Scarry, Richard. Huckle Cat's Busiest Day Ever! Photo available. New York. Random House. 1992. 4to. Decorated hard cover. First edition. Illustrated in black, white and color. Fine copy (ink mark on end paper).
Scarry, Richard. Pickles Pig's All About Me! Jigsaw Book. Rowville. Five Mile Press. 2005. Octavo. Decorated hard cover. First edition. 5 jigsaw puzzles. Complete. Fine copy.
Scarry, Richard. Richard Scarry's Bedtime Storybook. New York. Random House. 1982. Octavo. Decorated hard cover. First edition. Illustrated in black, white and color by the author. Fine copy.
Scarry, Richard. Richard Scarry's Best Counting Book Ever. Photo available. New York. Random House. 1975. Octavo. Decorated hard cover. Reprint. Illustrated in black, white and color. Fine copy.
Scarry, Richard. Richard Scarry's Best First Book Ever! New York. Random House. 1979. 4to. Decorated hard cover. First edition. Illustrated. Fine copy.
Scarry, Richard. Richard Scarry's Best Mysteries Ever! New York. Simon and Schuster. 1998. Octavo. Decorated hard cover. First edition. Illustrated in black, white and color. Fine copy.
Scarry, Richard. Richard Scarry's Best Two-Minute Stories Ever! New York. Golden. 1989. Octavo. Hardcover. First edition thus. Illustrated in color and black & white. Fine copy.
Scarry, Richard. Richard Scarry's Busy Day Storybook Treasury. Photo available. New York. J-B Communications. 2000. Octavo. Hard cover. First edition. Illustrated in black, white and color. Fine copy.
Scarry, Richard. Richard Scarry's Favorite Christmas Songs. With keyboard. Photo available. New York. Sunny Books. 1990. Octavo. Hard cover. First edition. Illustrated in black, white and color by the author. With piano keyboard. Near fine copy (very light shelf wear), needs new battery.
Scarry, Richard. Richard Scarry's First Little Learners Shapes and Opposites. New York. J.B. Communications. 1995. 4to. Decorated hard cover. First edition. Illustrated in black, white and color. Fine copy.
Scarry, Richard. Richard Scarry's First Little Learners. From 1 to 10. New York. JB. 1995. 4to. Decorated hard cover. First edition. Illustrated in black, white and color by the author. Fine copy.
Scarry, Richard. Richard Scarry's Great Big Schoolhouse. New York. Random House. 1979. 4to. Decorated hard cover. Illustrated in color and black & white by the author. Near fine copy (very light shelf wear).
Scarry, Richard. Richard Scarry's Great Big Schoolhouse. New York. Random House. 1979. 4to. Decorated hard cover. Abridged edition. Illustrated in color and black & white by the author. Fine copy.
Scarry, Richard. Richard Scarry's What Do People Do All Day? New York. Random House. 1979. 4to. Decorated hard cover. Abridged edition. Illustrated. Fine copy.
Scarry, Richard. Richard Scarry's What Do People Do All Day? Photo available. New York. Random House. 1979. 4to. Decorated hard cover. Abridged edition. Illustrated. Fine copy.
Scarry, Richard. The Busy World of Richard Scarry. Cucumber to the Rescue! Cucumber in Machu Picchu, Flying Noodles. Photo available. New York. Little Simon. 1997. Octavo. Decorated hard cover. First edition. Illustrated. Fine copy.
Scarry, Richard. Worterbuch. Mein Allerschonstes. Dictionary Dictionnaire. English, French, German, Allemand, Anglais, Francais. Photo available. New York. Golden Press. 1963. 4to. Decorated hard cover. First edition. Illustrated in black, white and color. Very scarce Scarry title. Fine copy.
Schaefer, Terron. Cashmere if You Can. The Story of Wawa Hohhot. Photo available. New York. HarperCollins. 2005. Octavo. Hard cover. First edition. Illustrated in black, white and color by Christopher Corr. Fine copy in fine dust jacket (in mylar).
Schallau, Daniel Page and James Keller. The Traveler: A Magical Journey. Shelton. Greenwich Workshop. 1997. Octavo. Decorated hard cover. First edition. Illustrated in black, white and color. Fine copy.
Schecter, Ellen. About Face. Conceived by Cindy Crawford. Photo available. New York. Harper. 2001. Octavo. Hard cover. First edition. Illustrated in black, white and color by Paul Harwood. Fine copy in fine dust jacket (in mylar).
Schickel, Richard. The Disney Version. New York. Avon. 1969. Octavo. Soft cover. First edition. Scarce. Fine condition.
Schlessinger, Dr. Laura. Dr. Laura Schlessinger's Where's God. New York. HarperCollins. 2005. Octavo. Hardcover. First edition. Illustrated in color and black & white by Daniel McFeelery. Fine copy in near fine dust jacket (in mylar).
Schmidt, Karl Patterson. Homes and Habits of Wild Animals. North American Mammals. Photo available. Chicago. M.A. Donohue. 1934. 4to. Hard cover. First edition. Illustrated by Walter Alois Weber. Fine copy in very good (light edge chipping and rubbing) dust jacket (in mylar).


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text:
Connie Intro
Divine Healing & Spirituality
Speaking Itinerary
Prayer Conference Call Group
Connie Strasheim
Never Settle
Fear, The Subtle, Slow Killer
We all operate out of both fear and love. Polar opposites, living in love may be the greatest determinant of health, while fear opens the door to illness. And if you spend much time in fight-or-flight mode, chances are, you'll have a harder time digging your way out of the ditch of chronic illness.
Well, Duh. You might say. What Lyme disease sufferer doesn't know that it isn't healthy to live in fear?
But Fear often works its treacherous magic upon the body in subtle ways, so that its victim disregards its mechanisms.
And perhaps the danger to the immune system isn't found as much in the huge cascades of tears, nor in the fireworks displays of rage, as it is in the barely discernable tremors of the soul caused by Fear.
Fear is wily, fear is subtle, often quiet, and yet powerful. It hides in the little irritations, in the way we offer plastic smiles to Aunt Sally, in the way we rush through our breakfast in order to make it to work on time. It is found in the way we check our watches every fifteen minutes to make sure we're still on schedule. It rises up while driving, when we nearly miss the exit, it makes an appearance when we show up at a party, wondering if we'll impress in our little black dress, and vocalizes itself in the sighs and snippy remarks of the day. It causes us to knit our brows in concern when we look at our bank accounts, when we get a new Lyme symptom, and when we think of our kids playing in the street.
Fear thrives on secrets, suppression, and manipulation. It teaches us that it's not okay to say "no" to others, it admonishes us to hide our sadness and pain, it drives us to attend church when we don't really believe in God, and compels us to desperately search for answers to the question of illness.
It wears a multitude of faces and is a master of disguise, tricking its servant into believing that pride, shame, guilt and the need for approval aren't really manifestations of its mighty personality.
However it operates, the results of Fear upon the nervous system and the body are the same; fight-or-flight becomes operative, energy runs amock, and biological processes become skewed. Over the long haul, this weakens the immune system and keeps a person rooted in illness.
I once read that healing from chronic illness cannot happen without a profound shift in a person's worldview. I suppose the person who wrote that was basing this statement upon the assumption that there is something wrong with the sick person's worldview to begin with.
