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Virginia college student fatally stabbed near NYC campus
Published December 12, 2019 | By AP
Photo: @Tessa Majors
NEW YORK (AP) — An 18-year-old Barnard College freshman has been fatally stabbed in a park in Manhattan.
"With broken hearts, we share tragic news about the death of one of our students," Barnard President Sian Leah Beilock said late Wednesday in a letter to the campus. "This is an unthinkable tragedy that has shaken us to our core."
The letter identified the student as Tessa Majors and said she was fatally wounded during an armed robbery near Barnard's campus. Barnard College is part of Columbia University.
Police said they responded to an assault report at around 5:30 p.m. and found an unconscious woman, who had been stabbed multiple times. She died at a hospital.
There have been no arrests.
The teen's parents, who live in Charlottesville, Virginia, headed to New York after learning the tragic news, her grandparents told New York's Daily News.
Her grandfather, Andrew Burton, called her "a lovely, lovely girl — very, very smart and sweet."
Isabel Jauregui, a Barnard student who works on the Columbia Spectator campus newspaper, told The New York Times that students were on edge.
Northam seeks more money for Chesapeake Bay, offshore wind
RICHMOND, Va. (AP) — Virginia Gov. Ralph Northam is pushing for more money to help clean up the Chesapeake Bay and promote the state's nascent offshore wind industry.
Northam unveiled part of his forthcoming budget proposal Wednesday that includes $400 million in new money for efforts aimed at cleaning the Chesapeake Bay. That includes upgrading wastewater treatment plans and restoring oyster reefs.
Northam also announced proposed new funding for land conservation and a revolving loan fund to help clean energy efforts.
The governor said he wants to fund upgrades at the Portsmouth Marine Terminal aimed at making Virginia an East Coast hub for the offshore wind industry.
The state's largest electric utility recently announced plans to seek approval to build what it says would be the largest offshore wind project in the U.S. off the Virginia coast.
Report: Virginia Medicaid recipients often use ER for dental issues
RICHMOND, Va. (AP) — A new state report found that many Virginians on Medicaid often go to emergency rooms for dental issues that could have been prevented or treated at a dentist's office. A recently released report by the Department of Medical Assistance Services found that about 16,000 Medicaid recipients visited emergency rooms about 19,000 times in 2018. More than half of those 16,000 were treated for "non-traumatic dental conditions" like tooth aches and loose teeth. The majority of emergency room visits were by adult Medicaid recipients, who do not qualify for preventative dental coverage like children do. Virginia has struggled to contain Medicaid costs, which have increasingly taken up a larger share of the state's budget.
Hotel housekeeper sentenced for taking guest's $35K ring
VIRGINIA BEACH, Va. (AP) — A former housekeeper at a historic Virginia Beach hotel was sentenced this week to 30 days in jail for stealing a guest's $35,000 diamond ring.
Chrystal Monique Gregory, 28, pleaded guilty to grand larceny in August. Prosecutors said she used an employee key to break into an Ohio couple's suite at The Cavalier hotel. Once inside, she entered a master code to open a safe where the victims left the 2¼-carat diamond engagement ring. It featured a platinum and gold band and diamonds encrusted along the centerpiece, an appraiser found.
Police discovered photos on Gregory's phone of the victim's driver's license, which had been in the safe, as well as pictures of other pieces of jewelry taken from the hotel, a police statement of facts obtained by new outlets said. The ring was never recovered, prosecutor's office spokeswoman Macie Allen added.
State sentencing guidelines suggested probation for Gregory, the prosecutor's office told The Virginian-Pilot. She had no prior criminal record.
The theft happened last summer, a few months after the 92-year-old luxury hotel reopened following an $85 million renovation. A marker outside the hotel describes The Cavalier as "emblematic of Virginia Beach's transformation from small town to major resort during the Roaring Twenties."
Bedford County joins list of 2nd Amendment 'sanctuaries'
BEDFORD, Va. (AP) — Another county in Virginia has officially declared itself a sanctuary for Second Amendment rights as Democrats take control of the state government in Richmond.
