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IRS and Treasury Department Revamp Postcard-Sized Form 1040
In late June, the IRS and the Treasury Department unveiled a new postcard-sized version of the classic Form 1040, with the goal of replacing the current Forms 1040, 1040A and 1040EZ for next tax season. It takes a "building block" approach, according to the IRS, removing all information that isn't strictly necessary, and placing it on a series of supplemental schedules.
After the 2018 tax overhaul, the Treasury and the IRS released a "postcard" version of the individual income tax return. However, it required six schedules to file and therefore didn't necessarily reduce paperwork.
After receiving feedback from the tax community, the agencies have released an updated draft that reduces the number of schedules required to file from six to three. Schedules 4, 5 and 6, which dealt with retirement plans, refundable credits and foreign addresses, will no longer be in use.
The public commentary period on the updated draft closed Aug. 15. The IRS anticipates a final version will be issued in November.
The Tennessee Society of Certified Public Accountants is the state professional organization for certified public accountants in Tennessee. With more than 100 years of service to the accounting profession, TSCPA acts on behalf of its members and provides support, enabling its members to perform quality professional services while serving the public interest.
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Riverview Hospital blogs
Riverview Hospital -- Brookside-Leeside-Roadside -- Centre Lawn
Colony Farm -- Crease Clinic -- East Lawn -- Essondale Hospital -- Finnie's Garden
Henry Esson Young -- Hillside unit -- Home for the Aged-Valleyview
North Lawn -- Pennington Hall -- TreeFest -- West Lawn
Occupational Therapy ---- Recreation Therapy
Photos from the annual reports
I finally have most of the annual reports of the Reformatories, Boys Industrial School for B.C.; fascinating information..
A flickr album that contains a few images that were found within the Annual Reports.
Two of the photos in particular, give a better idea of how extensive the farming component was of the Boys Industrial School. They were actually making money, which is probably why the farming was stopped.
Two photos taken years later, in the same general area 2006 and 1950's
Both of these photos were taken from the Soccer field, looking uphill. None of the buildings shown in these images exist today.
Posted by niftyniall at 3:09 PM No comments:
Early photos of the future BISCO site
Coquitlam Archives put up a few photos; they obviously had no idea where they were taken, but I knew immediately where these photographs were taken.
"Power lines along road" This is actually looking over a field at the new rock wall; Burke Mountain in the distance. The road is today's Lougheed Highway in front of Riverview Hospital, the wall was removed when the highway was widened. Ca.1911-1919
"Power lines along road 2" same as above
"Stone gates" Misnomer there :) ca.1911-1919. See below for a latter view
The Administration building. ca.1925; CVA 371-313
Note the wall on the left, now widened to accommodate the steps leading up past a water feature on the way to the Administration building. Sadly all of this was destroyed when the Lougheed Highway was widened, and when Valleyview 300 was built. View this Google Streetview Image, to see how it appears today from almost the same vantage point.
"Stone fence and power lines along road" Now this is looking straight along the rock wall, Coquitlam Mountain way off in the distance. Today, Lougheed Highway is where this wall was.
Notice way off at the end of the field that there is two buildings one appears to be a church ! this is in the same location as the Power distribution building. Interesting that this was beside today's cemetery
The building to the left of it, is in the exact location of today's Ambulance Station, which was at one time the home of a BISCO official, the stated date for that home is 1923, but this photo must be before 1920, because BISCO was built in 1920. Makes me wonder if this home is earlier in date than stated, maybe it was the home of the resident theologian.?
"Fence and river" Notice the bridge on the left; it was never known until this image appeared that there was a bridge here at one time, probably lost in the 1921 flood, and never replaced. The Coquitlam River, today has been straightened out through here, the area with the river in it on the right is today land, and the river roughly parallels the wall. The future Lougheed Highway is of course just over the wall.
BISCO piggery. ca.1925; CVA 371-316 . This image was taken slightly higher in elevation, but almost looking in the same direction as the photo immediately above.
Posted by niftyniall at 2:12 AM No comments:
Labels: "British Columbia", "Coquitlam River", "Lougheed Highway", coquitlam
Auditorium 1924
Sadly this building is long gone, it was in front of the present day, Hillside building.
Here is the article from "The Coquitlam News" 7 November 1924
Transcribed here for your perusal:
INDUSTRIAL SCHOOL GREATEST MONUMENT
Auditorium formally opened
Boys did entire work of construction
Youth are self-governed
Packed to the doors, with all standing room occupied, the newly completed auditorium for the Boys' Industrial School was opened on Wednesday evening.
Entering―the program had well begun―the ready impression was that the pupils and their instructors were fully enjoying each other's confidence and were untiring in activity.
A magnificent building containing Class Rooms in addition to the "Assembly" So intensely interesting were the exercises from start to finish that the three hour program held to closest attention everyone in the audience.
After an opening address by Supt. D.B. Brankin, W.H. McGinnis, civil service commissioner was introduced by the speaker as Chairman. Mr. McGinnis, after formally declaring the new building opened, commented upon the marvellous changes during the past three years under the management of Supt. Brankin and his instructors, and also from the goodwill and labor of the boys themselves.
From a steep bare slope, which in winter had been a scene of mud and small torrents of water, beautifully healthful grounds had been formed he stated, on which handsome up-to-date buildings had been erected.
These included offices, classrooms, dormitories and even modern barns and poultry houses. The institution maintained that prize-winning herd of "Biscoq" purebred Jersey Cattle.
The best example of the proof that a "Boy is worth more than a dollar" is found in the result of the training at the Boys' Industrial for upright Canadian Citizens.
The program was one of the best in all probability that any one present had enjoyed. There was not a hitch. The songs, recitations, Playing acting, club exercises, flag drills all and each bore the impress of efficiency. In execution all bore evidence of careful preparation.
Just inimitable were most of the parts taken. Perhaps to the best advantage did they appear when taking the role of women or girls, then times without number, they "Brought down the house", The Skits were studied and skilful.
But Assemblage, Auditorium, Formal Opening and all were but setting...The real and underlying exhibition was concerning what the Boys are capable of doing.
These boys built the whole fabric. They did the plumbing, the cement work, the carpentry, the painting as well as the finishing work. So they have left the impression that the whole boy is going to School at Industrial. Wonderful exhibition of the things that can be accomplished by well directed activity!
It costs a few thousand dollars to train these boys for good clean industries and honest citizenship.
On the other hand it costs the Country millions to deal with its Delorme, its Loeb and its Leopold.
The accompaniment on the piano was by some of the boys themselves. As for the Band its leader, Mr. Ayling and the various members of it won the admiration of all present.
Mr. A. Rayner, on all occasions recognized as the Boys' Friend, sang in his own very captivating style, every note of several captivating songs.
Matron Mrs. Brankin, with all the assistance of the staff prepared the students and acted as coach where necessary.
Supt. Brankin gave an address in between the acts. It was interesting. The lumber used in the building was largely taken from old structures. There is a large Basement. On the ground floor is the spacious Auditorium, with stage and cinema equipment. The seating capacity is 300. Walls are well lined with prettily grained laminated material. The whole room is illuminated by lamps of various artistic design. On the floor above there are three classrooms, a teacher's room and library.
Among those present were;―
Rev. Dr. Sanford, New Westminster
Rev. Mr. and Mrs. Gibson, Maple Ridge
Dr. Carson, Marpole
Miss Hamilton, Matron, Marpole Hospital
School Trustee, Galer, Coquitlam
Mr. J.R. McKenzie, Coquitlam
Councillor Walker
Trustee W.J. Scott
Today, all that is there on this site is a small cinder-block generator building.
Things that you could not get the children to do today.
I think that the building was torn down in the 1960's, no one seems sure of an exact date.
Posted by niftyniall at 12:54 AM No comments:
Labels: Auditorium, bisco, BISCOQ, Boys Industrial School Coquitlam, D.B.Brankin, David B. Brankin
Early stages of Cottages 2 and 3
This image was in the Riverview Heritage Society collection, and used in the Coquitlam 100 years book, some of the pictures of which are now online HERE.
The foundation is being dug for Cottage 3 in this photo dated 28 June 1920, and the foundation and half brick wall of Cottage 2 is visible in the far left. Note the light rail being used to move the excavated materials, probably be human, and horse power, also note that the area was previously being used for farming, the line of short trees in the upper middle to right are probably defining where Davidson Creek is. Coquitlam River in the far middle distance LINK
Labels: construction railway, Cottage 2, Cottage 3
Costs,costs,costs
A newspaper article from March 10, 1922;
BOYS INDUSTRIAL SCHOOL
This school at Essondale has 69 boys in it, with 24 officials in charge, at salaries aggregating $35,000 per year. Including these salaries the expense of maintenance is $100,000 per year. the building was started two years ago and cost $400,000 Do you not think there could be a little shrinkage here? But never mind. You and you children will pay the excess.
Some things never change!
D.B. Brankin in the news
D.B. Brankin's methods appear to have irritated a few bureaucrats while he was superintendent; here is one of a few that I have found:
The Vancouver Sun, January 23, 1922
CHANGE IN BOYS' SCHOOL IS DENIED
Child welfare association takes action on rumour of removal of D.B. Brankin
Is the Provincial Government planning to supplant D.B. Brankin as head of the Boys' Industrial School?
Current rumour has it that this institution is to be transferred from the Attorney-General's Department to the Provincial Secretary's Department and placed under the administration of a member of the medical profession. The theory back of this proposed change is that the problem of correction is a medical one.
In his two years as superintendent of the institution Mr. Brankin has introduced many reforms in the management of the school and in the handling of the boys. These innovations, especially the "honor system" of control, which has eliminated a large number of the guards and has produced a much better spirit among the youngsters, have been widely approved.
Has local support
John Edward Carpenter, president of the Child Welfare Association, when asked about the rumour said that it had reached him also and that he promptly wired to Victoria for confirmation.
"I have received an answer from the attorney-general stating that there is nothing to it." said Mr. Carpenter, "and I sincerely hope that this is right, as there would certainly be great disappointment in child welfare circles if his authority were to be interfered with.
"If anybody else were appointed superintendent our executive would promptly meet and probably call a mass meeting of protest. Mr. Brankin has done good work and nobody who has the welfare of the boys at heart could consider any change that would affect the influence Mr. Brankin has over them."
Labels: "David B. Brankin"
Doukhobor children at Bisco
I came across a newspaper clipping in James Skitt Matthews, book; Early Vancouver, Vol.2.
He actually wrote the newspaper article, and I have faithfully transcribed it here;
The Sunday Province, Vancouver, B.C. September 25, 1932.
Official wins confidence of Doukhobor boys.
Superintendent D.B. Brankin finds his new charges interesting experiment―little rebels settling down to life at Coquitlam Industrial School under gentle treatment.
By J.S. Matthews.
I was signing my name on the visitors; register―a surprise visit―at the entrance to the Provincial Industrial School for Boys, Coquitlam, when a voice from behind cheerily exclaimed "Well, well look who's here." Turning round, there stood Superintendent D.B. Brankin, late of that muddy ditch "Regina Trench," Somme, where as a sergeant, he narrowly missed being decorated with a D.C.M.