My interpretation of this statement is that Fear lives too large in the most symptomatic of us, and until we learn to recognize its many faces and facets, and attack it head-on, then we'll remain prisoners of illness.
It is written in the Bible that, "Perfect love casts out fear." Perhaps by starting from this premise, and learning how to love God, ourselves and others, we can learn to operate more out of love instead of fear. Some of us, due to the uncertainties and hardship which Lyme disease brings, or because of the ghosts of our past, have a hard time kicking Fear to the ditch, where it belongs.
Yet by laboring to do so, through prayer, affirmations, and a decision to slow down and surrender one's life to God, we can reduce its influence in our lives, which in turn can have positive effects upon our health.
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Jean Bernaux is a French painter, born in 1974. Currently, he lives and works between Brussels and Lille.
Jean Bernaux is often bent towards painting, but also practices other fields with passion and likes to experiment by varying his techniques and mediums for each of his projects.
Jean Bernaux's abstract techniques display gentleness and poetry, through their colors, strength and vitality. The brushstrokes can be felt in the painted areas and carries the spectator away.
Jean Bernaux uses creation to question the conception of his and our world, all the current societal problems can be read in his paintings in a transparent manner, though willingly decorative.
These are the last remaining works by Jean Bernaux.
Jean Bernaux doesn't have any exhibitions.
Follow Jean Bernaux to receive a notification as soon as new exhibitions are added.


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text:
The Latest Controversy about ADHD
February 6, 2015 May 31, 2015 ~ Frank	~ 2 Comments
Attention deficit hyperactivity disorder has been around and known by different names since the early 1900's when in the Boston area, the first child behavioral (psychiatric) established by the then family/child court system of Boston started to have to deal with behaviorally out of control, hyperactive [thought that term came into use later] children in sudden new higher numbers after World War I. Most medical historians feel that ADHD has always been with us but the time after WWI saw an increase in children who had unfortunately suffered mild brain damage from what was known then as "Von Economo's Encephalitis." This was the CNS manifestation of the "Spanish flu pandemic" that swept the world shortly before the end of WWI and through somewhere around 1920-1921. This was the first great known documented influenza pandemic and many books in the last 20 years have documented beautiful this pandemic as the modern scientific and public world began to become interested in infectious diseases, emerging diseases, largely set off the AIDS epidemic that rose to public awareness in the late 1970's and especially the 1980's.[ For the very best book on the start of the AIDS epidemic, the reader is referred exclusively to the now dated book AND THE BAND PLAYED ON by the late San Francisco newspaper reporter Randy Shilts.]
To explain what happened in the Spanish Flu pandemic, the influenza virus is capable in anyone of producing an "encephalitis," a viral infection of the brain. Nowadays we are acquainted unfortunately with annual "equine encephalitis" outbreaks in various parts of the country. Any of these viral infections of the brain can cause real brain damage, paralysis, loss of virtually any brain function or capacity. Strikingly though, this viral outbreak that was part and part of the Spanish Flu pandemic produced as it were, "artificial," causes of Parkinsonism by the thousands as an aftermath residual symptom of having the influenza brain viral infection. Patients young and old had the visible and even in those days nearly 100 years ago now, the tremors, halting gait, imbalance and slow gait of the adult Parkinsonism patient. But in the young people they seemed more likely to develop sudden hyperactivity, wild difficulties with impulse control, poor or absent concentration and focus. Sound familiar? They got into all kinds of behavioral, legal and delinquent behaviors and turned by the dozens, then hundreds, in the Judge Baker juvenile court, one of, if not the first of its kind in the country. The court and this jurist were wise and recognized that these were not criminal youth, but that something had altered them self-control and resulting behavioral styles drastically for the worse. It was a tough time as there was really NO treatment for this new avalanche of a patient cohort with a new condition not seen before. But that is likely the historical start of the recognition of ADHD. It came to be then appreciated in the school systems that there were other youths who had much the same behaviors, but who had NOT had the influenza nor Von Economo's encephalitis. Thus, the concept of the "hyperkinetic" child started in the decades after World War I.


text:
The FCPS Elementary School Day: Does it Allow Enough Time?
Page created by Tony Sims
March 2010               The League of Women Voters of the Fairfax Area Education Fund                                              EF-1
The FCPS Elementary School Day:
Does it Allow Enough Time?
Time is the missing element in our great national debate about learning and the need for higher standards for all stu-
dents. Our schools and the people involved with them–students, teachers, administrators, parents, and staff–are prison-
ers of time, captives of the school clock and calendar. We have been asking the impossible of our students–that they learn
as much as their foreign peers while spending only half as much time in core academic subjects. The reform movement
of the last decade is destined to founder unless it is harnessed to more time for learning. "Prisoners of Time: Report of
the National Education Commission on Time and Learning."
By Virginia Fitz Shea, Pam Koger-Jessup, Leslie Vandivere,             William County, which ended its early dismissal policy six years
Phyllis Payne, Christina Nojek, Rona Ackerman, Gail R.                 ago, gives its students 32 ½ hours in school each week, as does
Doughty, Wendy Fox-Grage, Helen Kelly, Beth Tudan and                  Charles County, Washington, D.C. and Stafford County. Falls
Church City, Fauquier County, Loudoun County, and Manassas
Sarah Mayhew.
City, have the longest school day in this area: six hours and 45
minutes, for a weekly total of 33 hours and 45 minutes.
Standard School Day
Most elementary school students in Fairfax County attend school
for 30 hours and 50 minutes per week. From Tuesday through             In 2006, the Virginia Board of Education adopted revised
Friday, most students are in school six hours and 35 minutes           Regulations Establishing Standards for Accrediting Public Schools
per day; others are in school for six hours and 40 minutes. On         in Virginia. These revisions added the words "and recess" to the
Mondays, these students are in school either four hours and 30         section on the standard school day: "The standard school day for
minutes or four hours and 10 minutes. The early dismissals on          students in grades 1 through 12 shall average at least 5-1/2 hours,
Mondays are designed to allow teachers to have time for individual     excluding breaks for meals and recess, and a minimum of three
and collaborative planning as well as in-service training.             hours for kindergarten."
According to Superintendent of Public Instruction Billy K.
Cannaday, Jr., this change "clarifies that recess is not part of the
instructional program and is not counted as instructional time."2
Another regulation (8VAC 20-490-30) states that the local
school board may approve occasional shortened days for staff
development, conferences, planning, and other activities, provided
that no more than one day in each five-day week may be shortened
to no less than four hours. "The student day here described shall
be considered a minimum day rather than an optimum day; a
longer student day is encouraged to accommodate the instructional
program and student needs."
To average a 5 ½ hour school day, the weekly program hours
must be 27.5. Adding a 30 minute lunch period totals 30 hours per
week.3 At the time the clarified language explaining recess went
into effect September 7, 2006, most Fairfax County elementary
school students were in school for only 30 hours and 30 minutes
per week. So if the schools were following the state rules, the
students would have had only six minutes of recess per day.