The Bedford County Board of Supervisors approved the sanctuary resolution Monday night at a meeting attended by more than 1,000 residents.
More than 40 people spoke during the meeting's public comment section, expressing concerns about gun-control bills in the state legislature.
The resolution is not legally binding. But it expresses the board's position that public money should not be used to restrict the Second Amendment rights in the county or to help federal or state agencies in doing so.
Several counties have voted to defend gun rights after the Nov. 5 elections put Democrats in control of the Statehouse. Democratic Gov. Ralph Northam has said his party's leaders will push for gun control measures.
Bedford County sits between Roanoke and Lynchburg.
Virginia gun rights activists vow to fight new restrictions
Published December 9, 2019 | By AP
RICHMOND, Va. (AP) — More than 200 gun rights activists wearing "Guns SAVE Lives" stickers rallied Monday in Virginia, vowing to fight any attempt by the new Democratic majority in the state legislature to pass new restrictions on gun ownership.
The "God. Family. Guns" rally was held just a month before the General Assembly is set to begin a session that is almost certain to include a variety of gun control proposals, including requiring universal background checks for gun buyers, prohibiting the sale of assault weapons and a '"red flag" law allowing police or family members to petition a court to temporarily take away guns from people who may present a danger to themselves or others.
Those who attended the rally said such gun-control measures would do little to reduce mass shootings and other crimes, but instead would punish responsible gun owners.
"Hands off our guns, hands off our rights, and hands off our guns," said Bob Good, a member of the Campbell County Board of Supervisors.
Good said he hoped the rally would send a message to Democratic Gov. Ralph Northam and state lawmakers to stop them from passing laws with "unconstitutional gun restrictions."
The rally was held at the State Capitol as officials in dozens of Virginia counties pass resolutions declaring themselves "Second Amendment Sanctuaries." Good said Campbell County was the second county in the state to pass such a resolution. Since Democrats won majorities in the state Senate and House of Delegates in November, more than 40 localities have voted for sanctuary status, which they say amounts to a pledge to refuse to enforce any unconstitutional gun laws.
Bob Sadtler, 51, of Richmond, said he attended the rally because he treasures the Second Amendment and is concerned that the laws proposed by Democratic lawmakers will hurt legitimate gun owners but do nothing to stop violent crime.
"In America, you do not punish everyone for the acts of the individual," he said. "These bills don't affect criminals. Criminals ignore the law."
Gun-control proposals in Virginia have failed in the past under the Republican-controlled legislature.
Democrats revived their call for gun restrictions in May, after a city employee shot and killed 12 of his co-workers at a municipal building in Virginia Beach. After the shooting, Northam scheduled a special legislative session on gun control measures. Republicans quickly ended the session and accused the governor of trying to use the tragedy for political gain.
Report: Virginia newlyweds badly burned in New Zealand volcano
RICHMOND, Va. (AP) — Relatives of a newlywed American couple are desperately seeking information after learning that the husband and wife were severely burned from a volcano eruption in New Zealand.
Barbara Barham told The Washington Post on Monday that daughter Lauren Urey, 32, and husband Matthew Urey, 36, were on their honeymoon. Barham said the couple from Richmond, Virginia, had plans to visit a live volcano and weren't concerned about possible eruptions.
Barham said she got a call sometime later from Royal Caribbean asking if she'd heard from her daughter. Then Matthew Urey's mother called and relayed a distressing voicemail from her son. Matthew Urey's message said "there had been a volcano eruption and they were burned very bad," Barham said.
"He said he would try to call as soon as he could, but talking and making phone calls was difficult," Barham continued. "His hands were so badly burned it was hard for him to make a phone call."
Tourists had been exploring the moon-like surface of White Island, which is the tip of an undersea volcano. It erupted Monday with a towering blast of ash and scalding steam. At least five people were killed. Eighteen others were rescued. Eight others were missing and feared dead.
