning how to minimize the schlepping. At Pasadena City College I have a great space. There's lights and everything so I don't need to bring much. I really like students coming to my home because I have all my books, all my artwork is here, all my materials are here, and people like that. They get to come to your studio and get to see “oh this is what he does…” At my home, students get around the clock attention. They are usually here for an hour, and I’m right there with them the whole time. It’s also a great variety of people, in one case it’s kids, in another, it’s a woman who’s a filmmaker who wants to learn how to paint, for fun. In another case its someone who paints and wants to be painting better.
Ben: Well, thank you so much for talking to me.
Steve: Of course.
Ben: Check out more of Steve’s work at www.steveohlrich.com


Public Safety Ethnic and Cultural Awareness
January 19, 2014 Diversity Considerations
The purpose of this paper is to analyze the influence of culture on attitudes, values, perception, human behavior, and interpersonal relations. The discriminatory factors that promote societal, political, socioeconomic, and spiritual oppression of culturally diverse populations will also be illustrated in this paper. The paper would further examine the racial and cultural diversity within non-native English-speaking communities. Moreover, this paper will also analyze how current research may positively impact the delivery of public safety and enhance the evaluation of information …show more content…
The ways in which different people are developed are formed by the social circumstances and experiences within the context of their innate genetic potentials. The question remains that how hereditary potential and experience serve their roles in developing the behavior, values, perceptions, and attitudes of a human being. All human beings are born into specific cultural and social settings and ultimately develop several social connections. The characteristics of a person’s cultural settings greatly influence the way they learn to behave and think, by means of example, punishments, rewards, and instructions. In addition, the culturally induced behavioral patterns, like forms of humor, body language, and speech patterns, become so profoundly embedded in the mindset of human beings that they frequently operate without the people themselves being completely aware regarding them. All the various cultures include a slightly different mesh of meanings and patterns; attitudes towards different cultures, expectations for behavior, customs and habits in arts, clothing, foods, and religions, social roles, systems of government and trade, ways of earning a living, and values and beliefs regarding each of these activities (Chan, et.al, 2012). What is perceived as acceptable human behavior is different in different religions and in …show more content…
The concept of foreign in majority of the cases depends on the ideas and images constructed socially, which reduces the globe to “us”, “them”, “good ones like me”, and “the normal”, the others who are distinctive: a disruption, a threat demonstrating a degradation of appropriate behavior and values. Despite that majority of the individuals consider xenophobia as generally acceptable and in contradiction with the human rights culture; it is not atypical. Discriminations on the basis of xenophobia, for instance acts of violence and verbal abuse, are evidently the violations of human rights (Correa, 2000).
Gender discrimination is quite pervasive in our society. Schools, childcare institutions, family, media, and other societal institutions transmit and preserve stereotypes regarding women and men. In the Western societies, conventional gender traits are frequently related to power – men and their specific activities are classified as influential, public oriented, important, brave, productive, strong, outgoing, and having increased value, social recognition, and monetary rewards. On the other hand, it is widely believed that the main traits of women include; family-oriented, caring, dependent, and passive.


Species group: Tortoises
Other name: Speke’s Hinged Tortoise; Savannah Hinged Tortoise
Scientific name: Kinixys spekii
Range/Habitat: The upgrade of the Speck’s Hinge-back Tortoise from K. belliana subspecies to its own species is a more recent development. They are typically found in sandy or wooded savannas scattered throughout parts of southern Africa. They are a burrowing tortoise.
Size and Coloration: Members of the Kinixys genus all have a hinged rear carapace. Their tail and rear legs can be safely closed off into the shell. The Speke’s Hinge-back Tortoise has a long flat carapace with dark spots in the center of each scute and dark outlining of each scute. Older adults will be more uniformly a dirt brown color. An identifying feature of this species is the flared 5th vertebral scute (those are the scutes running down the center of the shell.) Their skin is yellow-brown and their marginal scutes (the outer edge scutes) do not flare.
AVERAGE ADULT WEIGHT: N/A
AVERAGE ADULT SIZE: 6-8 inches
Caging: The Speke’s Hinge-back Tortoise needs a large enclosure. A space of 15 feet x 10 feet for 2 tortoises is an ideal start. They thrive best outdoors and often are given the run of the yard. However the special care needs of the Bell’s Hinge-back Tortoise make housing this species rather complicated. This tortoise species is not for the pet owner seeking an easy to care for pet. Due to their temperature and humidity requirements they will most likely need to have an extensive indoor habitat in addition to their outdoor yard space. For an indoor habitat, a specially designed tortoise box or tub works best. Outdoor habitats should be well planted with shady bushes and may need misters in the drier climates. Some great plant choices that they can also eat are petunias, hibiscus, aloe vera and a variety of grasses. Mulch, moss, or bark can be used as a substrate, both indoors and out, to help maintain a higher humidity level. Mulch not only increases the humidity it also provides natural bugs and snails for them to forage on. A plastic sheet can cover part of the outdoor habitat to increase the humidity. They require a pool that they can submerge half way into; they will enjoy a soaking and may even go for a swim.
TEMPERATURE/HUMIDITY: They need high humidity and daytime temperatures of 77-82° F.
HIBERNATION / ESTIVATION: These tortoises do not naturally hibernate but they will aestivate if conditions are exceptionally hot and dry.
HEALTH CONCERNS: These tortoises due tend to have medical problems making regular veterinarian care all the more important. Wild caught tortoises do not fare well, they are generally unhealthy; loaded with parasites and dehydrated. Most of them die quickly in captivity. Do make sure you know the source of your pet tortoise and that it is a well bred captive tortoise. These tortoises can also suffer from eye problems due to improper humidity levels.
Breeding: The aggressive nature of hinge-backs males make it risky to house them with other males. Like other tortoises the male will ram, circle, and bite the female as part of the courtship phase.