Thirty hours and 50 minutes per day would be the equivalent of         In 2007 Fairfax adjusted many bell schedules so that all 123
six hours and 10 minutes per day if it were evenly distributed each    schools that had early dismissal on Mondays had 30 hours and
day. This is the amount of time Prince George's County students        50 minutes per week in school, enough time to allow 10 minutes
are in school each day. The other school districts in the Washington   of recess per day.
metropolitan area give students more time in school, as shown in       Recess
Figure 1, Student Hours per Week. 1 Arlington County, which has
early dismissal for elementary school students on Wednesdays,          The Virginia Administrative Code states that "Each elementary
gives students a total of 31 hours and five minutes per week. Prince   school shall provide students with a daily recess during the regular
www.lwv-fairfax.org
EF-2                     The League of Women Voters of the Fairfax Area Education Fund                                    March 2010
school year as determined appropriate by the school." 4                do not meet the new goal for physical fitness time established
March 27, 2008. Under the provisions in the Code of Virginia,
"Recess" means a segment of free time exclusive of time provided       effective July 1, 2008, local school boards shall implement a
for meals during the standard school day in which students are         program of physical fitness available to all students with a goal of
given a break from instruction. 5                                      at least 150 minutes per week on average during the regular school
Four years ago, the School Health Advisory Committee (SHAC)            year. This may include any combination of physical education
for Fairfax County Public Schools pointed out that FCPS does           classes, extracurricular athletics, or other programs and physical
not have a policy or regulation that addresses recess. SHAC            activities deemed appropriate by the local school board.10
recommended that FCPS develop a regulation "that specifically          Adding 50 minutes of recess per week to the typical 60 minutes
addresses elementary school recess and provides guidance for           per week of PE gives 110 minutes of physical activity per week;
implementing the state administrative code in a consistent manner      40 minutes less than the amount required. Schools that offer 90
in all schools."6                                                      minutes of PE per week would be only 10 minutes short of the goal.
Instructional Hours                                                    When asked about the goal of 150 minutes of physical activity per
week, Ms. Payne said that while FCPS does not currently require
Core Discipline                                                        this, schools use a combination of physical education instruction,
Andy Camarda, the Fairfax coordinator of elementary instruction,       recess and before and after school activity-based programs.
says that 76 percent of the school day is devoted to the core
curriculum.7 He says that principals are given recommended             Library: The majority of schools have open library, according
time allocations for these subjects, totaling 21 hours per week.       to Mr. Camarda. The classroom teacher usually stays with the
Ten hours per week should be devoted to language arts. Of the          students when they are in the library. Library media specialists
two hours per day devoted to language arts, at least 90 minutes        help classroom teachers identify books and other information
of that time should be uninterrupted. One hour per day should be       sources to help with topics being covered in the class.
devoted to math.                                                       Guidance Counselors: In addition to coordinating student
Four hours per week should be devoted to social studies, with one      services in the school and consulting with parents and teachers, the
of those hours integrated with language arts. At least four hours      elementary school counselor also conducts guidance lessons.
per week should be devoted to science, with at least one hour          Band, String and Choral Programs: String orchestra instruction
integrated with language arts.                                         is offered to fourth, fifth and six grade students. Band instruction
"Pressure to meet the NCLB requirements in language arts and           and large group choral rehearsal is offered to fifth and sixth grade
mathematics may be causing a reduction in the amount of time for       students. Instrumental music students receive a minimum of
science," according to the science narrative presented to the school   one 45-minute lesson each week during the regular school day.
board recently. "Teachers are increasingly challenged to balance       Advanced band and strings students periodically receive additional
all curriculum areas during the course of the school day."8            instruction in an ensemble.
"It goes a lot to time, certainly time issues and how much time is     Gifted and Talented: The school-based gifted and talented
dedicated to instruction," Assistant Superintendent Peter Noonan       program provides learning activities for all students in grades
told the School Board meeting, "We do provide standards to our         K-2, and some are also given differentiated services with more
schools—we are not necessarily seeing a fidelity to that."             challenging content. In grades 3-6 the GT resource teachers
collaborate with classroom teachers to design differentiated
Non-core Disciplines                                                   lessons to "study sophisticated and complex content through
Music: All schools provide a minimum of 60 minutes per week            extensions of the FCPS Program of Studies." 10
for music instruction by a specialist in grades 1-6. Some schools      English for Speakers of Other Languages (ESOL): Students
provide 90 minutes per week.                                           who have a language other than or in addition to English spoken
Art: Art teachers spend 60 minutes per week in each class in           in the home (language minority students) must have their level
grades 1-3. For grades 5-6 the art teacher teaches an 80-minute        of English language proficiency assessed, as required by federal
class every other week.                                                guidelines. Students with limited English proficiency (LEP) must
be provided with assistance in learning English and performing to
Physical Education (PE): Fairfax County requires all schools to        their full academic potential. In FCPS, ESOL services are provided
provide at least 60 minutes of PE instruction by a specialist each     as an integrated part of classroom instruction. English instruction
week. Some schools provide 90 minutes per week. The National           that is integrated with content instruction is more meaningful and
Association for Sport and Physical Education recommends that           effective. Therefore, the instructional goal is to teach challenging
schools provide 150 minutes per week of instructional PE for           academic content with differentiated support that provides a
elementary school children. According to Elizabeth T. Payne,           context for learning. Elementary ESOL teachers provide services
K-12 Coordinator for Health, Family Life Education and Physical        to ESOL students through two methods:
Education, Fairfax County elementary schools do not have enough
gym space for such an expanded schedule. 9                             In-class support – ESOL teachers work collaboratively
with classroom and other teachers and staff in the student's
Physical Activity Goal: Most Fairfax County elementary schools
March 2010               The League of Women Voters of the Fairfax Area Education Fund                                             EF-3
classroom.                                                             intermissions or other contractual obligations."
Small group support – ESOL teachers work with small groups             In Fairfax County, most teachers have a 7.5-hour work day with a
of students (both inside and outside the classroom) to provide         30-minute lunch break. Other school districts with these contract
targeted support to ESOL students.                                     hours include Arlington County, Charles County, Washington,
D.C., Falls Church City, Fauquier County, Prince George's County,
Other teachers in the elementary schools include special
and Stafford County, as illustrated in Figure 2, Teacher Hours
education teachers, reading teachers, speech and language
per Week. Other Washington metropolitan area school districts
teachers, and school-based technology specialists.
have contract hours ranging from seven hours (Loudoun and
Foreign Language in Elementary School (FLES): Although                 Prince William), to 7.25 hours (Alexandria City), to eight hours
Superintendent Jack Dale had proposed eliminating the Foreign
Language in Elementary Schools (FLES) program, the School
Board voted February 4 to maintain this program in 31 schools
with 16,533 students. FLES is included in the advertised budget
for FY 2011 at a cost of $2.8 million.
The FLES teacher comes into the classroom twice a week to
team teach with the classroom teacher. For 30 minutes, the FLES
teacher presents foreign language lessons that are integrated with
the curriculum. Therefore, it is not an interruption to the ongoing
class work, according to Paula Patrick, the FLES coordinator in
the Office of World Languages. 11
Partial Immersion Foreign Language: There are 13 elementary
schools that offer partial immersion classes in Spanish, French or
Japanese to students who choose to participate. The target language
is used in teaching science, math and health lessons. The partial
immersion program currently serves 3,369 students at a cost of
$2.1 million.
The Kindergarten Student Schedule
One-quarter of the elementary schools offer half-day kindergarten.
Students are assigned to a morning or an afternoon session based
on the location of their home or day-care provider. If parents
request the other session, they may be required to provide their
own transportation to and from the school.