According to Barham, Matthew Urey said in his message that he and Lauren were taken to a hospital. The families have heard nothing since then.
"Obviously, I'm panicking," Barham told the newspaper. "I don't know how to act. I feel like I should be crying, but I can't even cry."
Barham said she was "livid" over the fact that people were allowed to visit to the volcano.
James Madison rolls past Monmouth 66-21 in FCS playoffs
HARRISONBURG, Va. (AP) — Ben DiNucci accounted for four touchdowns, Percy Agyei-Obese ran for three and James Madison took a 66-21 victory Saturday in the second round of the FCS playoffs.
The second-seeded Dukes (12-1), whose only loss came in a 20-13 loss at West Virginia in their opener, rolled up 623 yards offense and set a school record for points in a playoff game. James Madison is in its sixth straight postseason and is the only school besides North Dakota State to win an FCS title in the past eight seasons, that coming in 2016.
DiNucci was 21-of-25 passing fro 273 yards and two touchdowns and he rushed for 66 yards and two more scores before giving way to start the fourth quarter. Agyei-Obese scored from 9 yards out and twice from a yard.
The Hawks (10-3), who were on a nine-game win streak this season after a first-round win last week, started the game with a Big South-record 93-yard scoring run by Pete Guerriero on their first play from scrimmage. But 93 yards would be Monmouth's net rushing yardage at game's end. Kenji Bahar passed for 173 yards with a TD and an interception that Charles Tutt returned 79 yards for the game's final points.
Lonnie Moore's 93-yard kickoff return gave Monmouth a 14-7 lead just two minutes later but the Hawks scored just once more to tie the game at 21 to start the second quarter.
James Madison led 38-21 at halftime and 52-21 after three quarters. The Dukes scored nine touchdowns and a field goal on their 10 possessions, not including those that ended each half.
No. 3 Clemson tops No. 22 Virginia 62-17 for ACC title
CHARLOTTE, N.C. (AP) — Trevor Lawrence believes No. 3 Clemson is better than it was a year ago. He and the Tigers will get the chance to prove it in the College Football Playoffs.
Lawrence threw four touchdown passes, three to Tee Higgins, and the defending national champions dismantled No. 22 Virginia 62-17 for its fifth consecutive Atlantic Coast Conference title Saturday night. The Tigers (13-0, No. 3 CFP) won their 28th straight game and become the first program with that many wins in a row in a league title game.
Lawrence said Clemson came out with a fire to finish league play strong.
"I'm proud of the way we handled it. We came out with a fire. And while Lawrence acknowledged the difficulty of comparing last year's group to this one, "the way we're playing, I think we are better," he said.
Maybe good enough to be No. 1?
"I think so. But, hopefully, in a couple of weeks we'll get a chance to prove it," he said.
It would be hard to bet against the Tigers, who easily put away the Cavaliers (9-4, No. 23 CFP) with their dazzling set of playmakers.
Lawrence and Higgins, the game's MVP, headed that list against the Cavaliers.
"We just want to have an opportunity to compete for the whole thing," Clemson coach Dabo Swinney said. "I think we've done enough to get somewhere in that top four, wherever they put us."
Virginia showed off a game plan that caused the Tigers a few early headaches. But Clemson's talent quickly took control on the way to an ACC championship game record for points and yards (619).
"In championship games, you've got to expect some adversity," Clemson linebacker Isaiah Simmons said. And we always say that when adversity hits, you've got to be stronger and stronger."
Lawrence set an ACC title-game record with his four touchdown throws and had 302 yards passing, his second best total this season, and completed 16 of 22 passes before coming out in the third quarter.
Higgins finished with 182 yards receiving yards and the three TDs, both bests in ACC Championship game play.
Travis Etienne had 114 yards, his eighth game over 100 yards this season.
Virginia and Perkins appeared to have a game plan to compete with the Tigers, even without leading receiver Joe Reed out due to injury.
Perkins threw a 20-yard scoring pass to Hasise Dubois to tie it 7, just the second TD pass allowed by Clemson in its past seven games.
Virginia's defense sacked Lawrence twice in the opening half (Clemson had allowed only 11 sacks in the regular season) and Perkins accounted for 177 yards the first 30 minutes — nearly as many as the 194 yards the Tigers allowed in a 38-3 win last week over South Carolina.