Diet: The Speke’s Hinge-back Tortoise is unique in its naturally varied diet. They are natural omnivores eating large amounts of fallen, well ripened fruit, flowers, plants leaves, and dead animals. They will also feast on mushrooms, slugs, and bugs (a bonus for your garden!) Likewise, as a pet, they should be fed a diet that is highly varied. Their diet should consist of fruits such as mangoes, papaya, grapes, and berries, as well as grasses, timothy hay, flowers (roses, hibiscus) dark leafy greens, and the occasional egg. They should get calcium carbonate supplements once a week.
Temperament: These are active reptiles that need a large amount of space. They are timid and nervous tortoises that need an experienced owner.


Belonging to the Durio genus, Durian has a botanical name of Durio zibethinus.
In tropical forests durian trees can reach heights of between 27-40 m, however, in commercial orchard situations heights are usually maintained between 18-20 m. Durian usually has a stout, straight trunk (once mature) and an irregular dense or open crown of branches up the length of the tree. Flowers are borne in clusters on the trunk and the branches.
Durian fruit is ovoid or round in shape and approximately 15-30 cm long and 12-15 cm wide. It can weigh up to 8 kg. The yellowish-green rind is thick, tough and covered with stout, sharply pointed spines and handling without gloves can be painful.an Evergreen grower, it will keep its leaves throughout the year. Durian is known for its tree habit and growing to a height of approximately 40.00 metres (130.00 feet). This plant tends to bloom in early summer.
Thailand is believed to be where Durian originates from.
Be aware that Durian typically needs a fair amount of maintenance and care in order to grow successfully. Ensure that you are aware of the soil, sun, ph and water requirements for this plant and keep an eye out for pests. Pay attention to weeding, feed and pruning schedules to ensure your plant remains in peak condition.
This plant info is provided by the myfolia gardener's wiki. All details about Durian have been kindly provided by our members.
These plants have been known to grow well alongside Durian so consider planting:
These plants will not grow well with Durian so avoid planting these within close proximity:
These problems, diseases and pests are known to affect Durian plants:


Cell phones are the most used communication tool today internet access & social media the internet is one of the biggest blessings to man by technology thus i can say that mobile phone very very important for everyone. Connecting web sites directly to the internet to allow communication among inter- so it's important to keep in mind that the internet 113 what is a protocol computer networks and the internet computer networks and the internet computer networks and the internet. Introduction the internet is the greatest invention of mankind there are two sides to every story the telephone has long been a great means of communication, and i believe that it will always be needed far more than the internet but, we are forgetting (in my opinion. Social role of internet intermediaries april 2010 2 foreword 2 4 introduction 4 introduction as the internet has grown to permeate all aspects of the economy and society leverages its middleman position to foster communication with other agents in the marketplace that will. Security professionals need to increase their understanding of ipv6 and the new threats that it and the internet of things (iot thereby causing the firewall to add an entry to the state table by allowing the return communication it is important to understand that many vulnerabilities. Communication is an important facet of life communication skills are essential in all spheres of life be it an interview or dealing with the project leader or working out a solution with a team or writing a report, getting across the point effectively is what matters related articles: how to improve your story writing skills [. Introduction the internet offers extraordinary opportunities for speakers before plunging into the details of the proliferating controversies over freedom of expression on the internet freedom of speech is important both as a means to achieve a democratic society and as.
Introduction: classroom scenario student use of the internet as a communication and collaboration tool she understands the importance of guiding her students to become more active learners. Internet communication refers to the number of different ways people can communicate over the world wide web it includes chat rooms, email, instant messaging, forums, social networking sites and. Four principles of interpersonal communication - introduction a critical review of what has been noted about the four (deibert, p131) [tags: internet communication]:: 5 works cited the importance of communication in marriage - divorce is a difficult thing for all. The importance of communication skills 13 chapter 2 an introduction to spoken communication 15 the anatomy of a communication 16 speaking effectively 21 making conversation 27 4 an introduction to communication skills introduction.
Introduction to computer networking internet, and various servers 3 fig 1: communication is becoming more common (see advice sheet 20 for more information) a network interface device on each computer (this is called a network. Introduction communication is an important aspect within and outside an organization more about essay on the importance of communication in an organization the importance of ethics in an organization 2833 words | 12 pages. Search strategies, new literacies, internet, information and communication technologies, digital divide, literacy skills, learning technology, usa, america. Need and importance of information technology in education from wikieducator jump to: navigation importance access to variety of learning resources the internet and its web sites are now familiar to many children in developed countries and among educational elites elsewhere.
Telecommunications, the internet, and information system architecture packet switching is of particular importance for data communication owing to its speed and its superior utilization of communication links when handling abursty,@ intermittent, traffic. Introduction to information and communication technology in education (moursund) page 2 important content area in each of the disciplines that you teach or are preparing to teach the internet and web, wired and wireless networks, digital still and video. Accessibility that one has to the internet through smart phones it is important to realize that as social media evolves the realm of communication changes the negative effects of social media on communication are the effect it can have on kids through cyber bullying and unwanted. Introduction communication is an important aspect within and outside an more about essay on the importance of communication in an organization the importance of ethics in an organization 2833 words | 12 pages importance of communication within and outside an organization 1752 words | 7.
Keywords: internet, mass communication, information economy, culture, access, cost engine behind the information society, the internet plays an important role in shaping world society introduction from the beginning. Information and communication technology (ict) nations creating a united nations information and communication technologies task force and an internal office of information and communications technology with over three billion people having access to the internet. Keep your online communication private introduction to secure communication one important difference between the flexibility of internet communication tools and the strength of modern encryption can now provide a level of privacy that was once available only to national military and.
The impact of the internet on communication introduction 2 statement of controlling purpose 3 problem identification 4 history 5 the most important type of communication is interpersonal communication.