(Manassas City and Montgomery County). In Anne Arundel
Full-day kindergarten has expanded to cover the rest of the schools.
County there are 37.5 hours per week in the standard teacher
Full-day students have a lunch period. "The ratio of transition
contract. "The 'normal' workday is 7 hours with the remaining 2.5
time (arrival and opening, cleanup, and departure) to class time
hours per week used for meetings or other activities as directed by
is reduced so there is more instructional time. However, the
the principal in consultation with the Faculty Advisory Council,"
objectives in the Program of Studies are the same in both full-day
according to Oscar N. Davis, the director of employee relations.
and half-day programs. 12
Elementary school classroom teachers have planning time when
The half-day kindergarten classes have 90 minutes of music and
their students have physical education, music, and art. This
PE each week, with at least 30 minutes of each subject. The full-
planning time is often called TTT or Time to Teach. The total
day kindergarten classes have a minimum of 60 minutes of PE
amount of time students spend in music and PE combined ranges
and 60 minutes of music each week, a total of two hours. Some
from two to three hours per week. The amount of time in art ranges
schools have up to three hours. The full day kindergarten students
from one hour per week to 80 minutes every other week.
have the same art schedule as grades 1-3: 40 or 45 minutes per
week. The half-day kindergarten classes have one 45-minute             Librarians and other certified personnel may also be assigned in a
lesson every other week.                                               manner that provides planning time to the classroom teacher.
The Teacher Workweek                                                   Monday Planning Time
The length of the work day for employees shall be determined           Since 1972, elementary school teachers in Fairfax County have had
by the School Board according to state law. "It shall be of            two hours on Monday afternoons for individual and collaborative
sufficient length to allow for the daily program for students          planning. Students are dismissed two hours early. The value of this
and additional time as may be necessary for such activities as         block of time is often stressed by teachers. In 1990, Mark Glofka,
planning, preparation, meetings, workshops, conferences, meal          first vice president of the Fairfax County Federation of Teachers,
EF-4                     The League of Women Voters of the Fairfax Area Education Fund                                   March 2010
said, "For the sake of school quality, for the sake of our children,   Extended Contracts
we must KEEP EARLY CLOSING, the foundation for the
The budget for Teacher Leadership extended contracts was $3
exceptional quality of Fairfax County's elementary program."14
million in FY 2010. Teachers in nine schools were awarded
"For a brief but important two hours a week, Fairfax County            203-day, 208-day, and/or 218-day extended contracts. Each of
teachers have been able to escape their isolations, and learn          the remaining 188 schools and centers received two 203-day
from each other," Mr. Glofka said. "I have taught in other school      extended contracts. The FY 2011 budget eliminates the teacher
systems, and I can tell you that early closing is a major factor in    leadership funds. Schools that are eligible for Title 1 funds have
the success of our elementary program."                                some flexibility about whether to use some of this money for
extended contracts
The School Year                                                        Extended Learning Programs
Students                                                               In 1994, the National Education Commission on Time and
Learning called for an unprecedented effort to provide more time
Virginia requires a standard school year of 180 instructional
in school. "Common sense suffices: American students must have
days. Fairfax County schedules 183 days to allow for three days
more time for learning," the report stated. "The six-hour, 180-day
of inclement weather. When severe weather conditions or other
school year should be relegated to museums, an exhibit from our
emergency situations have resulted in the closing of a school or
education past."15
the schools in a school division, teaching days need to be added to
the school calendar or the school day lengthened so that students      The commission praised Thomas Jefferson High School
meet the minimum 990 teacher hour requirement. If the length           for lengthening the school day by one period, during which
of the term of any school or schools in a school division is less      students participate in activities or related coursework such as
than 990 teaching hours in a school year, the amount paid by the       tutoring, laboratories, or guidance activities. "The selectivity
Commonwealth from the Basic School Aid Fund will be reduced            of the school—and corporate sponsorship of state-of-the art
unless a waiver is granted by the Virginia Board of Education.         technological environments in areas such as optics, energy
Teaching hours do not correspond to the bell schedule hours since      systems, telecommunications, biotechnology, and industrial
lunch and recess are not included in the total.                        robotics—makes it easy to overlook the school's schedule as a
factor in its success."
That year the Fairfax County School Board created the Task Force
The standard teacher contract is for 194 days. This year these
on Time and Learning to study the restructuring of the elementary
teachers started the school year August 31. During the year they
school day and week, lengthen the amount of instructional time
have 10 work days and two in-service days for courses or training
available for elementary school students, and explore the potential
when students are not in school.
advantages and costs of a longer or differently structured school
Summer School                                                          year on learning opportunities for students.16
The School Board voted February 4 to approve an expenditure of         The final report of the task force was presented at a May 2, 1996,
$5.5 million for the Extended School Year (ESY) Summer Program         meeting of the school board's instruction committee. The task force
for special education students whose Individualized Education Plan     proposed that each elementary school should be given the option
calls for this. There is no charge to parents for ESY services and     of voluntarily choosing whether to provide a full-day on Monday
transportation since the Individuals with Disabilities Improvement     for students and additional resource teachers for the school. A
Act mandates a free, appropriate public education.                     school that decided to provide the additional time for the students
would then decide which types of resource teachers to hire for the
The summer school program was redesigned in FY 2009 to save
total of two extra hours per week. Schools would have the option
money and be more efficient. The length of the program was
to choose additional instruction above the mandated amounts for
reduced and students attended classes at their base schools. The
music, PE or art. They could also choose resource teachers for
budget for FY 2011 eliminates general education summer school
reading, math, science, a foreign language, computers, health, or
for a savings of $6.3 million.
other subjects.
"A task force has been formed to determine the feasibility of         Each participating school would also provide a minimum of
continuing to offer tuition-based, self-supporting programs            five hours of planning time per week within the student day for
such as the Institute for the Fine Arts, Tech Adventure, and the       every full-time teacher, with a minimum of two of the five hours
summer program at Thomas Jefferson High School, as well as             provided for grade-level or team planning. The task force did
credit recovery for seniors," according to the proposed budget.        not attempt to estimate the number of schools that might choose
Tuition revenue of $0.8 million is budgeted for tuition in the self-   to implement the 6.5-hour uniform elementary school day, but
supporting programs.                                                   noted that if 134 schools adopted it, costs could cost in the range
of $11-13 million per year.
March 2010               The League of Women Voters of the Fairfax Area Education Fund                                                 EF-5
The School Board did not hold public hearings on this proposal or      Monday afternoons, the staff members have an eight-hour contract
place it on the new business agenda of a regular meeting. However,     day, which provides planning time before and after the student
three years later the board approved a different program model         day. Teachers at Thomas Jefferson High School are the only
that was more expensive per school but limited to only 15 percent      other teachers in Fairfax County with an eight-hour contract. The
of the elementary schools.                                             salaries of these contracts for new teachers are shown in Figure
3, Beginning Teacher Salaries (with BA).