"So you've ousted Veregin from his command"!
"Not wholly true," parried Mr. Brankin, "though I am in charge of ninety-two young Douks." Then he began to tell me the story.
Subtle treatment is rewarded.
"Like most boys, they were a bit unmanageable at first; now they give no trouble. About half are big boys, eighteen and under, the remainder, little fellows. The bigger boys told me when they first came, that they would not work. My response was that I did not want them to; that I had other boys who would do all the work that I wanted done. I told them that when I wanted anything done I would let them know, and I should expect them to do it, but just then I did not want anything.
They next told me they would eat only such food as they wanted to eat. I enquired what food they would like; I would get it for them; but I told them frankly that, if they wanted a special menu, different from that of the other boys, that I would not prepare it for them; they would have to do that themselves. The big boys seemed glad enough to do this, and also promised me to look after the smaller ones; so I set them up in a kitchen of their own. Mrs. Brankin had plenty of food of the kind they asked for put where they could get it.
"You see, they will not eat flesh meat, fish, nor eggs; they want raw vegetables, salads, soups and vegetable oils such as olive oil. They are fond of fruit and sunflower seeds. I must say the bigger boys carried out their promises in a manner satisfactory to me.
Scarecrow job was too much.
"We have been bothered lately with birds eating our crops, so we decided to make some scarecrows, and stand them out in the fields. Then I thought of a better plan. I took the bigger Doukhobor boys out on the farm, stationed them at intervals midst the foliage, with orders to stay there, and shoo the birds away. I told them all they had to do was to stay exactly where they were put, and shoo the birds away; nothing more. They were not to work, nor to wander around. The weather was fine and the sunshine good for them.
"After two or three days, it chanced I was passing by when one of the boys beckoned to me to come to him, so I went over. The boy said, "This is foolish."
"Of course it's foolish," I agreed, "But you don't want to work." The boy answered that they wanted to work, so I told him I would think about it.
Boys at last begged for work.
"That afternoon I was again approached: "When could we start work?" I asked when they wished to start; the answer was, "at once." I promised I would consider it further, but the next day I got some benches and told them to sit down on them, which they did―all day.
"But the following day I told them I had decided they could start. They started at once, have been at it since and work like good boys. They're up at the playground now; come on up, and i'll get them to sing for you."
At the far end of the playground some were playing ball; nearer, others were at marbles. The sun was slowly setting; it would soon be time for them to get to their dormitories, Mr. Brankin called, and a flock of youngsters came running from all directions like chickens to a clucking hen. They ranged themselves into a tightly knitted group; the taller ones in the rear, the shorter in the front.
"Boys," said the superintendent with a smile, "these ladies and gentlemen are from Vancouver. I have been telling them how nicely you can sing. I would like you to sing a song or two for them."
Singing charms the visitors.
There was no hesitation, no accompaniment, no leader, no movement; song just burst forth from well behaved, bareheaded boys, all solemnly singing in splendid rhythm, perfect unison, all save one very little fellow who stood mystified, half hidden midst his taller brethren; shrill alto voices carrying song far over the beautiful grounds resplendent in a mass of flowering blooms. We removed our hats; at the conclusion of each hymn all boys reverently bowed their heads.
First it was the "Volga Boatman," then some hymns. They sang and sang until it seemed they must tire, yet with a willingness which clearly demonstrated them to be happy―as circumstances permitted―and to appreciate the kindness, and tender yet firm discipline under which they live. Their faces showed scarce a smile; faces for boys too solemn, as of children who knew neither laughter nor shouts. At least they ceased, and we went nearer to thank them.
Our words of appreciation were scarcely out of our lips when a chorus of voices exclaimed "You're very welcome, sir." The leading boy singer stepped forward, smiles as we grasped his hand, the group dispersed and straggled off to their sleeping quarters. Even their aversion to marching in fours―a military formation―is respected.
It was a touching, hopeful scene; not without an element of sadness that these little chaps, through no fault of their own, should be separated from those they loved, yet convincingly for their good. An examination of their schoolbooks, lying on their desks, showed evidence of very good penmanship, and skill at freehand drawing.
At the other end of the grounds―the Doukhobor children are treated as a distinct and separate unity―the boys of the Industrial School proper stood "at ease," under their masters, awaiting the proper moment for the proud ceremony of lowering the Union Jack at the close of the day. The boys came to "attention," the bugles blew the "Retreat," Slowly the emblem of our land was lowered, inch by inch; the boys band poured forth the National Anthem. A few sharp commands, "form fours," "quick march," and to "Onward, Christian Soldiers," by the band in front, they marched off to bed; an impressive ceremony, dignified and orderly, features so lacking in the dispersal of the Doukhobor children a few moments previously.
"What do you expect to make of them?" we queried of the superintendent, with our mind to the young Doukhobors.
"Make of them?" responded Mr. Brankin, "well, we have much hope; there's possibilities in most of those boys. But it will take patience and―time."
David Brownwood Brankin
A little background to the story. In the spring of 1932, 600 men and women were convicted for nudity and given three-year prison terms on Pier's Island. 365 children needed to be cared for until their parents were released between October 1934 and July, 1935.
Piers Island: The Doukhobor Period, 1932-1935; By A. Harold Skolrood. A good outline about why the children were incarcerated into care.
Ronald Henry Clarke Hooper "Custodial care of Doukhobor children in British Columbia, 1929-1933,"
(M.S.W. thesis, University of British Columbia, 1947). (not online, unless you have UBC library access.)
Apparently 92 boys were kept at BISCO, ranging in age from 7 to 18. (One of which was under the care of the Mental Hospital.)
Listing of all the children incarcerated,(PDF)
(Note: I counted 95 males between the age of seven and eighteen, in this list.)
Sonya White, thesis dissertion,(PDF) Contains a brief mention of a punishment meted out.
(Note: The "Black hole" mentioned in this article are the cells, located in the basement of the Administration building.)
Labels: "Boys industrial school coquitlam", "David B. Brankin", D.B.Brankin", Doukhobor, doukhobor children
Location: Riverview Hospital, 2601 Lougheed Hwy, Coquitlam, BC V3C 4J2, Canada
Remaining buildings locations
Kids in trouble 1857 to 1960
Short chronological history of juvenile detention facilities in the, southwest corner of the Province; with emphasis on the BICSO era; 1922-1955. Boys Industrial School of Coquitlam (BISCO)
Started as the, Boy's Industrial Training School, in 1922 to near the end of 1954.
Click on chapter headings
The Beginning of BISCO
1857: Act for the establishment of prisons for young offenders.
1860: New Westminster Gaol - closed in 1886. First warden Capt.John Pritchard.
1871-1976: When the death penalty was abolished, 139 persons had been hung. Archie McLean, was the youngest to be executed at only seventeen years of age in New Westminster on January 31,1881.
1890: Reformatory Act.
1890-1: The Province's first Juvenile Reformatory for boys was established in Victoria. Juveniles now kept separate from adult prisoners. First warden was J.Finlayson.
1905, Feb, l: The first for boys was in Vancouver; at this time the name was changed from Reformatory to Industrial school. Named the Provincial Industrial School for boys,(B.I.S.) at Jericho Beach, Vancouver opened Feb,1,1905. Fourteen juveniles by October 31. Daniel Donaldson, Vancouver clothier and a board member of the Children's Aid Society, appointed the first superintendent. Instructor: A.W.Jones. Cook: J.Inglis. The "Mark" system imposed in 1906
1908: Federal; Juvenile Delinquents Act; establishing juvenile courts. The Juvenile Courts Act, was also passed.
1909 Formal name change from Reformatory to Boys Industrial School,(B.I.S.). Government found out it could not prosecute those who harbored escapees, unless changed.
1910: As a result of an error that failed to give Vancouver juvenile court, jurisdiction for Criminal Code offences, the Juvenile Delinquents Act, was proclaimed again for Vancouver.
1911 Industrial Home for Girls Act. Donaldson had the inmates dig a 200 foot long trench,12-15 feet deep, for replacement of a sewer line: " The excavating...meant a great deal of hard work for the boys, but the practical experience received by the half-dozen boys who did the work...will be useful to them later on. " One of the reasons Donaldson cited for escape attempts was "The terrible craving that comes over them for tobacco, as with very few exceptions the boys that enter the school are confirmed cigarette fiends, and the intense longing for a smoke is such that they are prepared to run all kinds of risks in order to gratify the appetite."
1912: Oakalla prison farm opens. First warden; W.G.McMynn. At first 25 prisoners in work gangs, cleared the site; building completed in 1914. Designed for fifty women,(first in BC) and 150 men; Women's unit built in 1950. Youth Unit built in 1951. Two more buildings by 1954. Population at times soared up to 1,200, designed for only 900.
1914: Industrial School for Girls ;( Vancouver), opens on a seven-acre site at 800 Cassiar St.. First superintendent ;(H.W.?)J.H.Collier; Matron:I.Collier(Amelia Collier?). Space was provided for gardening and outdoor exercise in a home-like atmosphere.
1918 Bread and water diet abolished.
1919 45.45% of the boys, were considered to be in the moron or imbecile class. "Report of the grand jury, 1919." Spanish influenza epidemic, 78 of 99 boys contracted the disease. The girls' reformatory has no cases.
1920 Donaldson abruptly dismissed in January. 500 children have passed through during his tenure. He is replaced by a trained child welfare worker, who immediately depersonalized the position. During WWI 70% volunteered.
1920-1922: Industrial school relocated to the Essondale site.
The early history of BISCO
1922 "Boy's Industrial Training School" for juvenile delinquents is opened to the north of the Riverview site.
The Provincial Industrial School for Boys
Consisted originally of five Tudor-revival style cottages, the Provincial Industrial School for Boys was constructed on the site in 1920-21, as a school for "incorrigible youth", with the first annual report issued in 1923. The school was the successor to the provincial juvenile reformatory system established in 1890 with a mandate to guide the education, industrial training and moral rehabilitation of boys sentenced to confinement by law. It can be said that there was likely both happy and sad incidents at the school, although anecdotally it appears to have been better place to be than on the street or in jail.
Likely sited here because of its relative isolation, the impact of the Boy's School on the Northeast Sector was immense. The school also took advantage of medical or psychiatric therapy available through Essondale hospital, and the boys were full participants, along with patients and staff, in the social and recreations activities that took place on the site. There was a policy in place in which doctors from Essondale alternated in caring for the boys at the Industrial School.
In 1957 a portion of the BISCO lands were used to create the, Essondale cemetery: Oral sources indicate that the cemetery was created for patients only; while primarily used for patients who had died without family or means for outside burial, there were families who specifically requested that the patient be buried in the cemetery.
The Legacy of the Boy's Industrial School
The Department of Public Works was responsible for the initiation of all of the capital projects at the Boy's School, and which worked closely with the administration in having boys at the school participate in a number of building projects on the site. The majority of the projects on the school grounds were completed by inmates at the school under the supervision of the Department of Lands and Works. The scope and nature of these projects can be found in the Appendix.