The impact of new media on intercultural communication in global context guo-ming chen introduction the history of human introduction of computers and the internet in the early 1990s since then. Chapter 1 introduction to communication studies before we dive into the history of communication, it is important that we have a shared this period has featured the most rapid dispersion of a new method of communication, as the spread of the internet and the expansion of digital and. Chapter 15 media, technology, and communication and bettina fabos, media & culture: an introduction to mass communication, 5th ed (boston, ma: bedford st martin's, 2007), 307 and fiber-optic cables were key technological advances that made the internet and digital communication. 4 introduction 4 introduction as the internet has grown to permeate all aspects of the economy and society faster, and cheaper communication technologies, for innovation and internet intermediaries are important actors because their services create network externalities2 such. Internet at 40 in 1969 a student typed 'lo' on a computer - and the internet was born forty years of the internet: how the world changed for ever of the internet, making it greatly easier to navigate the information there, and to use it as a medium of sharing and communication. Written communication internet essay language level: upper intermediate: b2 discussion in my own perspective, the internet plays an important role in the communicating barrier as you can see, people all around the world are using the internet.
The internet as a communication tool as with any form of communication, it is important to establish boundaries when sharing information with others teachers could use internet communication tools, such as e-mail and instant messaging. The main importance of the internet is that it has made informationavailable in a or entertainment, game websites like miniclip/video websites like youtube, communication, email websites, such as hotmail, shopping, online shopping site like the internet is important for a number of. An introduction to networking terminology, interfaces, and protocols posted a portion of a network that is not publicly accessible to the greater internet multiple technologies and protocols that are built on top of each other in order for communication to function more. Chapter i: introduction importance of the study email a wireless internet connection for the purposes of this study, electronic communication will impact of electronic communication on personal relationships.


Ask, Listen, Do
You may find the following leaflet, funded by the Department for Education and developed by families as part of NHS England's Ask Listen Do project helpful in planning your child’s return to school.
'Returning to school after a period of absence', is intended to help build partnership between families and the school. The intention is to equip families with questions to ask of schools to make the return to school from a period of absence as successful as possible. The questions can be used by families and by young people to support self-advocacy.
NHS national programme, Ask, Listen, Do (ALD) is about making feedback, concerns and complaints easier for people with a learning disability, autism or both and their families and carers. The programme supports organisations to learn from and improve the experiences of people with a learning disability, autism or both, their families and carers. Find out more about ALD here.


| Live, Reproduce, Die|
|Life as we know it|
|Divide and multiply|
|Greatest Great Apes|
Humans can potentially catch toxoplasmosis in a number of ways:
- Ingesting raw or undercooked meat.
- Ingestion of any produce, water or soil contaminated with the feces of an infected cat.
- Transfer via kitchen tools and surfaces from raw or undercooked meat.
- Ingesting unpasteurized milk and milk products.
- Poor hygiene during the birth of livestock.
Contrary to popular belief, cat ownership isn't a strong predictor of infection.
The standard advice for preventing toxoplasmosis is common sense stuff. Good hand hygiene, good kitchen hygiene to avoid cross-contamination, avoid undercooked meat, thoroughly wash fresh produce, and take special care in disposing of cat feces.
A healthy human would normally be unaware of an infection with T. gondii, at worst experiencing short-lived, mild flu-like symptoms. An infected individual then becomes immune to further infection with T. gondii.
Pregnant women who have not previously been infected are advised to take extra precautions against a first-time infection. Infection during or slightly before pregnancy increases the statistical risk of miscarriage or stillbirth. The infection can also pass to the unborn child as congenital toxoplasmosis. This can sometimes have serious health consequences for the child.
As with many opportunistic infections, the usually unnoticeable T. gondii can be very dangerous for people with compromised immune systems.
Latent toxoplasmosis has been shown to influence the behaviour of rodents in ways that increase the likelihood of their predation by cats. They lose their aversion to the scent of cat urine and become more active, more bold, and are thus more likely to run into a cat with fatal results. There's a very good reason for this — domestic cats and other felids are the definitive host of T. gondii. It can't win the game of life by hanging out in a rodent intermediate host; the infected animal needs to get eaten by a cat in order for the life cycle to start over with the production of oocysts.
Originally believed to be asymptomatic in humans (and cats) with healthy immune defences, there is now mounting scientific evidence to suggest that T. gondii infection might influence human behaviours and/or psychology. Specifically, a strong correlation has been shown between certain mental health disorders, particularly schizophrenia, and latent toxoplasmosis. A meta-analysis of T. gondii infection for all major psychiatric disorders found that there is a likely association between T. gondii infection with several psychiatric disorders (schizophrenia, bipolar disorder, obsessive-compulsive disorder, addiction), but not major depression. Science is cautiously exploring the nature of the connection; it is important to note that no real scientist has concluded that this is a straightforward case of cause and effect. It might simply be that people predisposed to certain psychological disorders are also predisposed to T. gondii infection for some unidentified reason.
The pseudoscience and the crazy
The idea of a parasite with even minimal ability to influence our behaviour without our knowing it is pretty creepy. Scary, even. It's actually surprising that more cranks haven't seized on the idea. Of those that have, they don't agree on whose crank agenda is the rational and safe one, and therefore do not agree on which self-destructive behaviours are being "controlled" by T. gondii. So, we have our pick of:
Influencing politics in Sweden
In short, the Swedish language article argues that any political decisions the author views as stupid may be the result of toxoplasmosis. It argues that the parasite is causing risky and self-destructive behaviour in its human hosts.
All this assumes, of course, that the hard-right position on immigration and integration is the correct behaviour for safety and self-preservation in humans; the article does not consider that it could, instead, be the right-wing camp who arrived at their own convictions under the destructive influence of T. gondii.
The article offers a ray of hope to the oppressed nationalists, recommending that decision makers should be immediately vaccinated against T. gondii. There isn't actually a human vaccine, yet, but maybe they're proposing to stick politicians with the sheep version?
Turning people gay
There is some "research" into the notion that homosexuality is an acquired disease. While some argue that gay-disease is almost certainly due to an unknown viral agent, others have latched on to T. gondii.
“”Homosexuality is a parasitical disease of the person's mother. The disease organism is the Toxoplasma gondii parasite. At a critical period in the developing fetus the parasite invades the womb and the fetus' sub-cortical structures reversing the target of the fetus's sex drive at adolescence.