Project Excel                                                          A report on seven of the Excel schools that either met or exceeded
Since 1999, 16 elementary schools have provided full-day               their annual schoolwide achievement index (SAI) goals, listed the
Mondays for students. They were among the 20 schools selected          following successful practices:
for Project Excel, which had a goal of providing additional time           "Setting the tone for student success by creating
for learning and an enhanced academic program. These schools,              a positive learning environment; identifying a
which then had the highest proportion of language minority                 schoolwide vision for improving student achievement;
students and students from low-income families, were the first             analyzing test data to determine program strengths
schools in Fairfax County to be given full-day kindergarten. (The          and weaknesses; assessing student progress and
budget for full-day kindergarten was moved out of the Project              matching instruction to identified needs; targeting staff
Excel budget when more schools were given this program.) The               development to expand teacher expertise; focusing
instructional staff members of these schools were given a choice           on instructional techniques and content; organizing
of three models for extended learning: a modified calendar with            resources and schedules to support instruction; [and]
extended school year, elimination of Monday early closing with             preparing students for testing by teaching test-taking
an extended teacher contract, or an individual school model with           skills." 18
two hours of additional instruction in core subjects.
Changes in FY 2010
Modified Calendar                                                      Last year, the term "Project Excel" was dropped. Most of
components of the Project Excel program were included under
Four schools chose a modified calendar, which is often referred        the newly named "Extended Learning Program." There were 11.5
to as the year-round calendar or extended school year. They            positions for curriculum teachers that were eliminated for a savings
followed the 45-15 model, in which school is in session for 45         of 1 million dollars. The extended contracts were maintained.
days (9 weeks) and then students are on a break for 15 days            The modified calendar schools were also included in this budget
(three weeks). Timber Lane Elementary School had switched to           category. The total cost for the Extended Learning Program in the
this schedule three years earlier. For the past few years, seven       FY 2010 Budget was $3.5 million. Offsetting revenue totaling $1.8
elementary schools have used a modified calendar. This year,           million was funded from Individuals with Disabilities Education
these schools started their school year July 31. After nine weeks      Act under the American Recovery and Reinvestment Act of 2009
of class, students had an optional two-week intersession, which        (ARRA). Therefore, the net cost in the budget was $1.8 million.
is devoted to remediation, enrichment or acceleration. There is
no change in the teacher contract length, but the contract year is     Additionally, $4.9 million was funded through Title I, including
extended over 11 months, with breaks for teachers during student       Title I funding from ARRA, and is reflected in the Grants and Self
intersessions. To save the $2.7 million cost of this program, it was   Supporting Fund. Therefore, total amount spent on the Extended
eliminated for FY 2011.                                                Learning Opportunities Program was $8.4 million. For the old
Project Excel, the amount was $5.8 million and for modified
calendar the amount was $2.6 million
Full Day Monday
Plans for FY 2011
Sixteen schools chose to provide a full-day Monday for the students.
Pine Spring Elementary School chose the individual school model,       Superintendent Dale's proposed budget recommended eliminating
providing a full-day Monday for students and additional special        $1.3 million for the portion of the Extended Learning Program
teachers to supplement classroom instruction. The school "offers       known as Excel. Daniel Storck, (Mt. Vernon) proposed an
an inclusive learning environment that combines specific blocks        amendment to restore this funding. The amendment failed. He
of time for small group and individualized instruction with team       later offered an amendment to add funding of $1.3 million for the
teaching by the special and regular education teachers in the          superintendent to begin implementation of the School Support
classroom setting." 17                                                 Composite Index, subject to review and approval of the Board.
One half of the SSCI is based on demographics (students on free
Fifteen of the schools that chose to provide a full day Monday         or reduced lunch and English Language Learner students) and the
for students chose to have an extended contract for teachers,          other half is based on students who did not pass SOL reading or
counselors, librarians and instructional assistants. Under this        math tests and the gap between the pass rate in reading and math
program, the instructional staff members work for an additional        of black and Hispanic students compared with white and Asian
half hour each day and have an additional 7 percent added to their     students. This passed 10-1, with James L. Raney (at-large) voting
salary. Instead of having a two-hour block of planning time on         against the motion.
EF-6                     The League of Women Voters of the Fairfax Area Education Fund                                         March 2010
For the past decade, Fairfax has provided extended learning
opportunities for a fraction of its schools. The modified calendar
has already been cut for the next school year. Thomas Jefferson
is now the only school in Fairfax County with an extended school
day that is not threatened by budget cuts. There is a possibility
that some or all of the schools with full day Mondays will switch
back to an early dismissal schedule next September.
Expansion of full-day kindergarten to more schools has ceased,
and existing programs may be changed back to half-day schedules
if further budget cuts are made. Elementary band and strings,
Foreign Language in Elementary Schools (FLES), and foreign
language immersion are also in danger of being eliminated
when the School Board votes for the Approved Budget May
20. Superintendent Dale recently told the school board that the
Leadership Team examined the budget line by line to decide
whether to keep a program, eliminate it, or redesign it to be more
efficient. Efficiency is a measure of time as well as cost. It is just
as important to examine every hour in the school program as it is
to examine every dollar.
At the February 4 meeting, the School Board did not discuss the
larger portion of the funding for the Extended Learning Program        1
Information for all three figures in this report was derived from either
that is currently funded by Title 1 and ARRA. However, at the          the Washington Area Boards of Education FY 2010 WABE Guide or
School Board's budget work session held January 28, Deputy             websites of school districts, or phone calls or e-mails to school district
Division Superintendent Richard Moniuszko said that the                offices.
leadership team had met January 26 to consider the proposals           2
Billy K. Cannaday, Jr., SUPTS. Memo No. 180, 8, Sept 2006, p. 4.
presented by the principals of the schools with full-day Mondays.      3
Virginia Fitz Shea, testimony to the Fairfax County School Board, 26
He presented a chart showing that Fort Belvoir, Halley, and            April 2007.
London Towne are planning for transition without ARRA Title
Title 8 of the Virginia Administrative Code, Section 20-131-200.
Extracurricular and other school activities; recess.
1 funding. Of the remaining 13 schools that would have some            5
Title 8 of the Virginia Administrative Code, Section 20-131-5.
ARRA funding for FY 2011, four principals would like to maintain       Definitions.
full-day Mondays, while reducing the teacher workday by 15             6
Fairfax County Public Schools School Health Advisory Committee,
minutes to accommodate a salary reduction of 3.5 to 4 percent.         2005-2006, Annual Report, p. 4.
Nine principals wanted to switch to half-day Mondays: eight of         7
Andy Camarda, personal interview, January 27, 2010.
these principals wanted to have extended day (approximately 15         8
FCPS Attachment 3—Science Narrative, Regular Meeting No. 9,
minutes) for students Tuesday-Friday with a reduction of the salary    December 3, 2009,
supplement from 7 percent to 3.5 percent or 4 percent; one wanted
Elizabeth T. Payne. "Re: Elementary School Schedule Issues." E-mail
extended contracts for intervention with students.                     to the author. January 14, 2010.
http://www.fcps.edu/DIS/gt/school.html
Dr. Moniuszko said that the Leadership Team became concerned           11
Paula Patrick, personal interview, January 27, 2010.
about equity issues arising from a 4 percent salary supplement in      12
http://www.fcps.edu/about/startingschool.htm#typicalday
a year where other people have lost length of contract and there
Oscar N. Davis "Re: Teacher contract hours." E-mail to the author.
is no money for national board certified teachers and other salary     February 9, 2010.