But it was impossible to contain Clemson's offense.
"We didn't make enough plays, we couldn't make enough plays," Virginia coach Bronco Mendenhall said.
Higgins had scoring catches of 19 and 7 yards, Justyn Ross went 59-yards for another touchdown (the second longest in ACC Championship game history) and Etienne broke free for a 26-yard touchdown run as Clemson opened a 31-7 lead by halftime.
Perkins, the ACC's leader in total offense, had 324 of the Cavaliers' 387 yards, which were a season high allowed by Clemson's defense this season.
The Cavaliers played without leading receiver and the ACC's top kick returner in Joe Reed due to injury.
Perkins believed the loss showed Virginia how to move up in the ACC. The gap with Clemson is "big, but we have the opportunity in the coming years to close it," he said.
Virginia: The Cavaliers showed creativity and ability in devising and executing a game plan designed to make Clemson sweat. But the gap between Virginia and the Tigers — as it is for most everyone else in the ACC — was too wide to overcome without perfection on nearly every snap.
Clemson: The Tigers showed once more they had no equals this season in the ACC. The challenge now grows more difficult with Clemson likely facing off against LSU or Ohio State in the national semifinals.
CLEMSON'S FOCUS
Tigers receiver Justyn Ross said the team was fully ready to play because each championship game is a different experience — and another chance to achieve. "It means everything to be part of this legacy," he said.
Clemson has won six ACC championships in the past nine season. It has a 63-2 record against league opponents since the start of the 2015 season.
It means everything to be a part of this legacy.
"Just seeing the look in everybody's eyes, there's an excitement about being in this game. It's always going to be different because there's always a different challenge.
PERKINS' GAME
Virginia quarterback Bryce Perkins had his moments against Clemson. He threw two touchdown passes, something the Tigers' No. 1 pass defense had allowed just once in a 21-20 victory over North Carolina in September. Perkins also set the Cavaliers' single-season record with 3,215 yards.
Virginia awaits its bowl assignment, most likely the Orange Bowl.
Clemson will head to the College Football Playoff with its matchup announced Sunday.
Governor halts policy after prison guards strip-search girl
DILLWYN, Va. (AP) — Virginia Gov. Ralph Northam said Friday that he's suspended a policy that allowed prison officials to strip search an 8-year-old girl who was visiting her father.
"I am deeply disturbed by these reports — not just as governor but as a pediatrician and a dad," Northam told The Virginian-Pilot newspaper in a statement.
"I've directed the Secretary of Public Safety and Homeland Security to suspend this policy while the department conducts an immediate investigation and review of their procedures," Northam said.
The Virginian-Pilot previously reported that prison officials had breached protocol when they strip-searched the girl before allowing her to visit her father. The father's girlfriend accompanied the child to Buckingham Correctional Center in Dillwyn just before Thanksgiving,
Diamond Peerman says she and the girl were circled by a Virginia Department of Corrections dog trained to sniff out contraband. Peerman was singled out by the dog and told by prison officials that both she and the girl had to be searched. Peerman says both she and the girl removed all their clothes and were searched, and that they were then allowed a visit, but only through glass.
DOC policy states that a legal parent or guardian must consent to a minor being searched. Peerman, the father's girlfriend, says she told guards that she wasn't the 8-year-old's legal guardian and that they told her she had to sign the consent form anyway.
The staff member who approved the search didn't have that authority, according to DOC Director of Communications Lisa Kinney. She said immediate disciplinary action against the person responsible will be taken.
The girl's mother told the newspaper that her daughter already suffered from bipolar disorder, depression and attention deficit hyperactivity disorder.
"She's a minor, she's a girl. She was traumatized," the girl's mother said. "She gets emotional, she will break down."
The girl's mother says the 8-year-old misses her dad but won't be visiting him anymore because of the incident.