The buildings for the Industrial School were designed by architect Henry Whittaker,(1886-1971) as the province's chief architect through the Provincial Department of Public Works. In a system that evolved under Whittaker after the end of the First World War, architects were employed by the Department and prepared plans for government buildings such as schools, hospitals, courthouses and jails. The Department produced specialized plans for individual buildings, but also prepared standardized plans that could be adapted to different places and conditions.
The cottage buildings were described as "well lighted and well ventilated dormitories", and were surrounded by stone walls and ornamental landscaping.
The following is a description of the school buildings in 1927:
Location - We are situated on the Dewdney Trunk Road, one mile from Port Coquitlam, and reached by British Columbia Motor Transportation.
Buildings - These consisted of three cottages, administration building, kitchen block, auditorium, barn and poultry buildings, and temporary workshops, and are used as follows:
Tudor revival style, with brick foundations and trim. Roughcast stucco cladding, with prominent hip rooves. Stucco and half-timbering on the second floors. Window sash replaced by aluminum windows in some areas of cottages 1,2 and 3.
Cottage No. 1 (ca.1921) BCBC# 22251 Orchid Drive.
Has three dormitories holding thirteen beds each, with a dressing-room and lavatories attached, a large reading and rest room, one section of private rooms for star boys, staff quarters, assembly rooms in basement, and one room for refractory boys. All newcomers over 16 years of age were placed in this cottage upon their admittance. Last used as a Light urban search & rescue training centre. Unused at present. 862.90sq./M floor area.
Cottage No. 2 (ca.1922) BCBC# 22269 Rose Way
Has three dormitories holding thirteen beds each, with a dressing-room and lavatories attached, reading and rest rooms, staff quarters, assembly rooms in basement. This cottage is set aside exclusively for the younger boys, who must attend school all day and who are kept apart from the boys in the other cottages. Unused at present. 1061.31sq./M floor area.
Cottage No. 3 (ca.1922) BCBC# 22277 Holly Drive.
Identical in construction to No. 1 and 2 but one dormitory is used as a hospital ward and one assembly room as an isolation ward. This cottage is used by boys who have proven themselves worthy of a little better consideration, and who are attached to some vocational class or are members of the School Band. Unused at present. 1061.31sq./M floor area.
Administration Building, Valleyview Lodge( ca.1920-1922) Converted in 1936 to Valleyview Home for the Aged BCBC #22327 Iris Crescent
Consists of Superintendent and staff quarters, offices, surgery, visitor's rooms, store rooms.
Cornerstone laid on September 30, 1920 by J.W.DeB.Farris, K.C. Attorney general of B.C. One basement window has steel bars;("The Hole"?). Valleyview lodge still has the original multi-panned, double hung wooden window sash.727.72sq./M floor area. Unused at present.
Cottage 110 Chief Stewards residence Bisco (ca.1922) BCBC# B21915 Holly drive.
Today it is used by the Personal Independence Program,(PIP).
Two-storey stucco-faced symmetrically massed, with offset entry porch, multi-paned windows. Hip roof.
Nearly all of the other buildings have been destroyed.
Kitchen and Dining Room Block consists of kitchen and "Store room, four dining rooms, dental, first aid and band rooms, tailoring department, shoemaking shops and several small rooms used for stores.
Auditorium Building consists of a large auditorium seating 300, two classrooms, room set apart for religious worship, swimming tank and gymnasium.
Workshops (temporary) consist of carpenters, plumbing, electrical and blacksmith departments.
Farm buildings consist of a dairy barn, silo, feed rooms, bull pens, horse barn, piggery and poultry houses.
The Hillside building site held the Industrial School vocational building in 1933, and a dormitory in 1937; the current building was constructed in 1964-66 specifically to house life skills training for Essondale, where patients were instructed in basic day-to-day skills such as cooking, taking a bus and paying bills. The craftsman style ambulance station is listed as being a residence, and the cemetery building was constructed to support the cemetery functions.
All BISCO building are rated to have heritage significance.
The three modern Valleyview buildings, constructed in 1955-59 reflect the hospital's later use of the site, as does the chapel/auditorium building built at the same time.
The 1930 annual report of the Boy's School notes:
Above all things, we love our gardens, because of the encouraging influence they have upon our boys and the value of the lessons nature teaches through flowers.
The school had an active farming component, generally located towards the northwest of the site and adjacent and above the playing fields. The farm consisted of five departments: Dairying; piggery; general farming and kitchen gardens; land clearing, teaming, hauling and road work; and poultry ranching. Milk, beef, veal, pork, eggs and chickens were furnished to the school kitchen. In some years, eggs were shipped to other provincial institutions such as the Tranquille Sanatorium, the Provincial Home in Kamloops, Essondale Mental Hospital and the New Westminster Hospital, as well as to relief camps. The general farming and kitchen gardens produced a number of vegetables as well as silage and hay for the livestock (see Appendix for data on produce grown on the farm).
In 1935 the Provincial Home for the Aged Act was passed and the Industrial School cottages were upgraded and handed over to the Home for the Aged in May of 1936. The Boy's School was moved to the building formerly designated as the Trades Building which was completed for the purpose. The former staff quarters building, first built as a classroom, was finished as quarters for the female members of the staff.
Coinciding with this, the School underwent a change in policy in 1935, which emphasized the role of the institution as a school, rather than as a penal institution as it was currently defined in the Provincial Statutes. The outside work program was curtailed to the point where it was used as an instructional device, rather than overwhelming drudgery, leaving more time for courses and vocational learning. In 1946,160 acres of land in Wellington, near Nanaimo on Vancouver Island, was acquired for the establishment of a new industrial school, which prepared to move from Coquitlam to its new surroundings.
Of the five units taken over by the Home for the Aged, three were used for patient occupancy, and one as a kitchen unit. The final cottage was used as a nurse's residence and administration unit, commonly known as the Tea House and currently the Valleyview Lodge. These buildings formed the nucleus for future building for the aged during the 1940s when the three Valleyview buildings were constructed. The largest, and last, major building built for patient use was the Valleyview Pavilion, also referred to as Valleyview 300. It was opened in 1959 and has always been used exclusively for geriatric patients.
Impacts of the construction and continued development of the Boy's School on the site were considerable, much of it "...slashing and clearing on the hillside in preparation for ploughing" as noted in the 1922 annual report of the school.
Historical air photos show the extent of this clearing which was carried out almost on a yearly basis until the 1930s. Air photos from 1930, 1938 and 1946 show major clearing above the school in 1930, and a gradual regeneration of the forest until 1946. The digging of numerous ditches to provide drainage and thus arable land also had an impact on the natural environment of the site. The major ditch that runs north-south and around the area that eventually became the cemetery, seen on the 1927 plan, is discernible in the 1946 air photo. Parts of this ditch still remain on the site.
Building development on the site began with the cluster of five cottages and the roadway circulation in 1920-21. Development continued with the construction of the playing fields and placing of playground equipment in 1923, the location of which is noted on the attached plan. In 1925, excavation was completed for the new auditorium; in 1930 the new school room was built. Both of these buildings were located in a second major development area, to the south of the cottages.
Planting of vegetation on the site was a continuous activity from the early 1920s until 1936 when the lands were ceded to the Home for the Aged. The curved road from the northeast corner and its associated tree planting was completed in 1934. This road and its trees is one of the major features remaining on the site. In 1936, reporting shifted from one overall reporter to each department submitting their own reports, focusing more on the educational aspects of their activities rather than on capital construction. Changes in 1936 coincide with the takeover of five of the buildings, and the farm, by the Home for the Aged. After the transfer of school lands and buildings to the Home for the Aged in 1936, the Boy's School lands consisted of approximately 3.38 acres, and the Home 203.32 acres.
Agricultural Legacy
While the focus of agricultural production was centered at the Colony Farm site, the Essondale hospital grounds were home to a number of agricultural activities as well. The Annual Reports give detailed lists of the type and quantity of agricultural products that were produced on the Essondale part of the site.
The focus of production was located in the centre of the site, between the nurse's home and the Boy's Industrial School, and below the cottages, encompassing much of the area occupied today by the North Lawn building and grounds. This area was devoted to vegetables and nursery stock, while a piggery was located up the hill above the Female Chronic Block. The Boy's School was equally involved in intensive cultivation of both produce and stock, with extensive chicken and dairy production located on the slopes above the sports grounds.
The nursery was equally productive, shipping trees and shrubs to numerous public schools, hospitals and government agents.
The largest orchard on the site was located at the south end of the hospital grounds, as an adjunct to Colony Farm. Clearing for an orchard just above the railway tracks, but still on the lowlands of Colony Farm, had commenced during the work at Colony Farm.
The area immediately above the CPR, which we are now clearing, will make a splendid site for orchard purposes.
1921 Superintendents report of 1921; five very comfortable cottages completed for employees. Mr.Fitzgerald and Mr.Lonsdale, along with other mechanical employees built the cottages, for the Subnormal boy's school. (Possibly cottages 111, 112, 113,??,??.
Grading - Boys coming to the school first are usually put on this kind of work that is, providing they are above school age - in order to enable them to get the benefit of fresh air and to be built up.
Work completed during the year:
Leveling the parade and football grounds
Erection of playground equipment consisting of parallel bars, giant-stride swings
Building a retaining wall
Layout of the grounds, gardens, etc.
Shrubberies around the bandstand
Slashing and clearing on the hillside preparatory to plowing
Coquitlam Star: Aug, 10 BISCO D.B.Brankin,supt.; Sept, 21 Escapee from BISCO is found on Bowen Island.; November 11: WWI Cenotaph unveiled across from Aggie hall (now demolished) in the today's, Minnie McMitchell Park.The cenotaph was moved to Port Coquitlam City hall grounds many years later. Roy Leigh; Mrs Lovell sr. and others met at Bob Gillespies house to collect monies to build the cenotaph. The Boys Industrial School band, under R.C.Ayling opened the unveiling with "0 Canada". The cenotaph was relocated in 1968 beside Port Coquitlam, city hall on Shaughnessy Street.
Garage - Roads in poor condition during the year.
Work completed during the year
Laying down of a water main to the new cottage erected for the farmer, a distance of 325 yards, and to the new poultry house on the hill, a distance of approximately 850 feet
Considerable grading carried out around the playfields
Several hundred trees and shrubs planted
Laying curbs around the roads leading to, the kitchen and administration blocks (under the direction of the Public Works Department)
Public Works - During the year considerable improvements have been made around the grounds by the Public Works Department, amongst them being the installation of a road-lighting system, interior decorating of No. 2 cottage, new curbing, and providing plans for the new swimming tank and gymnasium.
Hundreds of yards of drain dug
Work on the sports fields
Erection of fences around pasture-fields and poultry runs
Excavation of the new auditorium
Building of roads and parks to auditorium
Curbs and general improvements around the buildings (under the direction of the Public Works Department)