It's possible that the initial association of T. gondii with homosexuality is based on the fact that the infection is extremely dangerous to an individual with AIDS, with severe or fatal infections not uncommon before HIV became manageable. The parasite has therefore been studied in connection with population groups at higher than average risk of contracting HIV, including homosexuals. As with the Swedish politics claim, the theorists assume that homosexuality is a faulty and self-destructive behaviour (as opposed to none-of-their-damned-business). It might just as easily be a case of T. gondii creating a tendency towards homophobia and other socially divisive attitudes. If these people are losing any sleep, it's probably because they're scared of being exposed to some theoretical pathogen while unconscious, and waking up gay. The fact that there are no documented cases of this happening, ever, should be a big clue as to the level of credibility everyone should give to this idea.
Fluffy' s Master Plan for World Domination
“”The cat next door has evil schemes
He's not as docile as he seems
|—"Fluffy' s Master Plan for World Domination" by Amy Engelhardt of The Bobs|
It's the New World Order programming us to be unthinking cogs in the sheeple machine, which ought to be giving everyone who isn't infected sleepless nights, if only we'd wake up and see the truth.
We can reasonably demonstrate that cat-avoiding behaviours are beneficial for a rodent, and that rodents getting themselves eaten more frequently by cats is of benefit to T. gondii because it completes the parasitic life cycle. The cat appears to get an easier-to-catch meal out of the deal.
It's less obvious what T. gondii gets out of influencing human politicians to make tolerant decisions on immigration and foreign policy (since the bug is global already and isn't choosy about ethnic origin in its hosts), or out of turning straight people gay (since the only way to catch it from another human is to eat them raw, who has sex with whom is of no obvious relevance to the pathogen's life cycle), let alone what it gets out of programming the human race to ignore all the really obvious clues everywhere that the New World Order will be taking over any day now. In the latter case, it might be possible to argue that T. gondii, and possibly all the domestic cats, are being actively controlled by the global elite, and are as much victims as we are.
One unproven but more rational suggestion is that "crazy cat lady" behaviour — and by extension, humanity's preferential treatment of the domestic cat — could be caused by T. gondii. While "crazy cat lady" is a stereotype rather than a medical diagnosis, there are certainly cat-hoarders who lose all perspective about their own welfare and, in spite of their devotion, that of their cats.
A vaccine for toxoplasmosis exists for sheep, where infection of pregnant ewes can cause abortion or stillbirth. Thus far, there is no vaccine available for cats or for humans, since the infection was not originally thought to be symptomatic in individuals with a strong immune system, but research is ongoing. There is also serious science happening on the human behavioural side, trying to find out why suicidal tendencies and certain mental disorders like schizophrenia correlate so strongly with toxoplasmosis.
- http://www.nhs.uk/conditions/toxoplasmosis/Pages/Introduction.aspx NHS Choices; "Toxoplasmosis"
- http://www.vet.cornell.edu/FHC/health_resources/toxoplasmosis.cfm Cornell Univ. College of Veterinary Medicine, "Toxoplasmosis in cats"
- https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5488655/ Cook A. J., Gilbert R. E., Buffolano W., Zufferey J., Petersen E., Jenum P. A., Foulon W., Semprini A. E., Dunn D. T. 2000. Sources of Toxoplasma infection in pregnant women: a European multicentre case-control study. Br. Med. J. 15, 142–14710.1136/bmj.321.7254.142
- http://www.stanleyresearch.org/dnn/Default.aspx?tabid=204 Stanley Medical Research Institute; Toxoplasmosis-Schizophrenia Research; Effects of T. gondii on behavior and psychiatric symptoms; Nov 2012
- http://www.stanleyresearch.org/dnn/Default.aspx?tabid=179 Stanley Medical Research Institute; Toxoplasmosis-Schizophrenia Research; Studies of T. gondii antibodies in individuals who have schizophrenia'; Nov 2012
- Beyond the association. Toxoplasma gondii in schizophrenia, bipolar disorder, and addiction: systematic review and meta-analysis by A. L. Sutterland et al. Acta Psychiatr. Scand. 2015 Apr 15. doi: 10.1111/acps.12423.
- Winners of the Ig® Nobel Prize
- "Changes in personality profile of young women with latent toxoplasmosis," Jaroslav Flegr and Jan Havlicek, Folia Parasitologica, vol. 46, 1999, pp. 22-28.
- Decreased level of psychobiological factor novelty seeking and lower intelligence in men latently infected with the protozoan parasite Toxoplasma gondii Dopamine, a missing link between schizophrenia and toxoplasmosis? by Jaroslav Flegr et al. (2003) Biological Psychology Volume 63, Issue 3, July 2003, Pages 253–268. doi:10.1016/S0301-0511(03)00075-9.
- Describing the Relationship between Cat Bites and Human Depression Using Data from an Electronic Health Record by David Hanauer et al. (2013) PLoS ONE, vol. 8, no. 8, e70585.
- Others might call it speculation, spitballing or "pulling ideas out of our ass".
- http://jaymans.wordpress.com/2013/06/12/gay-germ-fallout/ JayMan's Blog; Gay Germ Fallout?
- http://westhunt.wordpress.com/2012/02/16/depths-of-madness West Hunter blog; "Depths of Madness"; 16 Feb 2012
- http://jaymans.wordpress.com/2013/01/12/a-gay-germ-is-homophobia-a-clue/ Comment by Patrick Boyle on this post.
- http://annals.org/article.aspx?articleid=697604 Central-Nervous-System Toxoplasmosis in Homosexual Men and Parenteral Drug Abusers
- Fluffy's Master Plan for World Domination by Amy Engelhardt, Bandcamp.
- Toxo by LoP Guest (01-30-2013 05:04 AM) Lunatic Outpost (archived from July 29, 2014).
- Conspiracy or not conspiracy? by triddle2 (27-05-2012, 11:21 AM) David Icke (archived from July 29, 2014).
- http://motherboard.vice.com/blog/toxo-terror-are-our-brains-controlled-by-cat-loving-parasites Motherboard; "Toxo Terror: Are Our Brains Controlled by Cat-Loving Parasites?"; 12 Dec 2011
- http://www.hopkinsmedicine.org/hmn/f09/feature1.cfml Hopkins Medical Magazine; "Infective Enthusiasm"; Melissa Hendricks, 2009


ReadWorks is a free site that lets you choose and use readings for your students that relate to your subject and at the lexile you choose. Even better, you can sort by skill! Perfect for thinking skills, close reading, content-based reading, and more.