text:
Home Euro Clubs Serie A Targets for AC Milan Ahead of the January Transfer Window
Targets for AC Milan Ahead of the January Transfer Window
Milan Arrivals and Departures
As the 2019 January transfer window opens in a couple of weeks, we'd expect to see a flurry of activities from the Rossoneri as they seek to reinforce their team.
Now, with the increasing injuries and fitness woes suffered by Gattuso's men, the club is even under more pressure to ensure new faces come in to beef up the weak team.
Here's a link https://www.acmilan.com/en/transfer-market to read up on the status of your favorite players, learn more about AC Milan's transfer news, and see who's leaving the team in January.
Also, if the San Siro side is serious about mounting a rigorous campaign to at least return to Europe; then a number of positions in the team need to be strengthened.
Well, as it turned out that's exactly what the Leonardo led management is set to do. However, to have what would be considered a successful transfer window while still staying on the safe side of the fair play rules – a couple of players would have to leave the team.
It's unsurprising though, as the transfer window approaches, news and rumors are flying around about the possible new arrivals and departures from San Siro.
Aside from the well-publicized possible return of Zlatan to San Siro, signing of Flamengo playmaker, Paqueta, and the long-talked switch of Fabregas from Chelsea to the Italian giants a move that would really be a shocker for the Rossoneri this transfer window is the return of Balotelli to Serie A.
According to a report published on Sport Mediaset, Mario Balotelli could make a shocking return to the Serie A giants as early as in January, if talks with Ibra fail through.
Reports emerging from his camp says Mino Raiola, Mario's agent, is offering the player to AC Milan.
Remember, Balotelli has played for both Inter and Milan in the past; he would readapt quickly to the league; however, the only snag is, would Nice, release their star man before the end of his contract?
For one, he has scored over 40 goals since coming to the French Ligue and has proven a great asset albeit an inconsistent one, as he hasn't found the net this season.
Though, feelers from Nice indicates that they might be willing to sell him at the right price. And also for fear of not getting anything if they allow Mario to see out his contract with them.
Aaron Ramsey, the Welshman midfield maestro, would be a surprise scoop for the Rossoneri in the January window. Considering his current contract situation at Arsenal one gets the feeling he wants to leave, even though he has featured prominently in Unai Emery's plan this season.
Before the sacking of Jose Mourinho from his post as Man. United manager earlier in the week, Eric Bailey was bookmakers' favorite to leave the Red Devils.
Following his 2016 big money move to Old Trafford and a successful first year in the team, he was completely frozen out with barely play time.
However, with the change in the gaffer, his fortune might change in. In the meantime, he's someone the Rossoneri would like to keep a tab on to monitor his situation. He would have made a strong addition to the unreliably CB position.
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https://90soccer.com
Juventus Wins Hard-fought Battle Against AS Roma
Champions League Round of 16 Feature Only Big 5 Leagues
Dortmund and Inter Set For Champions League Battle
Juventus coach Conte: "Happy about the three points"
90Soccer - January 8, 2012