Coquitlam Star: May, 14 BISCO to have swimming pool, the boys are pouring concrete with contractor Wingrove. Messrs.D.R.Stewart and J.R.McKenzie supervising.; May, 21 David B.Brankin;superintendent;BISCO, buys himself a Oakland Six coach. {Wonder how long until, it was stolen!. } [ David Blackwood Brankin d.Nelson, dec.,8,1961 ]; Sept, 17 BISCO boys give a good showing of cattle at fair.; Dec, 10 BISCO Jerseys show well.
Grading and General Work - In this section new-comers over the age of 15 are kept for at least thirty days, also boys who become difficult to handle during the year.
Hundreds of yards of cedar drains put in to carry surface water
Making of new roads
Grading of banks
Excavation for a swimming tank 90 x 45
Mixing by hand of all concrete used on the tank
Leveling of the earth taken from the tank and turning same into a tennis court
Removing 2,000 yards of hard pan from sports field
Considerable bush clearing
Over 700 trees and shrubs were planted around the grounds and on the banks necessitating a number of trips to the Essondale Nurseries, hauling manure and digging holes
Five acres of land cleared of stumps fallen logs and rocks
Hauling from the river bed [Coquitlam River] 370 loads of gravel for swimming tank and roads
Coquitlam Star: Apr, 29 D.B.Brankin,supt. of BISCO.
Fitting up of an old Ford engine to drive a circular saw to cut cordwood
Ploughing and grading lawns in front of cottages
Hauling rock and soil for grading
New road to barn
500 shrubs and trees (new)
150 shrubs and trees (replanted)
122 fruit trees (new)
450 currant bushes (transferred to new location)
516 raspberry canes (transferred to new location)
426 raspberry canes (planted in nursery for future use)
Considerable land-clearing and lawn-making, in addition to the ordinary farm work and clearing fields of stones and stumps
Bird Houses - During the year we received from the Vancouver Exhibition Association, through the secretary, Mr., J. K. Matheson, a gift of Australian lovebirds, zebras and canaries, which was very acceptable and much appreciated by the boys of Biscoq.
Considerable land clearing and lawn making
Clearing, grading and hauling of rocks for implement shed
244 loads of gravel from the river for roads and cement work
Construction of new lawns in front of Administration Building, new entrances and sidewalks leading up from road, a beautiful fountain, concrete, greenhouse, new roads behind poultry-house, a number of new drains, and several other improvements around playing fields by the Cement and General Work Gangs
Flower gardens extended and considerably improved; no doubt will be a pleasure this year.
Flower Gardens - In spite of the backwardness of the season, the gardens at Biscoq last year were better than ever. The pansy section of over 3,000 roots made a very attractive picture. The roses also were exceptionally nice, and the same may be said of the gladiolas, rockeries and shady nooks.
Completion and grading west section of front lawn, replacing old dead shrubs and trees, making new flower beds and shrubbery.
Completion of excavation, concrete and plastering work of the new school room, septic tank and chimney. Excavating, grading, putting in new piers and sinks for the new poultry-houses and
Excavating basement for building 60 x 30 feet, excavating and putting in a new basement under the carpenter shop, 30 x 18 feet
Excavating and doing all cement for building to be used for fire apparatus
270 feet of cedar culvert drains
Grading and gravelling roads
Numerous minor repairs to buildings, regrading and repairing old roads, making new road. Digging ditches, and extending playgrounds, all carried out in conjunction with the Public Works Department
1931 John Howard Society established, executive-secretary Rev.J.D.Hobden.
Grading for lawns, new roads, putting drains and culverts and repairing old roads
Concrete walls and footings for the new Vocational Building
Made 4,000 cement bricks
Built a rock wall four feet high and 25 feet long on the farm
New fences, archways, bridges and various flower boxes and stands were built for the gardens and two very pretty Japanese bridges were designed and constructed for the Ravine, all by the Carpentering Department
New garden beds, rockeries, terraces were made
A new rock wall built in the Ravine
Brick piers made for the Vocational Building, also the cement floor and walls
Built a new road up to the farm, fencing it and planting trees and shrubs on either side. A new rock wall was completed and several chimneys rebuilt
The chimney was replaced on the Trades building, for which we made cement bricks
New lawns, tree and shrub pruning, flower gardens and greenhouses given daily attention
Routine work of raising flowers and vegetables from seed in the greenhouse, pruning trees, caring for flower beds and assisting with work on the lawn
Much of the space once taken up with flowers was cultivated and planted in vegetables
Two of the four lower chicken runs were converted in vegetable gardens and the rock borders were removed to facilitate weeding and cultivating
Repair work on drains, stairs, walls and curbs
Foundation and floor for new garage
Coquitlam Star: Feb, 18 Francis Cecil Boyes,(b.1894, cert. - marriage cert. - d.1968, cert.)principal BISCO, to speak to the men's club of the central Presbyterian church, with the lecture subject being.... "The Lad and his Dad ". ;
Aug, 29 R.Sharpe of Pitt Meadows, reports beehive missing, the empty hive was found empty at BISCO.
1936 A committee advises a Borstal system for ages 16-23.
1936 The "Boy's Industrial School" is converted to the "Essondale Home for the Aged" later Valleyview hospital.
Instruction by the gardener in the cultivation of flowers and vegetables in the greenhouse; the results were more than satisfactory. New Haven,(Borstal) opens on southeast side of Marine drive in Burnaby. Nineteen inmates; two staff.; Superintendent:A.McLead and office and educational secretary E.G.B.(Ernie)Stevens. Up to 1939 was known as the B.C.Training School. New Haven's name came from a CKNW radio contest. Closed in March,1942 after four years of operation. Re-opened in November,1947 as a training centre for young adult offenders. First warden;Selwyn Rocksborough-Smith.
Greenhouses and gardens;
Keen interest in the various methods of cultivation of flowers and vegetables
An increase in farm produce over the last year, in spite of decreased area under cultivation can be explained by the fact that fertilizer was used lavishly and hoeing and weeding kept pace with the growth
More emphasis has been placed on the garden this year. We are endeavoring to produce as many vegetables as possible in the hope that we may eventually reach a state of self-maintenance
We have had a very interested group of lads in the garden and they have taken an exceptional pride in their contribution to the School
Coquitlam Star, Jan 19, edition reports that, George Graham's car stolen from schoolhouse road was located four miles east of Spuzzum wrecked, two boys from BISCO responsible, two others found in Boston Bar.
1939: Elizabeth Fry Society created. Canada had to wait until the next year for theirs.
Work completed during the year: Greenhouses and gardens:
The garden supply of vegetables carried us well through the year. Credit for the work must go to the boys for their exceptionally keen interest in carrying out the program arranged. Cultivation weeding and thinning are always monotonous chores, but the destruction of weeds and the increased production are incentives to carry on
On wet days our work in the greenhouse, especially preparing our fall display of chrysanthemums, occupied our time. There were 142 pots of beautiful blooms which required a lot of attention
Our seeding season came off unexpectedly early, which is rather unusual for this part of British Columbia, making it necessary to rush our work at top speed
A larger area is being devoted to truck gardening66 with special emphasis on the vegetables required to make up a balanced diet
The harvest last fall turned out very well with a noticeable increase over the previous year
A variety of flowering and foliage plants brightened up the greenhouse during the winter months
A very attractive addition was made to our flowering shrubs by the purchase of a hundred roses of some dozen varieties which are doing very well
Some boulevard work was done last year and seeded to grass
Coquitlam Star, Nov, 13, edition reports that a three-storey building was being built by, Ward & Son, of New Westminster for $22,240. Kitchen on ground floor, dormitory on third floor.
Alterations to the vegetable storage building which cut down to a great extent the losses we were having in previous years
More land has been put to use for potatoes
This department would be noticeably improved if we could have some form of power cultivator as our population the past few years has been, on the average, composed of younger boys and they lack the strength to handle the work
Installation of steam heat from Essondale into the greenhouse, doing away with harmful coal fumes
1943 Port Coquitlam Population 2254 George Ross Principal of Bisco
1945-46 - Construction of Valleyview 6 and Valleyview 8.
1946 B.C.Probation act.,passed
1948: Industrial School for Boys Act, passed. Industrial School for Girls Act, passed.
1949: New Haven Act, passed.
1952 Feb, l ; March,? ; April, 18 ; Sept,19 Bisco problems
1953 Jan, 30; May, 1 Bisco problems
1954: Brannan Lake Industrial School; Brannan Lake School for Boys, opens. Ran by the superintendent of child welfare, until 1969. Closed in 1983 and converted to Nanaimo Correctional Centre (NCC).
1955 Coquitlam Star Mar, 4 BISCO staff moving to Brannan lake.; Mar, 25 BISCO moved to Brannan Lake. In one month last summer eighty escaped. Thought to be responsible for twenty-five percent of the burglaries and breakins. Four to five broke out every week. Police expect a fifty percent drop in the local crime rate; Nanaimo now has the problem. ; May, 20 BISCO buildings to possibly replace the May,5 half-million dollar, uninsured building fire loss.
1960's: Corrections in BC;page 105; " It became apparent that the Family and Children's Court desperately needed extra resources in a more open setting for juveniles. Although a number of facilities were available to adult offenders, there were few alternatives for juveniles, which made up most of a probation officer's caseload. Many juveniles were placed in local lockups, sent to Riverview, incarcerated at severely overcrowded Brannan Lake, or transferred to adult court and placed in one of the young adult offender facilities. "
1963: Training Schools Act, passed.
1955-59 - Construction of the Valleyview Building
1957 - Construction of the Cemetery.
Representative List of Crops Grown at the Boy's Industrial School
Parsnips, Parsley, Potatoes, Green peas, Onions, Broad beans, Radishes, Lettuce, Corn, Beets, Cabbage, Cucumbers, Carrots, Curly kale, Leeks, Bush beans, Tomatoes, Vegetable marrow, Chives, Swiss Chard, String beans, Squash, Cauliflower, Pumpkin, Rhubarb, Turnips, Gooseberries, Red currants, Raspberries
Timothy hay grown on farm, Oats grown on farm, Green oats for silo, Corn and sunflowers for silo
Oats grown on farm, Ensilage, Mangolds, White carrots, Manure, Wood
Tree Fruit Varieties Commercially Available 1920-1940;
Apples: Alexander, Bismark, Yellow Transparent, Beauty of Bath, Red Astrachan, Duchess of Oldenburg, Graven stein, Baldwin, Delicious, Fameuse (Snow), Grimes Golden, Jonathan, King, Mclntosh Red, Newton Pippin, Northern Spy, Russet, Spitzenburg, Wagner, Winesap, Wealthy, Winter Banana
Apricots: Blenheim & Moorpark
Crabapple: Hysiop
Annual Reports, Public Hospital for the Insane.
BCArchives: GR-0491 Provincial Industrial School for Boys records 1919-1978
BCSP Annual reports of the lands and works department.
Coquitlam Herald
Coquitlam Star
"Our history in a nutshell" BY: David J.Davies.
Corrections in British Columbia: Pre-Confederation to the Millenium.(2003)
Conflict,Care and Control: The history of the British Columbia Corrections Branch,1848-1988.
May I Talk to John Howard? The story of J.D.Hobden-A Friend to prisoners.
Schooling and society in 20th century British Columbia.
Blog Away!
building conditions
I have four reports on the condition of the remaining four cottages, and a large number of the buildings on the site done in 2013.
Interesting reading, rarely seen inside views, in a few of the documents.
Cottage #1 condition assessment report, PDF
Bisco Administration block, condition assessment report, PDF
Many more at my Riverview map site, under each description.
These reports clearly show the extensive damage done by neglecting basic maintenance of the buildings.
A few pictures on Panoramio that show some of the BISCO buildings still standing.
Cottage 2
valleyview and Cottage 1 on the right
valleyview and BISCO administration
Flickr sets:
Twittering twits
Tweets by @RHCS_Riverview
A small selection of Industrial School Annual Reports that were created before they moved to Coquitlam. ( PDF downloads start immediately )
1910 ☆ 1911 ☆ 1912 ☆ 1913 ☆ 1914 ☆ 1915 ☆
1916 ☆ 1917
And the Girls Industrial School (which was never in Coquitlam)
1915 First Annual Report ☆ 1916 ☆ 1917 ☆
1918 ?? ☆ 1919
niftyniall