To use Readworks
So many choices. For example, here are 7th grade life sciences readings
if you are a sixth grade teacher you can use any of the other blue tabs as well since they are K6, but only the Reading Passages tab is grade K-12
b22238Thanks to @btcostello05 on Twitter who pointed out to me that that this is the last year any k-8 students would have been born before 9/11. His school event and the members of his Voxer group also inspired this post. And thanks to@artlaflamme for suggesting the documentary.
The following lesson was created after reading the children's book The Man Who Walked Between the Towers by Mordecai Gerstein.
It tells the true story (nonfiction alert for your Common Core needs!) of Mr. Phillipe Petit walking the wires between the Twin Towers when the World Trade Center was first built.
Documentary footage here
The stunt embodies beautiful messages of hope in humanity and of optimism and creativity.
It should inspire some good conversations if you read it and discuss with your class.
It can be an accompaniment to a more traditional memorial lesson or a good note to end on that may help heal hurts.
5 Steps Lesson :
Introduce the purpose. "Today is 9/11 and on this day in history we memorialize those who died in the attack on the World Trade Center in New York City among other locations.
The Twin towers were the tallest towers in the world - a quarter of a mile high. One little-known fact about them is that when they were first built, a high rope walker actually walked on a wire between them! He snuck up to their roof, shot an arrow with a wire on it across to his friends on the other tower and then performed for amazed onlookers for more than an hour in the sky!
That daredevil's name is Phillipe Petit and he has some inspiring words for you about how to follow your dreams and achieve the impossible.
2- Read storybook and/or show one of the following video clips, depending on the ages or interests of your students:
3- Discussion Questions and larger lesson tie ins:
"He looked not at the towers but at the space between them"
Issue: Thinking "outside the box" and an artist temperament:
Have you ever seen something totally differently than most people would? Do you see yourself as an artist in how you see things? Why or why not?
"Of course he knew that ...the police and the owners of the towers would never allow it. You must be crazy! they would say. You'd fall for sure"
Issue: Positive Deviance:
Was he wrong to break the law? What is the role of public and private safety versus an artistic dream...
Issue: How far should you go for a friend? for your job?:
Would you have helped Phillipe carry the 440 lb reel of cable up 180 stairs to the roof if he was your friend?
Would you have walked on the wire to stop him if you'd been a cop then?
"Bad luck" thought Phillipe but he did not quit.
Would you have quit trying amidst his setbacks? Should he have? How do you motivate yourself past your strings of 'bad luck?' do you believe in bad luck? good luck?
"Though during his performance some boys playing on his wire jerked it and Phillipe fell...but caught himself"
Have you ever done something accidental or on purpose that messed up someone else? How did you react?
Have you ever "caught yourself" and fixed a problem that was about to be big?
"He could feel the towers breathing.
He was not afraid.
He felt alone and happy and absolutely free"
Issue: Figurative language: Why does the author say 'he could feel the towers breathing" when we all know towers don't breathe?
He was not afraid Have you ever felt unafraid when others would be scared?
When have you felt absolutely free?
Issue: metacognition and taking another's point of view: Why do you think I read this book with you today? Why did we spend this time discussing it? How would you commemorate 9/11 if you were a teacher?
4- Physical activities:
Did you get a feel for Phillipe's bravery (see the added talks below for more on that) doing all that up in the air so high! Would you try high wire walking? What physical feats are you proud of/impressed by?
5- Conclusion and/ Links to Further Exploration:
Let's all try to honor the victims of 9/11 today by not giving up when things seem hard and by believing in ourselves and our dreams.
To learn more about what Mr. Petit can teach us,
Click below To view Mr.Petit speaking (some adult language- please preview and show clips as needed) TED Talk-style on the highly educational topics of:
This post was inspired by CMS's own Malik Richardson's (@mrich1191 on Twitter) tweet of this article:
Ms. Burick (@NerdAlert497 on Twitter) devised a method of using backchannel in class with non-fiction reading that can work with any discipline anytime of the year. It also is a great first step at BYOT integration for teachers who are not sure how to use devices in class to increase learning. She simply opens a backchannel and projects it on her screen as student thumb through books on the topic she has provided. As students encounter facts they want to share, they post them for each other. This can be done even with a textbook chapter, but students love to see a large selection of inviting library books in the room to pick from.
Not only does "Nerdalert Backchannel" allow all voices to be heard, Ms. Burick reports it motivates the students to read more as they challenge each other to come up with the "best" facts. It allows sharing to happen at a convenient time for both the reader and the writer, so the entire class does not have to stop reading when someone wants to share a fact. Students can look up from their reading as they wish and contribute at their own pace. It also forces students to think through their thoughts a bit more than just raising their hands, and gives instant feedback for sharing in the form of "oohs and aaahs" from classmates!
Read this article with your students.
Lesson resource- Common Core non-fiction to examine issues of Character in honor of School Counseling Week
This amazing acceptance speech is can become an interesting document for social studies primary source examination or any common core non-fiction reading. Students will be interested in discussing this. Besides close reading and tier 2 vocab analysis, here are a few connection questions? Would they do it? Do they agree with the move these famous women made back in 1974? How does it relate to what they know of awards in the news recently? (note: it is NOT prohibiited for students to share of their lives and thoughts in lessons despite what some have feared with Common Core). Further connections could include feminism historically and today, poetry, the value of awards and competition and when it creates community versus shutting it down. http://www.nationalbook.org/graphics/2011_nba_poetry/1974/rich_accept_speech_74.pdf
I am Lisa Gurthie the PD facilitator at Piedmont IB Middle School. She specializes in tech and arts integration, interdisciplinary, holistic education, and unschooling school to make it more real and relevant. One day I will modernize my "about" page. Check out the other blogs on this site for Lesson Ideas, Celebration of Good Teaching, and Piedmont PD


Below are six versions of our grade 1 math worksheet on adding two 2 digit numbers in columns without carrying or regrouping. Presenting a mixed review of addition and subtraction of single digit 2 digit 3 digit 4 digit and 5 digit numbers each pdf practice set is designed to suit.