Mark Glofka. Statement to the Fairfax County School Board,
supplements. He also noted that "we ran into transportation issues
with rearranging all those bell schedules for a longer day Tuesday     15
Pioneers of Time, The National Education Commission on Time and
through Friday." Dr. Dale said that many of those principals would     Learning, Washington, DC U.S. Government Printing Office, 1994, p.
want to issue extended contracts, either an early start in August      10.
or after school but not the full 7 percent. "We are better served to   16
Beyond Tinkering: Time and Learning Task Force Final Report to
have all these schools go back to their regular calendar and use       the School Board.
their additional resources to provide additional time for teachers     17
Exceeding the Goals: Gold Award Project Excel Schools, Fairfax
to work with kids." he stated.                                         County Public Schools, 1999-2000, p. 12.
Ibid, p. 16.
So it appears uncertain whether any schools will have full day
Mondays in September 2010.                                             Ed.. Note: Loudoun County is mispelled in the original charts
and we were not able to correct the mistake in our copy.
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text:
Buhari vs Atiku: North yet to take definite stand - Arewa youths
Atiku Vs Buhari
Atiku and Buhari
As permutations continue on the coming major contest for the presidency between incumbent President Muhammadu Buhari and Alhaji Atiku Abubakar, a former Vice President, youths in the North say they have yet to take a definite stand on who to support.
Malam Abdul-Azeez Suleiman, leader of the Northern Emancipation Network, said this in a statement issued in Abuja on Wednesday.
Northern Emancipation Network, is a critical partner in the Coalition of Northern Groups that gained popularity last year by confronting the secessionist Indigenous People of Biafra (IPOB).
Suleiman said it was hasty for any group or individual to declare publicly that the Northern block had arrived at a consensus with regards to either Buhari or Atiku.
"Every Nigerian, northerners most especially, know that the factors that will determine 2019 are distinct from those that shaped the pattern of the 2015 elections.
"Unlike the previous contest, 2019 is going to be fought between two northerners of the same religious faith and both of the same Fulani stock.
"What may dominate the debate for 2019 would, therefore, be critical physical and human development issues for the North and integrity to a large extent.
"It is therefore hasty for any individual or group to claim that the North has agreed on a preferred candidate among the two.
"This is not to take away the right of individuals or associations to form opinions in accordance with their personal set of biases.
"The North and those individuals or groups that genuinely aim to promote and protect the collective interest of the region must not be in a hurry.
Atiku sends message to EFCC boss Bawa
Atiku sends message to former Senate President, Anyim Pius
Eid-el-Kabir: Atiku urges Muslims to preach love, peace and tolerance
"They should allow their decision to be informed by the commitment of each of the candidates to the fate of the North," Suleiman said.
According to Suleiman, Buhari and Abubakar must be able to show their scorecards for the Northern youths to take them serious ahead of the 2019 Presidential Election.
This, he said, would determine who the majority of the youths would give the mandate come 2019.
"President Buhari should make a comprehensive and articulate presentation of his efforts for the North in the last three years and the plans he has for the region, if given the second chance.
"On the other had Atiku must give convincing clarifications about the myriad moral bankruptcy issues raised against him as well as make available whatever alternative programme he might have for the region. All these have not been done.
"The fact that both candidates belong to the same old brigade that oscillated the total available activity of the region in one way or the other since independence, makes it more imperative for the younger generations to tread with caution.
"Young northerners who have all along been at the receiving end of every harsh reality should no longer be taken for a ride by staking their fate in the hands of self-appointed regional leaders and sectional elders, who themselves constitute a major hurdle in the path of the region's progress in particular and the country to a large extent.
"To borrow from the words of a second republic politician, we are living today in times of great changes with the old order crumbling past and new systems of life and activity emerging.
"The task before the younger generation is therefore, to understand these changes and utilise them for human progress," he added.
Tags: Arewa youths Atiku Northern Emancipation Network


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Beautifully presented family home in walking distance to Yanchep Beach Primary School.
*King-sized master bedroom with walk in robe, en-suite bathroom with shower, double vanities, stone tops.
Are you interested in buying, renting or investing in Yanchep? Here at REIWA, we recognise that choosing the right suburb is not an easy choice.
To provide an understanding of the kind of lifestyle Yanchep offers, we've collated all the relevant market information, key facts, demographics and statistics to help you make a confident and informed decision.


With a resource like the one I am going to give you today, I am very glad that I posted that information last week about getting more information in less time. Because this week, I am all keyed up to offer you John MacArthur's "The Battle for the Beginning".
Regular readers know that I am a Biblical Creationist and that I reject evolution. (In case you're curious, I reject it on its lack of science as well as believing what the Bible says.) I have stated on occasion how compromising the Word of God with man-made scientific philosophies causes all sorts of problems with other parts of Scripture that cause a need further compromise; a theological "domino effect". John MacArthur covers this, and more. He mentions some of the scientific errors in evolution. (Unfortunately, he touches on some items that I wish he had left alone, but I think they were hot items when this series was delivered in 1999.) My main concern is the authority of the Bible. Are you going to believe God or use ever-changing man-made theories to interpret the Bible?
It is in the best interests of every Bible believer to give "The Battle for the Beginning" a listen. As always, MacArthur's materials are free to listen, free to download or available for purchase.
While looking for images, I discovered that a book version came out, if you're interested. No, I am not getting anything for recommending this.
Looks like another great resource.
It looks to be another of his series?
This may be something I can transfer and use!


barra-brava.org is a website that ranks 14,123,027 in Alexa. barra-brava.org is ranked 707,615 on statisy and has 92 backlinks according to Alexa. The hostname or fully qualified domain name (FQDN) barra-brava.org is identical to the domain name barra-brava.org. The domain is registered under the domain suffix org and is named barra-brava. The barra-brava.org Server is hosted by Cogswell Enterprises Inc. and is located in United States (Illinois). barra-brava.org is not listed in the dmoz open directory project.


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Uranus is at the end of his time in your love sector, leaving in March 2019. He's been in your love sector for almost a decade, and what you've wanted in love, from the people you love, and what you love has likely undergone some major changes. You can focus on any additional changes you want to make in your love relationships at the start of the year with Mars also in your love sector to kick the year off to mid-February, and you can find new love in new ways.
Mars is in your relationship sector April through mid-May, and this helps you to get focused on commitment, and get serious about your relationships after releasing the erratic Uranus energy. You can be open to compromise and work to keep the peace in your relationships. If in a relationship, you can strengthen the commitment you have to your partner, and may think about taking things to the next level. If single, you can focus on finding someone who will be serious about the relationship quickly.
Mars is in your intimacy sector mid-May through June, and you can share more, and want to strengthen emotional bonds with the people you care about most. You can be much more serious about your relationships, and demand that in return. A solar eclipse occurs in your intimacy sector July 2nd, and you can open up even more with the people you're closest to. But the second half of July, Mercury will retrograde (appear to move backward) in this sector, and you can struggle with a close relationship, or feel that you're not as close with someone as you want to be. It can be a good time to work on intimacy issues, or to see the return of an old lover.
Uranus moves into your work sector in March, to stay for almost a decade, and during this time, you can experience changes in your work life. You may decide you want to pursue a radically different kind of work, demand more autonomy in your work, want a change in your work environment, experience changes with the people you work with or for, and you may want work that keeps your interest, which can be difficult as your interests can become more varied. Give yourself lots of space to experiment, if you can. You can start to feel this kick in with Mars in your work sector mid-February through March, and you can be driven to pursue new work opportunities and push yourself outside of your work comfort zone.