redpajama_set_name: RedPajamaCommonCrawl


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Tuesday 22 May 2001 – Around Taltal
We forced ourselves away from the air-conditioned cabañas and went looking for Copiapoa on the way to Cifuncho. Miguel Finger, the owner of the cabañas, gave us directions to a location (S052) where a track off the main road leads towards some hills.
To the left (north west) of the road, the soil is light coloured while to the right (south east), the colour is much darker. Two species of Copiapoa grew here: solitary C. cinerea ssp. columna-alba on the sandy soil, while on the darker soil clumps of C. rupestris ssp. desertorum were found.
A few C. desertorum found a home 'on the wrong side of the track' but none of the C. columna-alba seemed to have strayed. We found no plants that could be regarded as hybrids between the two. I found this phenomenon all the more remarkable as there are no reports of different species of Copiapoa preferring specific soil types in cultivation. (But see the 2003 report, where, on 10 June and 16 June, we learned not to draw conclusions too quickly!)
A similar soil preference exists in the Quebrada Botija, where the species concerned are C. solaris and C. atacamensis. Or was this observation also premature?
We returned to the main track and drove on until we reached the Pacific Ocean at the bay of Cifuncho. The small settlement nestled at the foot of a hill, to the left (south) looked absolutely charming, but as we had come to look at cacti, we stopped (S053) to explore the foot of the low hills along the track to the village. There were some charming little succulents (Echeveria sp.?) that looked a bit lost in the middle of nowhere, a tiny yellow flowered plant with fleshy leaves and a Nolana sp. in flower, as well as Copiapoa rupestris and Eriosyce rodentiophila.
That evening we eat in 'Club Taltal', where the waiter tells us that on the whole, the climate has not changed here during the last 100 years or so, but that during the last five years (1996-2001, taking in the 1997 El Niño event), it had become colder and wetter. If we were in the middle of a 'wet spell', should we not be expecting to see more seedlings of plants in the Cinerea complex?
During our stay in Taltal (21 – 29 May 2001) the weather was rather overcast compared to the much brighter conditions that we found on our trips north and south of the town.