redpajama_set_name: RedPajamaCommonCrawl


Designed for use in bars, hotels and restaurants and also many commercial and industrial applications.
These single lip mobile, food-grade polyethylene trolleys have been specially designed to be used by hotels, restaurants and bars, but they also have many different applications in a wide variety of commercial and industrial locations and situations. These mobile bar trolleys come with a strong load capacity of 45kg and are manufactured using food-grade polyethylene for added functionality. These easy to clean bar trolleys also feature four nylon swivel castors 45mm each allowing the trolleys to be easily transported around buildings over wood, concrete, vinyl and other floor surfaces.
The mobile bar trolleys are commonly used for collecting empty bottles and come in five different sizes and capacities. They are also ideal for use in hospitality industry premises and their construction means these nestable trolleys can be stored compactly allowing organisations to efficiently use the available storage space.


text:
import sys

sys.path.append("/opt/emdros/lib/emdros")
import EmdrosPy3 as EmdrosPy  # noqa E402
from dbconfig import CONFIG, EMDROS_VERSIONS  # noqa E402

db = "shebanq_etcbc"

OLD_EMDROS_VERSIONS = set(EMDROS_VERSIONS[0:-1])
EMDROS_VERSION = EMDROS_VERSIONS[-1]

def sanitize(query, msgs):
    comps = query.split("/*")
    lastcomp = comps[-1]
    if len(comps) > 1 and lastcomp.find("*/") == -1:
        result = query + "*/"
    else:
        result = query
    if "focus" not in query.lower():
        msgs.append(("note", "no FOCUS in your query!"))
    return result + "\nGO\n"

def toSlotSets(setstr):
    elems = setstr[2:-2].strip()
    if elems == "":
        return []
    comps = elems.split(",")
    return [
        [int(y) for y in x.lstrip().split("-")] if "-" in x else [int(x), int(x)]
        for x in comps
    ]

ITER_LIMIT = 500000

class LimitError(Exception):
    def __init__(self, message, cause=None):
        Exception.__init__(self, message)

def sheafResults(sheaf):
    itr = sheaf.iterator()
    n = 0
    while itr.hasNext():
        straw = itr.current()
        n += strawResults(straw)
        if n > ITER_LIMIT:
            raise LimitError("")
        itr.next()
    return n

def strawResults(straw):
    n = 1
    itr = straw.const_iterator()
    while itr.hasNext():
        mo = itr.current()
        if not mo.sheafIsEmpty():
            sheaf = mo.getSheaf()
            n *= sheafResults(sheaf)
            if n > ITER_LIMIT:
                raise LimitError("")
        itr.next()
    return n

def mql(vr, query):
    env = EmdrosPy.EmdrosEnv(
        EmdrosPy.kOKConsole,
        EmdrosPy.kCSUTF8,
        CONFIG["shebanqHost"],
        CONFIG["shebanqUser"],
        CONFIG["shebanqPassword"],
        db + vr,
        EmdrosPy.kMySQL,
    )
    compilerResult = False
    msgs = []
    good = env.executeString(sanitize(query, msgs), compilerResult, False, False)[1]
    limitExceeded = False
    if not good:
        msgs.append(("error", env.getCompilerError()))
        return (False, False, None, None, msgs, EMDROS_VERSION)
    else:
        if not env.isSheaf:
            msgs.append(("error", "Result of query is not a sheaf"))
            return (False, False, None, None, msgs, EMDROS_VERSION)
        else:
            sheaf = env.getSheaf()
            if sheaf is None:
                msgs.append(("error", "Result of query is the null sheaf"))
                return (False, False, 0, [], msgs, EMDROS_VERSION)
            else:
                try:
                    n = sheafResults(sheaf)
                except LimitError:
                    n = ITER_LIMIT
                    limitExceeded = True
                if not limitExceeded:
                    ms = toSlotSets(sheaf.getSOM(True).toString())
                else:
                    ms = []
                    msgs.append(
                        (
                            "error",
                            """Too many results (much more than there are words in the Bible).
Try to limit results by putting a containing block around
a sequence of blocks with .. between them.
Not: [word] .. [word] .. [word]
But: [chapter [word] .. [word] .. [word] ]
""",
                        )
                    )
                return (True, limitExceeded, n, ms, msgs, EMDROS_VERSION)

redpajama_set_name: RedPajamaGithub


Since 1895 the Mercure de France has emerged as a magazine open to the international literature. The numerous columns about foreign literature favor the exchanges between writers and the rise of a European periodicals network. The exchanges between the Mercure de France's writers and Italy are particularly developed thanks to Remy de Gourmont. His collaboration with Italian magazines allows a less known literature to spread in foreign countries in order to get a legitimization through international recognition.