Mars is in your career sector mid-August through September, and you can feel more ambitious and driven, focused on your long-term plans, and want to make sure that you're on the right path. You can hit your stride or hit a high point, and can see the culmination of something you began 1 - 1 ½ years ago. You can be disciplined and focused, and can take on more responsibilities.
Pluto and Saturn remain in your money sector all year, just like 2018, so you can continue to focus on transforming your connection to money, your approach to your finances, and your attitude toward wealth. You may struggle at times with feeling like you don't have enough, even if you do, and there may be lessons to be learned. You can get some good money energy with the solar eclipses in your money sector January 5th and December 26th, and this can be helpful for pursuing money opportunities. A lunar eclipse occurs in this sector July 16th, and this can be a good time to eliminate financial blocks and issues.
Neptune remains in your home and family sector all year, and you can continue to focus on improving your spiritual connections with your family and your home base. You want a home base that fulfills you spiritually and allows you to tend to your soul needs, and you can be more compassionate, understanding, empathic, and sacrificing with your family. Mercury retrogrades in this sector in March, and you may experience issues at home or with family that need to be addressed, and they can be minor things like a broken pipe or something larger. Try to trust your instincts with figuring out how to deal with it.
Mars is in the sector ruling your children to start the year to mid-February, and Uranus is in this sector until March, so if you have children, they may require more of your attention at the start of the year. They may get recognition for something, need your help with something, or act more rebelliously and require more patience from you.
A lunar eclipse occurs in the sector ruling your higher mind January 21st, and this can be a good time to focus on finishing learning something, or finishing teaching something, or finishing writing or speaking about something. You can wrap things up and feel it's time to move on to something else. Mercury retrogrades in this sector the first half of July, and you may feel like you need to go back and go over something you may have missed, and it might be a good time to consider going back to school or re-taking a course in something. Mars is in this sector July through mid-August, and you can have more energy and drive for expanding your mind and having new experiences that you can learn from coming out of the retrograde. You can be more optimistic and focus on the bright side of life.
Mercury retrogrades in the sector ruling your subconscious mind the first half of November, and this may bring out some subconscious issues, motivations, or desires that you need to address, some baggage you need to let go of, or some past issues that require more attention. Mars is in this sector mid-November to the end of the year, so you can come out of the Mercury retrograde ready to do some deep-cleaning of your subconscious, as well as your physical life and soul, and release what's been holding you back so you can kick off 2020 with greater zeal.
Jupiter, your ruler, is in your sign for most of 2019 (until December), and this gives you a great shot of beneficial Jupiter energy, something you'll likely need to help you manage the restrictive energy of Pluto and Saturn. With Jupiter, you can be more optimistic, open to opportunities, create opportunities for yourself, and believe anything in possible. You can feel that some things work out in your favor without pushing too hard, and you can focus on trying to expand your life in new ways and explore. It can be a great year for learning, teaching, writing, speaking, travel, and a little adventure. This is the start of a new 12 year cycle, so make the most of it!


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text:
Senators return from all-star break, top Richmond
by: Damon Turbitt
Posted: Jul 12, 2019 / 10:57 AM EDT / Updated: Jul 12, 2019 / 10:57 AM EDT
The Senators began their post all-star break run on a positive note on Thursday night, taking down Richmond 7-2.
by CHRIS LEHOURITES, Associated Press / Jul 18, 2019
PORTRUSH, Northern Ireland (AP) — The excitement that always surrounds Tiger Woods even brought out the hired help near the fourth hole at Royal Portrush.
They couldn't help his sore back, or his soaring score at the British Open.
by DAN GELSTON, Associated Press / Jul 18, 2019
PHILADELPHIA (AP) — Bryce Harper tied the game in his Phillie Phanatic headband with an RBI single and Rhys Hoskins ripped a two-RBI single in the seventh inning to rally the Philadelphia Phillies to a 7-6 victory over the Los Angeles Dodgers on Thursday.
All eyes have been on Harper this season since he signed a $330 million, 13-year free-agent contract before the season. Harper ingratiated himself with his new team on opening day when he wore Phanatic cleats . He took Phanatic fashion to the next level when he wrapped himself with a headband that comically sported the mascot's oversized eyes on top of the slugger's own. Phillies fans went wild in the seventh when Harper's helmet flew off on a headfirst slide into second on the tying hit, the furry Phanatic mascot taking top billing under the cap.
by JIMMY GOLEN, Associated Press / Jul 18, 2019
BOSTON (AP) — That was a relief.
And not a bad start, either.


text:
AIM Academy Innovative Teaching, Fearless Learning
Grounded in the science and research of language-based learning differences, AIM Academy's commitment to academic excellence and the belief that each student's strengths should be encouraged to flourish has made it a leader in the field for students who learn differently.
Quotes from the Experts
Why AIM?
Equity & Diversity Statement
AIM in Video
AIM in the News
This is AIM Academy.
Explore our Website.
Attend an Open House.
Discover if AIM is right for your child.
Discover AIM - What Our Students Say
The academic programs at AIM Academy are individualized, evidence-based, and innovative and are designed to spark student curiosity and enthusiasm.
Lower School (Grades 1-5)
Arts at AIM
Technology@AIM
After AIM
Members of the Tri-County Independent School League, students at AIM Academy select from a broad offering of competitive team sports, individual sports and intramural sports.
Interscholastic Sports Teams
Fitness and Wellness Programs
Facilities and Directions
About the Wolf Pack
AIM Academy promotes an atmosphere of social and community engagement through a diverse array of extracurricular activities, travel opportunities, community events and service learning projects.
AIM Lunch Program
AIM Care
AIM Parents Committee
Community Connect Series
AIM Store
Parent Talk on Sexually Healthy Relationships
AIM College Panel RSVP
AIM Academy's Integrated Services team includes in-house School Psychologists at every division, Occupational Therapists, Speech and Language Pathologists and a facility dog to support students, teachers and families.
Tutoring Center
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Support AIM
We are grateful for your continued commitment to AIM. This spirit of generosity has a profound impact on each and every AIM student. Our students, alumni, parents and faculty thank you for your support!
The AIM Fund
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The Academy In Manayunk (DBA as AIM Academy) is a registered 501(c)(3) not-for-profit organization. Federal Tax ID# is 01-0849648. Contributions are tax deductible as allowed by law.
Dear Students and Parents,
Whether you are new to the AIM family or a fixture in our community, I hope you'll find the information on these pages helpful. AIM is a special place, one that I have come to love with all my heart over my six years here. The students in our Upper School represent some of the brightest, most compassionate, creative, and curious individuals I've ever worked with.
Those of you familiar with our program can attest to the fact that we unleash remarkable talent in our students every day. Walking the halls of our Upper School are future engineers, lawyers, musicians, teachers, journalists, producers, chemists, and artists. Many of our students spend their summers participating in prestigious intern programs and their after-school hours taking college courses. From the stage to the trails, from the student lounge to the maker space, our students are bursting with ideas. They continually serve as a source of inspiration, astonishment, and plain old fun for me and the rest of the faculty.