A strong vocabulary is a vital tool for anyone that needs to improve their IELTS skills.
In this week's blog post, I'll highlight 5 things you must know before you begin learning vocabulary for the IELTS exam.
Before we begin, I need to address a question that our team receives every day through emails, Facebook, Instagram and YouTube comments – is vocabulary important?
The short answer is yes. A thousand times – yes!
If you read the IELTS assessment criteria, you will see that vocabulary accounts for 25% of your total score for IELTS writing and speaking. (If you didn't know this already, you should read this article). Obviously, your ability to communicate with the examiner is vital in these sections of the IELTS exam. If you don't have the vocabulary required to express an understanding of a given topic, your ability to communicate will be greatly limited – as will your final score.
Additionally, a strong vocabulary is your most powerful weapon when taking the listening and reading tests. If you have invested the time into expanding your vocabulary, you'll have the ability to successfully understand and process the information that is given to you.
The IELTS exam isn't a memorisation test, it's a language exam. You can't improve your language skills by learning long lists of words.
Imagine that you needed to improve your running skills. Do you think watching videos of people running would help you?
Or if you needed to pass your driving test, would you benefit from watching videos of people driving?
The only way to improve a skill is by practising it. In terms of vocabulary, this means learning a word within its context and attempting to reproduce it.
However, these mistakes will teach you exactly how to improve next time. They will also teach you how to recognise the correct spelling, pronunciation, use and collocations of the words you have learned.
One of our key values as a company at IELTS Advantage is the belief that "a process is better than a journey". Just like a company's success, you can't achieve a strong vocabulary overnight – you need to be able to walk before you can run.
It's important that you don't try to rush this part of your IELTS preparation. If you do, you'll increase your chances of making mistakes, completely undermining all of your hard work.
Remember: You will never be marked down for not using a specific word in the writing test. You WILL be marked down if you misspell a word that you didn't learn properly in the first place.
Band 7 vocabulary is simply an advanced level of vocabulary. That's it.
Many IELTS students (and poor IELTS teachers) assume that advanced vocabulary must consist of long or complicated words. In reality – these words aren't necessarily 'high level', they're just difficult to spell!
For example, take a look at the lists of words below, column one and column two. Which do you think contains the more advanced vocabulary?
According to the Cambridge English dictionary, the words listed on the left are higher level. Even though the words on the left are shorter and easier to spell, they are also significantly less common than the words on the right.
A number of IELTS students believe that they can learn a select number of 'diamond' words or 'Band 9' words to increase their chances of getting a high score.
Unfortunately, it just isn't that easy. Trying to disguise poor writing or speaking skills by using an "impressive" word won't work with an experienced IELTS examiner.
Firstly, a single piece of advanced vocabulary will NEVER increase the overall quality of your work. You can put lipstick on a pig, but it's still a pig.
Secondly, you should never make it your mission to impress the examiner. Your main priority should be to communicate clearly and effectively. Therefore, you need to find a balance between accuracy, appropriacy and range. In my experience, the best way of doing this is by learning vocabulary organically.
Read the fifth and final step you must take if you wish to learn vocabulary organically.
Every single IELTS student reading this is an individual and should be treated as such. It would be arrogant (and dishonest) of me to say 'follow this method and your problems will disappear!' because everyone learns differently.
What I can do is tell you what works for our most successful students. Or better yet, they can tell you themselves!
They all took action against their weaknesses.
Not one of these students hoped or prayed that their scores would improve – they made it happen through hard work, dedication and a positive mindset. If you don't do anything to fix your problems, they won't go away.
And if IELTS vocabulary is your biggest problem, you need to tackle it until it becomes a strength.
If you need help with this, I would recommend downloading our IELTS Vocabulary Improvement Plan.
We will then send our Vocabulary Improvement Plan to your email address!


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Homschool conventions can be a wonderful blessing, but they can have their pitfalls too if you aren't prepared. I am so glad that you have joined me on this post about some basics of enjoying and getting the most out of your local homeschool convention.
Some of the wonderful blessings of attending a convention is the fellowship time with other homeschool families. Even though homeschooling is on the rise, many families that home educate their children can feel very alone in their community. At the convention, you suddenly become normal when your children are with you on a weekday during school hours, your children are excited about "school stuff", and that yes, your family has more than the recommend 2.5 children. And yes, it is perfectly OK to use this as a mommy's day out and share the day with friends. As a member of the Crew, I really gained my courage in engaging in more meaningful conversation with some of the vendors. What I found was that many that created their curriculum are the very ones in the booths and most were inspired to create their products because they had homeschooled their children. They are real people just like you and I. And yes, they too are becoming friends and another reason to keep going back.
God never meant for you to do it all. There are generally two components to each convention site: speaker sessions and the vendor hall. Whether you go to one or the other or both, the reality is that you will encounter a lot of wonderfully creative ideas, strategies, and products. It can get really overwhelming. The key is to remember that absolutely no one can incorporate it all into their homeschooling day. Glean the important things and be thankful that the rest is there for someone else that truly needs it. In reality, even the speakers that make presentations are giving you an overview of all the possibilities, but rarely incorporate them all with their children on a daily basis.
Figure out what I really am looking for before I go. I generally will create a list of subjects for each of my children and then start aligning curriculum that I already know what we are using and notate whether we have it on hand or still need to make a purchase. Subjects that I know what we are using and we already have materials for, I just simply do not let myself shop for curriculum or add-ons in this area.
Know your budget. Determine with your spouse if you will be shopping or previewing curriculum. Our family tends to do a lot of previewing. There is an abundance on information on vendor websites that is helpful, but nothing compares to putting the materials in your hands, flipping the pages, and envisioning your child using it.
Plan your day. Because of my responsibilities in helping my husband with our business, I generally only have a day to spend at the convention. The Great Homeschool Convention – Cincinnati is about an hour away. A wonderful feature of this event is that you can buy a vendor hall pass for $10 for the day for yourself and a higher, but discounted rate, for families. Prior to making the drive to Cincinnati, I decide which vendors I really want to visit, print off the vendor hall map from the convention website, and highlight the booths that are the top priority. While out on the website, it is easy to follow the links to the vendor's own websites and also print out a discounted parking pass for the convention.
Pray over purchases and phone home. After visiting a vendor booth, I will generally not make the immediate purchase, but make a note on my map to possibly go back later. This allows time to pray about the item, call my husband and get his thoughts, and to also check internet pricing from different sources to find out if I will really be getting a bargain by making the immediate purchase. Some families agree up front that the convention is the time to get all their curriculum choices out of the way. Our family on the other hand is a frequent flyer of used curriculum sales, swapping materials with friends, and searching auction sites on the internet. We are also extremely blessed to receive the opportunity to use and review so many great resources from being a member of The Crew.
Don't let a visit to the convention become a source of stress in your life. Make it a day of fun. The reality is that families found all that they needed to educate their children way before the first homeschool convention was ever held. The presentation of new ideas and creativeness can be a wonderful addition to your homeschool journey, but God will equip you with or without the speakers to train up your child exactly they way they need to be trained and you are the best person for the job. So kick up your heels and see your time at your local convention as a fun day to glean what can be gleaned, spend time with friends, and just to have a day to get yourself out of whatever rut may be trying to drag you down.
Stay tuned for more step by step planning strategies as the Oaks prepare for the 2014-2015 school year. We will be visiting the Great Homeschool Convention in Cincinnati on April 23. More of how we walk through this process will be leading up to this date and be sure to tune in on April 24th for a recap of what we discovered on our journey into the big city.
Be sure to check out what my fellow crewmates have to say on all the different benefits and blessings of attending your local homeschool convention.


Cultural Heritage is an expression of the ways of living developed by a community and passed on from generation to generation, including customs, practices, places, objects, artistic expressions and values. Cultural Heritage is often expressed as either Intangible or Tangible Cultural Heritage.
Intangible Heritage refers to those aspects of a country that cannot be touched or seen. For example traditional music, folklore, language etc .
Tangible Heritage refers to those significant places that advocate the country's history and culture. For example monuments, mosques, shrines, monasteries, Heritage site etc .
opportunities to learn about the past and their own roots as we have.


text:
Q: Optimize my JavaScript Code using Date and Time I would like learn how this code can be done in a more proficient manner.
I am new to JavaScript and I know how to do things but in a simple way I guess.
Any help would be appreciated.
var urlstart = "domain.com";
var urlend = "?blah";

var serverTime = "Thu Mar 07 11:23:06 PST 2019";

var st = serverTime.toLowerCase();

var m = st.slice(4,7);

 if ( m === "jan") {
    var m = "01"
  }
  if (m === "feb") {
    var m = "02"
  }
  if (m === "mar") {
    var m = "03"
  }
  if (m === "apr") {
    var m = "04"
  }
  if (m === "may") {
    var m = "05"
  }
  if (m === "jun") {
    var m = "06"
  }
  if (m === "jul") {
    var m = "07"
  }
  if (m === "aug") {
    var m = "08"
  }
  if (m === "sep") {
    var m = "09"
  }
  if (m === "oct") {
    var m = "10"
  }
  if (m === "nov") {
    var m = "11"
  }
  if (m === "dec") {
    var m = "12"
  }

var d = st.slice(8,10);

var y = st.slice(-2);

var t = st.slice(11,23);

var th = t.slice(0,2);
var th = Math.floor(th);

/* 9pm or After */
if (th > 20 ) {

/* End Of Month - add 1 to Month value and change Day value 1 */
    if ( ( d == "30" && ( m == "04" || m == "06" || m == "09" || m == "11")) ||
    ( d == "31" && ( m == "01" || m == "03" || m == "05" || m == "07" || m == "08" || m == "10"))
    || ( d == "28" && m == "02") ) {
    var m = Math.floor(m);
    var m = m + 1;
    var m = m.toString();
    var m = m.replace(/\d+/g, function(m){ return "0".substr(m.length - 1) + m; });
    var d = "01";
    window.location.href = urlstart+m+d+y+urlend;
    }

/* End Of the Year - Change M and Day and Year */
    else if ( m =="12" && d=="31" ) {
    var m = "01";
    var d = "01";
    var y = Math.floor(y);
    var y = y + 1;
    var y = y.toString();
    var y = y.replace(/\d+/g, function(y){ return "0".substr(y.length - 1) + y; });
    window.location.href = urlstart+m+d+y+urlend;
    }

else { /* Days that are not End Of Month */
var d = Math.floor(d);
var d = d + 1;
var d = d.toString();
var d = d.replace(/\d+/g, function(d){ return "0".substr(d.length - 1) + d; });

window.location.href = urlstart+m+d+y+urlend;

}

} else {

window.location.href = urlstart+m+d+y+urlend;

}

Thank you for your time.
................................................................................................................................................

redpajama_set_name: RedPajamaStackExchange


So is it safe to take Xanax, Wellbutrin and Adderall together? meds (Adderall and Xanax) but I still struggle with anxiety, even on the Zoloft.
Happy to Find a Xanax, Zoloft and Wellbutrin Alternative – Restoring Hormonal Balance Instead of Antidepressants This is a letter from a woman who had been.


text:
Q: Performance / Space implications when ordering SQL Server columns? Are there any considerations that should be taken into account when designing a new table with regards to the order in which columns should be declared? I tend to put the primary key first, followed by any foreign keys (usually surrogate key integers), followed by other columns, but a discussion with a colleague had us wondering whether SQL Server will pad our data, possibly to make it faster.
Will SQL Server try and align our data on disk (with padding) to a specific byte alignment boundary for performance reasons (the way a C++ compiler would align a struct under default conditions) or will it just allocate as many bytes as our total row requires (possibly padding at a row level)? I.e. if we have a 3 byte char column and another column of type bit / tinyint, could we expect any change in behaviour (better or worse) from the server by making one of these follow another to align at 4 byte boundaries? Does SQL Server even care what order I declare the columns, or is it free to lay them out as it sees fit?
I understand that there are probably a million things I should look to first before trying to optimise the layout of my table columns, but for curiosity's sake I'm interested to know whether SQL Server cares about column ordering at all, and if so, where one would go to (DMV, etc??) see how it's physically laying the rows out on disk.