1st grade two digit addition resources.
Two digit addition and subtraction worksheets for grade 1. They solve addition problems with a missing number missing addend and use addition to solve simple subtraction problems. It can also be used as an assessment or quiz. Support your young learner with two digit addition worksheets.
2 nbt 5 fluently add and subtract within 100 using strategies based on place value properties of operations and or the relationship between addition and subtraction. Some two digit addition worksheets you can look forward to include kids word problems math mosaics addition crosswords and more. Plenty of space is included for students.
Grade 2 subtraction worksheets including one two and three digit subtraction subtracting whole tens missing minuends and regrouping. Our grade 1 subtraction worksheets provide practice in solving basic subtraction problems exercises begin with simple subtraction facts using pictures or number lines followed by 1 digit subtraction facts and and progress to subtraction of 2 digit numbers in columns and subtraction word problems. Worksheets math grade 1 addition adding two 2 digit numbers in columns.
Plunge into practice with our addition and subtraction worksheets featuring oodles of exercises to practice performing the two basic arithmetic operations of addition and subtraction. Practice two digit addition and subtraction down on the farm with these challenging word problems. 1st grade two digit subtraction word problems printable worksheets.
Worksheets math grade 1 subtraction. These entertaining and unique printables bring together fun equations and hands on activities to promote learning. Adding two 2 digit numbers in columns no regrouping.
This subtraction worksheet will help strengthen your students ability of understanding word problems and they key words involved. Great practice for 1st grade students. 3 addends addition two digit number worksheets 3 addends addition worksheets common core state standards.
Grade 1 subtraction worksheets. These worksheets are pdf files. This provides great extra practice for kids.
Grade 1 addition worksheets in first grade children add single digit numbers and practice the addition facts with numbers from 0 to 10. Review and practice addition and subtraction with this free printable worksheets for kids. Children learn a valuable strategy for conceptualizing and solving word problems in this two digit addition worksheet.
You ll find 100s of free printable worksheets for practicing addition subtraction. Practice two digit addition and subtraction down on the farm with these challenging word problems. Adding a 2 digit number and a 1.


September 3rd, 1956; Moskow Polytechnic University.
As Wernher surveyed the grand auditorium, filled with young students of the technical sciences, he thought back to when he himself was in school, and just how lucky these young people were – not only would they see the beginning of the space age, but they had far better tools to accomplish their tasks than he had back then.
As the students all quieted down, Wernher began his lecture.
“Welcome to the first semester of your graduate courses, I am Wernher Kerman, lead designer at the Kerbinia Space Agency, and I’ve been invited by your professor to give a few words on our current series of launchers – the Proton series as you can see here”.
“We begin with the Proton-1, our first rocket designed from the onset to be a series produced launcher. It was developed back when we making a new custom launcher for every launch, intended for our early orbital tests, but it turned out so stable that not only did it take all our early manned missions up, it also started taking up all our small payloads to orbit – it’s simply so easy to get up there, cheap and fast to build”.
“The first stage consists of two RD-107 clusters, with the second stage being a single LR-105 – both of which burns kerosene and liquid oxygen. And that’s it, 7 minutes and 3,5 tonnes are in low Earth orbit”.
“The Proton-1 first flew around early March 1954, so it’s seen 2½ years of service by now – and we’re still using it – indeed we are launching three payloads on the Proton-1 this quarter alone”.
“Next up it the Proton-2, which came up due to the LRP-series being very complicated and having to undergo minor adjustments all the time. We concluded that we had need of a stable launcher for most of our missions – indeed the Proton-2 have carried every lunar probe since the LRP-series was discontinued, as well as out interplanetary probes, our geostationary communications satellites and all our 2-man training vessels”.
“Entering only its 10th month of operation, it has proven a mainstay in our launch fleet beyond any doubt”.
“Design-wise, is utilizes the same types of engines as the Proton-1, but in greater numbers, as well as stages. The main stage has a full four of RD-107 engine clusters, not counting the two clusters on the boosters. Indeed, it has 3 times the thrust of its predecessor. It has more stages as well, with the second stage having no less than four LR-105 engines, with the third stage having a single LR-105 engine, and it takes almost twice as long as the Proton-1 to get to its final orbit”.
As Wernher looks around he sees a raised hand, prompting a question.
“Sir, they seem very much alike, yet at the same time have a lot of differences, why is that?” the student asked.
“The answer is quite simple, they are alike because they are both based on the exact same technology, coming to life at the same time, yet they have different purposes. Proton-1 is simple and sleek, to get small things up, while the Proton-2 is designed to get the biggest payload into orbit with the available technology – only further developments allows more, as we can see from the next rocket – the Proton-3”.
“The Proton-3 came to pass with the development of a new engine, the E-1. And unlike the other rockets, this one uses the same engine throughout, for simplicity and efficiency. It takes everything up that the Proton-2 can’t take, including our manned Lunar fly-bys and our Lunar Lander probe. Quite simply it’s the biggest we can make currently, and as much as the Kosmodrone launchpad can handle at this time – though the Satish one is upgraded to handle bigger rockets, and the Kosmodrone eventually will as well – we just haven’t had the need yet for putting anything bigger that 19 tonnes into orbit”.
“The main stage boasts 3 E-1 engines, not counting the two on the boosters, with the second stage having a single E-1 engine, putting the entire stack into orbit in just around 8 minutes. R&D are looking at possibly beginning the design of a Proton-4 to possibly double the payload of the Proton-3, but we are not yet at a point where we need it yet”.
“Now, are there any last questions before I hand you back to your professors and go back to making rockets?”, Wernher asked at the end of his lecture, seeing a single hand pop up.
“Sir, I’ve read that the Illyriens claim to have a much better engine as their main one, the RD-253, is it better?” came the question.