If you are new to AIM or thinking about joining our community, I encourage you to peruse the many pages available here about our Upper School. Our teachers are not only experts in their content area, but also acutely aware of the learning sciences. The Upper School faculty works tirelessly to make sure that all students are given constant opportunities to learn. They adeptly manage the onerous task of developing curricula based on high, college-preparatory standards, while simultaneously supporting the individual needs of each student in the classroom.
If you can't find answers here, I'm only a phone call away. I always enjoy a chance to connect with the many members of AIM's community.
Alli Williams
Motivated Students Find Their Path to College
Enter AIM's Upper School and you find yourself in a vibrant learning community full of motivated teenagers being guided by a passionate faculty. Many of our students never saw college as a possibility until they came to AIM. Their true gifts and talents lay untapped in their former schools, but at AIM every student blossoms and realizes his or her full potential. The list of colleges accepting AIM students is long an impressive totaling almost 100 schools for the Class of 2018 alone.
Upper School students engage in cultivating the skills necessary to excel in the 21st century. Our students think globally, make connections, create and collaborate every day through meaningful, interactive, research-based experiences. AIM's coursework is rich, challenging, and prepares every student for college. From the first day of freshman year, our students explore interests, passions, and talents in order to discover their post-secondary path. As a college preparatory school, each student investigates future careers and aligns his or her coursework, electives and college pursuits to meet those goals using our Four Threads to the Future curricular framework.
Regardless how innovative and exciting they are, we believe that there is more to life than what happens in a classroom. We recognize the role of the Arts and Technology in deep and meaningful learning. Therefore, our students spend just as much time in their Arts, Robotics and Entrepreneurship electives as they do in Math. We know that a healthy life involves activity and we are proud that more than 95% of our students participate in after-school Athletics, Arts or Drama.
AIM Academy
1200 River Road, Conshohocken PA 19428
215-483-aim1 (2461)
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AIM Academy is a coeducational, independent school located just outside of Philadelphia, Pennsylvania, dedicated to providing extraordinary educational opportunities to children in grades 1-12 with language-based learning disabilities such as dyslexia, dysgraphia, and dyscalculia. Our rigorous, academic elementary, middle and high school programs, taught by experienced and creative faculty, incorporate evidence-based interventions in an arts-based learning environment that is college preparatory in scope and sequence. Our programs are designed to foster self-esteem and social responsibility both in the classroom and through our comprehensive athletics, extracurricular and summer enrichment programs. AIM, with its AIM Academy and AIM Institute, is an education partner in the Haskins Global L2 (Language & Literacy) Innovation Hub with Haskins Laboratories, formally affiliated with University of Connecticut and Yale University. The AIM Institute for Learning & Research™ was created as a center for educational excellence and professional development disseminating to area educators the latest research, technology, and best practices in the fields of learning disabilities, dyslexia and literacy, including Wilson Language Training® and Orton-Gillingham.
© 2015-2019 Academy in Manayunk


Like most theater companies, the Salt Lake Acting Company was racking up huge monthly power bills to run their operation. Powering 200 high intensity lighting instruments in addition to their historic 14,000 sq. ft facility was costing the theater company $1,800 – $2,500 each month. When Creative Energies alerted SLAC to the opportunity to apply for a Blue Sky grant through Rocky Mountain Power to cover the cost of a solar electric system, they were intrigued.
Since their beginnings in 1970, the company has sought to address contemporary issues in the work they do on stage. The prospect of generating clean solar energy to offset a large portion of their monthly bills appealed to them not just for the financial savings, but because it aligned with their purpose of providing thought-provoking inspiration to the community.
With Creative Energies help, SLAC applied for and was awarded a $75,000 grant, which paid for the entire system cost of their 22.02 kW array consisting of sixty-three REC 20 watt panels. The system is expected to reduce SLACs annual electricity costs by 30%.
SLACs theaters are located in a historic 1896 building in the Marmalade Hills District of Salt Lake City. Creative Energies worked closely with the Utah Heritage Foundation to ensure that the solar installation would not compromise the historic nature of the theater building. "(The solar array) blends in beautifully with the building, comments SLACs executive producer Kevin Myhre. We just got a new roof, and there is little tone change from roof to panel. (Its) kind of like contemporary furniture working with historic furniture. It merges beautifully.
True to form, the theater company is using their solar project as an opportunity for community outreach. They look forward to hosting educational events to teach local elementary and high school children about the benefits of solar energy.


Scribe on Clarence, where convenience is just minutes away. Combining stunning architecture, thoughtful design, and luxury in one of Brisbane's most highly regarded city fringe suburbs.
Located in the heart of Indooroopilly, one of Brisbane's most picturesque residential pockets, and only minutes from first-class shopping, dining and entertainment, Scribe provides the ultimate in convenience and lifestyle. With its cosmopolitan mix of students, young couples and families, high income professionals and retirees, Indooroopilly is undoubtedly one of Brisbane's premier city fringe locations.
At just under 6km drive to the Brisbane CBD or 10 minutes on an express train, Indooroopilly's handy location and diverse employment and education options make it highly popular with a wide range of residents, including students, professionals and young families.


When you think of Latino thrash, your thoughts inevitably stray in the direction of underground forces such as Brujeira and Suicidal Tendencies as well as giants of the scene such as Sepultura and Soulfly. And, certainly, there are parts of this third album from the Virginian combo which are more reminiscent of the former two acts, as well as brief touches of Max Cavalera's current combo.
Overall, Saint Diablo's sound leans more toward taking its influence from Floridian DM exponents such as Death, Morbid Angel and Obituary than the Bay Area, but also possesses a lighter, almost nu-metal touch, which, in places, leads to some confusion for the listener.
Opener '1,000,000 Miles Away', for example, starts out very much in traditional thrash vein, especially in its instrumental section, but the verses and overall vocal delivery veer much into System Of A Down territory, while follow-up 'Artistic Prostitutes' starts of very much in a faux Beastie Boys meets Sum 41 mode, with the rhythm section of Brian Bush and Jeff Randall keeping it very much bordering on thrash while vocalist Tito Quinones delivers his vocal just enough contempt for his subject matter to prevent him straying too far onto Fred Durst's patch.
But, then, that's the thing about Latino acts… they have never been afraid to experiment, keeping their Hispanic roots closely interwoven into their slightly left field approach to the metal, and so it is that 'Need Me' has a sort of funky Red Hot Chili Peppers vibe to it, while 'Nothing Left To See' is a slightly heavier almost carbon copy of its predecessor, but with a more aggressive edge and a Trujillo-esque funky bass whump to it.
The inclusion of two versions of 'Watch Me Kill' – a Spanish one and an English one – may seem somewhat superfluous, but I suppose it's about appealing to all audiences while staying true to your roots, and the former version is the more effective, by virtue of coming across angrier and with more honesty in its vocal delivery. When they stick to pure(-ish) thrash, such as on 'PG' (even then Randall manages to sneak in some very jazzy bass runs), 'Smiley Face On The Rocks' and, indeed, 'Watch Me Kill', they do it well, but there's perhaps just a bit too much crossing of genre boundaries to satisfy the purist and a more than enough inconsistency to leave even someone a bit broader minded with the taste of disappointment.
I wanted so much to like this more than I did, but I've ended up sitting on the fence with a 5/10.
'Saint Diablo' is out now on Eclipse Records.