A: SQL Server stores the data on disk in set and fixed fashion.
The order in sys.columns and key columns has no relevance to this on-disk order.
See "Anatomy of a record" (Paul Randal) and my answer here: How do you get to limits of 8060 bytes per row and 8000 per (varchar, nvarchar) value?


Revel Systems isn't done raising money for its latest investment round. The company announced that approximately $13.5 million has been raised from Roth Capital Partners for its iPad point-of-sale platform. This new investment brings Revel's Series C round to approximately $110 million, with a proclaimed valuation of north of $500 million.
In November 2014, Revel first announced its Series C round, where it picked up nearly $100 million from New York-based private equity firm Welsh, Carson, Anderson & Stowe. The same round received another infusion of cash in a deal led by Intuit, with which Revel has an existing partnership — the two offer a checkout offering called QuickBooks Point of Sale, powered by Revel Systems.
With more money in the bank, Revel Systems says it'll do what most other companies say they'll do: further expand globally and also accelerate its foray into the large enterprise space.
Founded in 2010, the company specializes in providing restaurants and retail stores with a modern-day point-of-sale platform that's available right on an iPad. Revel provides businesses with not only the infrastructure to manage transactions, but also the ability to handle personnel scheduling; time clocks; management of payroll, inventory and product; and analytics.
To date, the company has raised nearly $130 million in funding.


This course introduces students to three genres of creative writing: poetry, drama, and fiction. Students will read a variety of works in each, analyzing and discussing the texts from a writerly perspective (discovering along the way just what that means). Students will examine the works using particular aspects of the writing craft (image, point of view, dialogue, etc.) as foundations for understanding. Then the class members will try their own hands at the creation of poems, plays, and stories. The class will discuss methods of invention and development and practice the art of revision. This is a discussion-based class and students should be ready to voice their thoughts and ideas using a developing workshop vocabulary.
Welcome to the English Department's online version of ENGL 202: Intro to Creative Writing. Using the department's free online course text, Cardinal Creative Writer, participants will have the opportunity to dive into the genres of fiction, poetry, and drama, exploring the nuts and bolts of craft. Your main projects will be a short story, a series of poems, and a ten-minute play. The first part of the semester will be a primer in four areas of craft: detail/image, voice/point-of-view, character, and setting. You'll experiment with these foundational elements in writing exercises and discuss how published writers apply them in their stories, poems, and plays. For the remainder of the semester, you'll take a closer look at each genre in mini-units, and you'll be introduced to the creative writing workshop, in which you'll exchange constructive criticism of your own creative writing through written responses online. This course is a special offering from the English Department for the fall 2018 semester.
This course will explore literature as a complex symbolic structure. We will unravel this structure through close reading, class discussion, and then writing, but we will always keep in mind the parts of the text best left unrevealed and mysterious. Our focus for the semester will be on outsiders and outcasts—individuals or groups who are "othered," because of gender, sexual orientation, class, race, and/or disability. We will read works by Carson McCullers, James Baldwin, Nella Larson, Angela Carter, and others. You will be required to attend every class and to write three formal essays—one a research paper. There will also be frequent pop quizzes and two exams.
This section of Introduction to Literature will be taught on-line. In this course you will sample various genres, including drama, poetry, fiction, and memoir. Our goal will be to develop the central skill of literary analysis, or 'close reading' and apply close reading to course texts through a series of writing assignments, both scholarly and creative. We will analyze the content of the pieces we read and their structure, symbolism, and themes. By the end, you should have a multifaceted lens through which to enjoy literary-based art, as well as have mastered a skill set that will be useful both in subsequent college classes and beyond.
This course explores questions about popular culture and genre through a focus on children's and young adult literature. These questions include: How does literature for young readers, which ranges from picture-book folktales to steamy social-problem novels, fit into the category "pop culture"? How does the term "genre" fit such as diverse set of texts? What does literature that is considered popular culture contribute to our society? What do we mean when we talk about popularity and culture? The course will require you to engage with popular culture texts in ways that promote critical thinking about how and what they communicate. The texts we explore may include: Imre Szeman and Susie O'Brien's Popular Culture: A User's Guide, Laurie Anderson's Speak, M. T. Anderson's Feed, Cece Bell's El Deafo, Dr. Seuss's The Butter Battle Book and The Cat in the Hat, Louise Erdich's The Birchbark House, Louis Sachar's Holes, David Leviathan and John Green's Will Grayson, Will Grayson, Laura Ingalls Wilder's The Little House on the Prairie, Jacqueline Woodson's Brown Girl Dreaming, and Gene Luan Yang's American Born Chinese. The course will require engaged participation, oral reports, quizzes, exams, and short writing assignments. This course is intended for non-English majors.
This course will serve as an introduction to literary genres, including lyric poetry, drama, short fiction, and the novel. Though we read texts from various historical periods, most of our readings will center on the relationship between the individual and the community. The class will be discussion-based and, although it will provide a foundation for future English majors, no familiarity with literature will be assumed. Requirements will include careful reading, regular participation, a class presentation, and a few short papers. Texts will include Shakespeare's Merchant of Venice, Jane Austen's Northanger Abbey, Fitzgerald's Crack Up, as well as a range of diverse contemporary short stories and lyric poems.
Welcome to English 305, fiction. This course is designed to help fiction writers and students interested in fiction hone their craft. I expect to see all of you improve as writers, readers and critics. That doesn't necessarily mean I expect you to become more polished writers; in some cases it may mean you're more willing to take risks, while in others it may mean you'll gain greater expertise in things you already do well. Class participants will also be expected to deepen their reading practices and to provide thoughtful feedback on their peers' work and insight into the work of published fiction writers. Beyond that, the most important goals are probably the ones you discover and define. The focus of the course is student work. We'll read published pieces, and have various exercises, designed to help improve writing, generate ideas, etc., but the majority of class periods will be taken up with workshops.
This course will introduce students to the techniques and conventions of screenwriting. By reading screenplays, watching films, and reading from books on the craft of screenwriting, students will learn what makes a screenplay work.
In addition, students will work on synopsizing, outlining, and starting their own feature-length script. Discussions will focus on character development, plot, scene building, and other crucial elements of craft, as well as industry-standard formatting. The class will approach writing as a process of discovery, wherein students experiment with styles and forms in order to understand their own aesthetic interests. Students will be expected to participate fully in class discussions.
The theme of this section of LGBTQ literature is discovery, self-invention, and self-knowlege. We will be reading and discussing James Baldwin's Giovanni's Room, Alison Bechdel's Fun Home, TC Tolbert's Gephyromania, and excerpts from Lidia Yuknavitch's Chronology of Water, along with watching and discussing recent critically acclaimed films Moonlight and Call Me By Your Name. Because this is a literature class, we will think about how we make our stories (and what stories are made for us, rejected by us, and/or accepted by us, and why). Writing in the course will include frequent Blackboard discussion posts, one presentation, and two short analysis papers (4-6 pages).
Overlooking the vast sprawl of Los Angeles, the 44-foot tall Hollywood sign is one of the most iconic cultural landmarks in America. It appears in countless films and novels as a shorthand for glitz, glamor fame, money, and success. Scratch its glistening white surface, though, and another, uglier story falls into view: it was erected in the early '20s as an advertisement for "Hollywoodland," a segregated housing development that was being built nearby. Beginning here, we will read and watch an assortment of "LA Stories" to ask how they work to reinforce or unravel the various fantasies and fictions that the "celluloid city" tells about itself. While our focus will be on books and film, we will also take a look at famous representations of LA in a variety of other forms: news footage, videogames, music, photographs, paintings, and architecture, amongst others. We will see the city refracted through a series of imaginative genres—film noir, SF, cyberpunk, and slipstream fiction, to name but a few—but our guiding question will be this: is the "LA Story" a genre in itself? And if so, what are its social, aesthetic, and thematic dimensions? Authors and filmmakers may include: Francesca Lia Block, Octavia Butler, Raymond Chandler, Damien Chazelle, Wanda Coleman, Joan Didion, David Lynch, Walter Mosley, Salvador Plascencia, Roman Polanski, Thomas Pynchon, John Singleton, Nathanael West, Billy Wilder, and Karen Tei Yamashita.
In this course, students will delve into the wonderfully strange and unexpected world of early Louisville's written culture. For instance, in Notes on the State of Virginia, Thomas Jefferson proclaimed, "The Ohio is the most beautiful river on earth." Interestingly, Jefferson never saw the Ohio River. Yet, during the Age of Enlightenment, this aesthetic claim in absentia would not have seemed far-fetched. Nor would claims of Welsh Indians living near Louisville be dismissed outright. York, an African American slave owned by William Clark, is noted in the journals of the Corps of Discovery as having cast a vote regarding a pivotal decision, and Daniel Boone was not always the mythic figure depicted in the first printed history of Kentucky. By the way, John James Audubon was Haitian.
Using multiethnic, intercultural, and circum-Atlantic frameworks for understanding the local and regional literary histories of early America, students will read more famous works such as Thomas Jefferson's Notes on the State of Virginia, the journals of the Lewis and Clark Expedition, John James Audubon's Birds of America, and John Filson's The Adventures of Col. Daniel Boon, as well as a range of lesser known works. These may include Gilbert Imlay's novel, The Emigrants, and his Topographical Description of the Western Territories, Henry McMurtrie's Sketches of Louisville, Constantine Rafinesque's Annals of Kentucky, the poetry of Mary Holley, a range of Kentucky women's diaries, and the letters of William and Jonathan Clark. In addition, we will bring historical context to our reading of early Louisville's written cultures by visiting local sites pertaining to eighteenth- and early nineteenth-century America, including The Filson Historical Society and the Locust Grove Plantation. Finally, we will have the opportunity to share our findings by contributing to the UofL's "Literary Louisville" digital project.
In its history as a publisher of innovative literary and visual art, Miracle Monocle has produced ten high-impact, digital issues. This course will offer students a front-row seat to the process of selecting and editing work for publication in the journal. In addition to addressing many of the challenges specific to digital publishing—web design, social media integration, online submission management—students will also earn hands-on experience in maintaining an editorial calendar, corresponding with contributors, and building editorial consensus—skills that are directly translatable to a career in print or digital publishing. Students will also address many of the ethical and technical issues still problematizing the global shift to a digital media environment. The course will culminate in the publication of the eleventh issue of Miracle Monocle.
This advanced course is for serious poets who are interested in sharpening their skills as writers, readers, and critics. Students must demonstrate familiarity with the workshop model of peer review and be knowledgeable about poetic form and meter. Successful students in this course will actively engage in a regular writing practice, and will take seriously the processes of composition, critique, and revision. We will "workshop" student poems, but we will also devote time to discussing assigned reading and to performing in-class writing exercises. Assignments will include: responses to peer manuscripts, responses to assigned poetry collections, and a final portfolio [15-20 finished poems]. Students will also be required to compose a letter [1250-1750 words] introducing the work in their portfolios.
Prchal, Tim, and Tony Trigilio, eds. Visions and Divisions: American Immigration Literature, 1870-1930.
Marshall, Paule. Brown Girl, Brownstones.
Eva Hoffman. Lost in Translation.
The course will take as its focus the representation of animals in literature of the 18th and early 19th centuries. The class will read seminal modern works in the field of Animal Studies, such as Singer's Animal Liberation, but we will apply these modern concerns to consideration of the representation of animals in an earlier age. The 18th and 19th centuries are chosen as a pivotal in man's engagement with the natural world due to several factors including: the doubling of the number of known animal species in the first half of the 18th century (largely as a result of imperial exploration); Bakewell's manipulation of the bodies of livestock animals at New Dishley; and the rise of the indoor dog and cat, sharing its owner's food and domestic accommodation. It is the latter development that, perhaps more than any other, drives the 18th century development of experiments with point of view, so that by the time of Kendall's Keeper's Travels (1798), an author attempts to take his readers inside the mind of a dog, showing its experience of a wide range of recognizably human emotions.
Excerpts from Francis Coventry, The Adventures of Pompey the Little (1751); Dorothy Kilner, The Life and Perambulations of a Mouse (1783); Sarah Trimmer, Fabulous Histories (1786) and Edward Augustus Kendall, Keeper's Travels (1798). Critical texts will include excerpts from Harriet Ritvo, The Platypus and the Mermaid (1997); Kathryn Shevelow, For the Love of Animals (2008); Peter Singer, Animal Liberation (1975).
In this class, we'll look at the evolution of the mixed-genre or hybrid text in late 20C and early 21C US American literature. This focus will enable us to acquaint ourselves with some of the major and most influential work of the period, and to consider in particular how a range of writers have used hybrid forms to address questions of race, ethnicity, gender, sexuality, and class / economics. While I have not yet finalized the reading list, possible candidates include Robert Creeley, Pieces; Gloria Anzaldua, Borderlands / La Frontera; Maxine Hong Kingston, The Woman Warrior; Theresa Hak Kyung Cha, Dictee; Claudia Rankine, Citizen; Kristin Prevallet, I, Afterlife; Mark Nowak, Shut Up Shut Down or Coal Mountain Elementary; and recent work in documentary poetics. Probable requirements for undergraduates: Some combination of regular discussion board posts, in-class essay midterm, annotated bibliography, and final research-based paper. Requirements for graduate students will include a midterm paper instead of an in-class essay and a more substantive final research project.
This course will investigate a rich and vibrant body of dramatic works that have set in motion complex and intriguing relationships between stage, street, crime, deviancy, vagrancy, cross-dressing and impersonation, and ideas of commercial enterprises, sexual and economic ambiguities, fashion and cultural capital, transgender identities, parody, revenge, and resistance. The main questions that we will pursue address the ways in which drama in the age of Shakespeare negotiated specific forms of criminality, monstrosity, and deviance that often satirically depicted and commented on the supposed stability of dominant forms of cultural expression, political, and domestic dislocation that accompanied London's massive growth in the early seventeenth century. The course objectives specifically aim to generate: 1) awareness of the complexities in staging sexual, cultural, and idiomatic aberrations on stage, polarized between mainstream values and the "monstrous" menace of alien and transgressive enterprices; 2) appreciation for a vibrant and often bitingly humorous body of works that created distinct themes and dramatic techniques, and focused on contemporary growth and forces of commercial, cultural, and social dislocation; 3) enhanced understanding of the conditions of play-acting and play-going in the English capital around 1600.
Every novel begins with a great idea, but not every great idea makes for a compelling novel. How do you know if your idea is strong enough to sustain a book-length work? What are the tried-and-true methods for transforming ideas into pages? In this online workshop, the focus will be carefully laying the groundwork for the composition of a novel. Students will pre-write their way through a cast of characters, major plot points, and thematic concerns; they'll learn the value of an outline; and they'll experiment with voice and point of view. The course will culminate in the drafting and workshopping of a substantial novel excerpt.