“No, it’s a worse engine, and for several reasons. Yes, it is more efficient, but we’re working on a modified version of the E-1 that will close most of the efficiency gap. That said, the E-1 has more than 15 % additional thrust, which is something we need, so we don’t carry around more engines for no reason. That was one of the main reasons for choosing it. Further it uses Kerosene and liquid oxygen as fuel for the atmospheric stages as all the other Proton-launchers do. Using the same fuel mix is simply the most economic thing”.
“But all the engines on the upper stages use the same UDMH and NTO as the 253 uses, so why not use it for the entire rocket”, the student couldn’t help but argue. Clearly he had been enamoured by the Illyrien propaganda.
“Very simply, because we care about your health. UDMH can be burned fine in space with little risk, but we don’t like burning it in the atmosphere because it’s toxic and extremely unhealthy to kerbals. The Illyriens may not care about the health and safety of kerbals in general, but we actually do”.
With the presentation over, and the misguided youth told the truth of the world, Wernher bid the professors goodbye and started heading back toward the space centre, considering what the future held, and how in the world those young pups he just spoke to would ever be able to continue the space programme.


History & Architecture
The design of the building is Queen Anne style in stone, brick and wood. Burton Hall was designed by Richards, McCarty and Bulford of Columbus. The hall originally used as a dorm for the women of Shepardson College, a school that formed out of the Young Ladies’ Institute and would later merge with Denison. The building is named after Dr. Nathan S. Burton, founder of the Institute.
Granville was an important location in the history of women’s education in the Midwest, and Burton Hall is a part of that history. It was built for women who attended Shepardson College, which consolidated with Denison in 1900, completely merging in 1927.
Queen Anne style in stone, brick and wood.
Richards, McCarty and Bulford of Columbus


“The Tale of Genji,” Murasaki Shikibu’s long monogatari, upwards of a thousand pages in translation, or some three- quarters of a million words, was written in the early 11th century and is often called the world’s first novel.
It has also come to define much of Japanese culture. As the late Edward Seidensticker, one of its most persuasive translators, has written: “The Genji Monogatari has been an enormous influence on later literature and other art forms and on popular lore as well. It is one of the principal sources for the Noh drama. There have been fictional recountings and adaptations in more recent centuries, as well as adaptations for the Kabuki stage, the cinema, and television. Of several renditions into modern Japanese, more than one has become a best seller.”
An international symposium investigating the enormous influence that this work has had upon Japanese culture in general was held at Columbia University in 2005. It included 21 speakers and 10 respondents from the United States, Canada, Australia and Japan. The present publication contains 11 of the papers given at the conference plus a very full opening chapter by the editor: ” ‘The Tale of Genji’ and the Dynamics of Cultural Production.”
“Genji” was early canonized and influenced not only early noh drama but also Japanese poetry in general. In 1193 the leading poet of the day, Fujiwara Shunzei, said that “those poets who compose poetry without reading ‘The Tale of Genji’ are to be regretted.” Its influence on Japanese painting is equally well known, stemming from the famous “Genji Scrolls.”
Haruo Shirane writes that a major premise of this book is that “the ideological and cultural value of a canonical text lies not only in the text itself but in the media and institutions through which it acquires such value.” One of the means is visualization and we follow this dynamic from the first handscrolls right down to the latest “Genji” manga.
There are many other means as well. The “Genji” was put to work almost at once. It has informed poetry handbooks, been subjected to pastiche versions, been reduced to guides and other simplifications.
It has even been put to use by religion. In 1176 a sutra was authorized to save the author from her place in the Buddhist hell. Actually, she deserved to be there because the burden of her monogatari is the love life of her hero, and, as the sutra explains, the work “contains erotic words that encourage human desire and weaken the human heart.” It is for this reason that “Murasaki Shikibu and her readers are unable to leave the cycle of death and rebirth and have fallen into the hell of the forest of swords.”
Politics also had a use for “Genji” criticism to an extent. When the imperial line had to be shown as unbroken (during World War II), any suggestion otherwise was squelched. The “Genji” itself was never banned, but serious interpretations are few.
Most popular interpretations are thus on the simple level of the various Takarazuka revue presentations, the several anime versions, and most of the manga versions. Also, the various film and TV versions ask no embarrassing questions. The most serious of these, however — Ichikawa Kon’s black and white TV series with Itami Juzo as Genji — is not mentioned in these pages. Perhaps this is because it appears to no longer exist. The TV station concerned is said to have no record of it. Perhaps it was dismantled and returned to the chaos from which TV comes.
In his excellent introduction Shirane makes a distinction between the uses for “Genji” found in the literary canon and those discovered in popular culture. Borrowing from Serge Gavronsky’s theory of translation, he draws attention to the literary “pietistic” tradition, and the “cannibalistic” tradition of popular culture.
“The pietistic type presents the translator as secondary to the original text, while the cannibalistic type presents the translator as someone who consumes the original text, transforming it into his or her own possession.” While not true opposites, their ends are indeed opposed. The former attempts to preserve and transmit the original text while the latter produces an adaptation or a digest to try and create something uniquely contemporary.
Translations of the “Genji” into foreign languages all attempt, in various degrees, to preserve it. So do several of the rewrites into modern Japanese. But the majority of these renderings are “free” translations in which the original is embroidered upon by a contemporary “translator.” This is, of course, particularly true of the film, TV, manga and anime versions that sometimes bear little resemblance to the original.
In demonstrating the various uses found for the Lady Murasaki and her chronicle, this interesting book offers the most comprehensive history of the reception of the “Genji” both in Japan and abroad, and thus has become one of the most impressive examples of the many partisan uses found for literature.


Ez 47:1-2,8-9,12; Ps 46; 1 Cor 3:9-11,16-17; Jn 2:13-22
The Holy Dwelling of the Most High
“Do you not know that you are the temple of God, and that the Spirit of God dwells in you?” (1 Cor 3:16)
Today the readings for the Feast of the Dedication of the Ba-silica of St. John Lateran in Rome supersede those assigned for the Thirty-second Sunday in Ordinary Time. Built in the fourth century, this church remains a magnificent and lively place of worship today. It is the cathedral church of the bishop of Rome (the pope). The various Scripture readings revolve around the theme of the “temple” and illustrate the different ways in which that motif appears in the Bible: the Jerusalem Temple, the ideal temple, the person of Jesus and individual Christians.