Hi, Yvette - As always, I enjoy your choices, including several new to me. Looking at Jeffrey Larson's paintings, it's interesting to note that his portraits tend to be slightly impressionistic, while his still lifes tend to the hyper-real.
I have just recently discovered your blog and am finding it absolutely fascinating. I intend to explore the archives in detail.
My favourite painting was the four jars by Janet Fish. Usually I would not choose anything so realistic, almost photographic, but my immediate response was to imagine the taste of comb honey, and to want it! Now, that takes skill.
May I link your blog to mine, Investmeinmymotley@shaw.ca? I think that some of my readers would enjoy in so many words as much as I do!
Some of those are absolutely gorgeous!
I couldn't pick a favorite - but under duress I would go with the first one by William Glackens. You really can't appreciate it until you see a larger version. It is spectacular.
Thanks, Ellen. I'm a big fan of Janet Fish too. You should definitely check out some more of her fascinating work.
I tried to use your site address to see your blog but the link wouldn't work.
Mark, that tricycle painting stopped me in my tracks one afternoon when I was looking for something else. I don't know what it is about that painting, but I love it. And yes, I agree with your comment.
I like the two top paintings and the Matisse, of course. I've liked every Matisse I've ever seen since a child looking at my mother's art books.
And, yes, there are so many still lifes you could do a post every day and still not even cover a fraction of them.


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My name is Jasmin Rodriguez also known as Vintage Vandalizm. I am an avid collector of vintage dresses and most people know me for my style. I am also an artist and I try to incorporate all aspects of art in everything that I do. I am an aspiring Designer and I plan to take over the fashion world with my limitless imagination. My whole philosophy on fashion has always been to think outside of the box. My style has no boundaries but I have commonly taken inspiration from the 40s, 50s, and 60s. I love the pinup culture and style however I love being versatile so most of the time I like to clash opposites, different genres of history and fashion and somehow, someway, I make it work. I think the world is too fixated on trends that people tend to forget who they are and what they like..I'm here to help you break free, to help you stand out, to help you create your own style, be your own person, and most importantly see fashion in a whole different light.
My Cruise at San Diego/Mexico..
With the focus..I gave..To my birthday candles.


text:
After Steve: Apple's ten big post-Jobs moments
By Agam Shah
U.S. Correspondent, IDG News Service | PT
It's been a busy, bumpy year for Apple since Steve Jobs passed away last October 5. On the up side, the company won a massive jury award against Samsung for patent infringement, and in April it became arguably the most valuable company in history when its market capitalization passed $600 billion for the first time. At the same time, Apple made some rare U-turns in response to flaps over the EPEAT environmental standard and the mapping software on its newest iPhone.
Here are the ten biggest things that happened in the world of Apple over the past 12 months.
October 10, 2011: iPhone 4S flies out the gate
Pre-orders for the iPhone 4S hit one million on the first day, according to Apple, breaking the record set by the iPhone 4. More than four million units are sold over the first three days. Some customers complain that the battery drains too fast,; Apple tackles the issue with a software update.
December 12, 2011: eBook price cartel?
Regulators in Europe accuse Apple and five book publishers of colluding to set prices for e-books. The U.S. files a similar complaint a few months later. In September, Apple and four of the publishers offers to end the dispute in Europe by allowing Amazon.com and other retailers to resume discounts and promotions for at least two years. In the U.S., Apple is expected to go to court over the matter next year.
January 26, 2012: Trouble at the mill
Apple comes under fire when The New York Times publishes a story describing poor working conditions at factories in China, where its products are made. The issue dogs Apple throughout the year, with a subsequent investigation calling out unsafe conditions and worker abuse. A labor group later says that conditions are now improving.
March 7, 2012: New iPad spawns 'heatgate'
Apple launches the new iPad, with a high-res display, 5-megapixel rear-facing camera, and 4G access. Consumer Reports causes a stir when it initially reports that the tablet overheats, but eventually the watchdog group gives the iPad its blessing.
June 11, 2012: Ivy Bridge takes over
Apple unveils new Macs with Intel Ivy Bridge processors, including a MacBook Pro with a groundbreaking 15.4-inch Retina display.
June 28, 2012: A hardware boss steps down, then back up
Bob Mansfield, the top hardware engineer for Apple's iPhone, iPad, and other products, announces his plans to retire. Two months later he reverses course and decides to stay.
July 9, 2012: Falling out with the greens
Apple withdraws its products from the EPEAT environmental rating system, raising concerns among environmentalists and making it hard for organizations with green-purchasing requirements to buy its products. Soon after, Apple admits its misstep and rejoins EPEAT.
August 24, 2012: A cool billion
A jury awards Apple $1.05 billion in damages after it wins a massive patent-infringement lawsuit against Samsung. The Korean firm has since appealed, claiming juror misconduct. It's one of numerous court battles Apple is waging against makers of Android smartphones worldwide, including one with Motorola Mobility.
September 12, 2012: Five million iPhone 5s
Apple announces the iPhone 5 with a larger display and support for LTE networking. The reviews are mixed, with some disappointed the phone does not have NFC, but Apple still sells five million iPhone 5s over the first weekend. Soon after, customers start finding inaccuracies in Apple's mapping software, which replaced Google Maps in iOS 6.
September 28, 2012: Apple Maps loses its way
In an about-face, CEO Tim Cook apologizes for the mapping software problems and Apple posts instructions for how users can access other map services from their device, including Google Maps.