In response to requests for another deep study of Abhidhamma with Lama Mark, there will be a four month retreat on Galiano Island.
The Abhidhamma (Pali for "Higher Laws" or "Higher Phenomena", Sanskrit: Abhidharma) is one of the three-baskets (collections) of the Buddha's teachings. The emphasis of this retreat will be on combining study with an approach and practice of Vipassana via the tradition of Abhidhamma as Lama Mark received it from the Venerable Namgyal Rinpoche. In this mode of transmission there is less emphasis on the Abhidhamma as Buddhist philosophy, and more on the entire scope of the Buddha's teachings and how we can practice it to an extraordinary depth. It is a profound study and series of meditative investigations into: mind and form; mental states; meditative concentration; realms of being; mental processes and cognition; stages of liberation; emptiness; interdependent origination; and the causality/emptiness teaching of the interdependence of all phenomena (Patthana). Highly recommended for practitioners who are or may someday teach and guide people in Dharma and meditation.
One week coming out of retreat.
Lama Mark will give the entire transmission of the text, the Abhidhammathasangaha, with occasional teachings from the Abhidhammakosa interspersed with modern cognitive, neuroscience, life sciences, ecology, physics, chemistry and space science perspectives. Be prepared to study, meditate, investigate together and do lab explorations! There are often two x 2 – 2.5 hour classes from Lama Mark and a practitioner's study and review session most days, except during the meditation periods. There will be the opportunity for interviews and guidance.
Empowerments and other teachings to be announced.
We are currently working on a budget. Details on costs and accommodation will be shared regularly with those who are registered/interested. A non-refundable deposit schedule will be announced. Enquire about scholarships.
If you seriously wish to attend this retreat or have any questions please contact Lara Laverdure and Aaron Ferenci, the retreat coordinators.
Note: Only participants who attended the last four month Abhidhamma retreat will be considered for attending part of the program.


Finger is the tool for discovering user information by using well known finger service. To use the finger tool enter the User@)Host in the Finger Input box, and click on the Finger button .The results will be shown in the Finger Response section. Using Finger tool makes possible to get "Abuse Address" of remote host.
For example to get the abuse address of prontomail.com you should type prontomail.com@abuse.net in the finger input section. As a result you will receive abuse@mailcentro.com (for prontomail.com) in the finger response section.


text:
Blue Notes and Bungalows
Betty Blue • 1h 4m
This hour-long documentary features BETTY BLUE director Jean-Jacques Beineix, actors Béatrice Dalle and Jean-Hughes Anglade, associate producer Claudie Ossard, composer Gabriel Yared, and cinematographer Jean-François Robin. It was directed by David Gregory for Severin Films in association with Second Sight films in 2013.
Up Next in Betty Blue
Making of BETTY BLUE
This short video was shot during the production of BETTY BLUE and features director Jean-Jacques Beineix; Philippe Djian, author of the film's source novel, "37˚2 le matin"; and members of the cast and crew.
BETTY BLUE on "Antenne 2 midi"
The following excerpt is from a program recorded for French television in 1986, on the occasion of the premiere of BETTY BLUE. It features director Jean-Jacques Beineix, actor Béatrice Dalle, and journalist France Roche with host Noël Mamère.
Béatrice Dalle Screen Test
The following footage of BETTY BLUE actor Béatrice Dalle was recorded in 1985.