The archaeological evidence for temples in the ancient world goes back many thousands of years. A temple was a place where a god was believed to be present in a special way, and where rituals honoring the god (especially sacrifices) were conducted. For a large part of ancient Israel’s history from Solomon onward, the Jerusalem Temple was the people’s central shrine and the only place where sacrifices were to be offered to Yahweh, the God of Israel.
Many of the Old Testament psalms celebrate the presence of Yahweh in the Jerusalem Temple. Indeed, the Book of Psalms is sometimes called the hymnbook of the Jerusalem Temple. We get a glimpse of how much the Temple meant to ancient Israel in today’s excerpts from Psalm 46. There the psalmist describes the Temple as “the holy dwelling of the Most High” and as Israel’s “stronghold,” its source of security, safety and hope because of Yahweh’s special presence there.
Nevertheless, the Temple built by King Solomon was destroyed in 587 B.C., along with the city of Jerusalem. The prophet Ezekiel was among the exiles in Babylon, and there he reflected on how such a catastrophe could have happened. While his book is full of denunciations and warnings, it ends on a note of hope when in Chapters 40 to 48 it provides a de-tailed verbal picture of the ideal New Jerusalem and its rebuilt Temple. The imagery of water in both Psalm 46 and Ezekiel 47 allude to its life-giving and life-sustaining power and its healing properties. Even after the Second Temple was built in the late sixth century B.C. and rebuilt in grand style under Herod the Great (37-4 B.C.), many early Jewish writers kept alive and embellished Ezekiel’s hope for a new and better Temple. The Qumran New Jerusalem texts and the Temple Scroll, as well as the New Testament Book of Revelation, are good examples of these hopes.
The Jerusalem Temple to which Jesus came, according to John 2, was a large complex of buildings whose Herodian re-furbishing had been in progress for 46 years. We ought to en-vision the Temple not as one huge church building (like St. John Lateran or St. Patrick’s Cathedral in New York) but as a campus with many buildings and installations. By Jesus’ time, the Temple had become the major industry of Jerusalem. It employed construction workers and an administrative staff, and innkeepers and other service-providers profited from crowds of pilgrims coming regularly into the city.
In this historical context the symbolic demonstration by Jesus the Galilean prophet of God’s kingdom against the excessive commercialization of the Jerusalem Temple complex is un-derstandable both in Jesus’ program and in the effect it had on the local Jewish and Roman leaders. In John’s account Je-sus raises the stakes further by referring to the Temple as “my Father’s house” and proclaiming himself as the locus of God’s presence (“this temple”). As readers of John’s Gospel, we already know that Jesus is the Word of God who has be-come flesh and made his dwelling among us.
As followers of Jesus and so members of the body of Christ, we as individuals have become “the temple of God” through the indwelling of the Holy Spirit. Through our faith in Christ and baptism, we have been made into places where God is now present in a special way. Of course, we still need buildings where we may worship God in community and express our shared identity and dignity. Yet we do so convinced that Christ is the reality to which all earthly temples, shrines and churches point, and that through Christ God dwells in us and makes us holy through the Spirit. As God’s people in Christ, we are now dwelling places of the Most High.
• How could Jesus, according to John, identify himself as the temple of God?
• Do you ever think of yourself as a temple of God? How might such a concept affect your actions?
• Why do you go to your local church? What do you hope to find there?
Daniel J. Harrington, S.J. is professor of New Testament at Boston College School of Theology and Ministry in Chestnut Hill, Mass.
© 2008 America Magazine


Red Swim Crab, Cronius ruber: The Red Swim Crab is characterized by having nine teeth-like extensions or spikes along the side of its hexagonally shaped shell that commence at the eyes and run to about halfway back on the shell or carapace.
The carapace of the Red Swim Crab is wider than it is long, reaching a maximum size of 3.75 x 2.25 inches. The spikes are anterolateral being of unequal size alternating between large and small. The Red Swim Crab's body is violet red in color with tan molting. The legs are striped. The tips of the spines on the claws are tipped in black.
The Red Swim Crabs are normally found up to 300 feet deep in the water column over a variety of bottom types including hard rock and coral structure. It is a global species found in abundance along the Atlantic coast of the United States and in all Mexican waters. It cannot be easily confused with another species.
The Red Swim Crab is a member of the Portunidae Family which are the swimming crabs known in Mexico as jaibas. The family has 16 individual species from five genera living in Mexican waters. Swim crabs are colorful and active crabs that are among the few crabs that are swift and agile swimmers. They swim sideways utilizing their paddle-like fifth pair (dactyl) of legs that rotate like propeller blades when they swim.
However, they are essentially bottom dwellers. They have a streamlined profile that allows for rapid swimming and long pincers armed with sharp spines to snag food. They are decapods with ten limbs. They consume clams, fish, snails, worms and other crustaceans. The commercially important Blue Crab, Callinectes sapidus, is the flagship member of this family.


All engineers must have an understanding of fluid behaviour under both static and dynamic conditions. In this course, you will learn how to estimate the forces on moving, or stationary bodies caused by flowing fluids, either internally or externally such as forces on nozzles, elbows, blades and drag forces on chimneys, high rise buildings, and different types of constructions, aircraft and ships. You will also become proficient in analysing enclosed and pressurised fluids. The course will allow students to analyse and design systems in which fluids form the working medium.
- MTH312 or MTH203 and enrolled in Program SC411
- Semester of offer: *
- Sippy Downs: Semester 1
- Student contribution band:
- Band 2
- Tuition fee:
- Science, Engineering, Surveying:
- Census date:
- Academic Calendar
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- View class timetables for this course
* Semester of offer is subject to change.
ENG300 Course Outline Semester 1, 2017 (PDF 493KB) Students enrolled in this course should check the course Blackboard site to ensure that they are accessing the most recent approved version of the course outline.
For PDF documents you must have the free Adobe Acrobat Reader, which can be downloaded from the Adobe Download page.