text:
La Fondazione Rockefeller (in inglese Rockefeller Foundation) è una organizzazione statunitense sostenuta da finanziamenti pubblici e privati.

Storia e sviluppo

Fu creata nel 1913 da John Davison Rockefeller Senior (1839 – 1832) e da suo figlio John Davison Rockefeller jr (1874-1960), proprietari della società petrolifera Standard Oil, con lo scopo dichiarato di "promuovere il benessere del genere umano in tutto il mondo".

La Fondazione Rockefeller opera in 52 paesi e nove isole nei sei continenti. Sono attivi numerosi programmi di finanziamento delle ricerche, a cui possono partecipare anche ricercatori non statunitensi, in numerosi campi fra cui la pubblica sanità, l'innovazione scientifica, l'agricoltura, le scienze sociali e le arti. L'attuale presidente della fondazione è la prof.ssa Judith Rodin.

Nell'ambito della Fondazione Rockefeller particolare importanza ha rivestito, anche per la storia italiana del '900, lInternational Health Division, attiva dal 1913 al 1951, il cui compito era l'eradicazione di alcune malattie, di particolare importanza sociale in diverse parti del mondo, quali l'anchilostomiasi, la tubercolosi, il tifo e la febbre gialla. La politica della fondazione non era tanto quella di intervenire nelle situazioni di emergenza, quanto svolgere un'azione educativa rivolta sia alla popolazione generale che alle autorità sanitarie e governative in modo da stimolare la creazione di strutture sanitarie efficienti e rendere il più durevole possibile l'intervento.

Operazioni in Italia
In Italia la Fondazione Rockefeller ha svolto un'azione molto importante per l'eradicazione della malaria.

Nel 1925 procedette alla realizzazione della Stazione Sperimentale per la Lotta Antimalarica, diretta dall'italiano Alberto Missiroli, uno dei massimi esperti del settore in Italia, e dall'americano Lewis Hackett. La "Stazione" divenne in breve tempo il principale punto di riferimento in campo mondiale nella lotta antimalarica, svolgendo fra l'altro un'importante opera nell'addestramento e nella formazione del personale attivo nella lotta antimalarica, non solo di nazionalità italiana. Tre anni dopo, nel 1928, anche col sostegno finanziario del governo italiano, finanziò l'Istituto di Sanità Pubblica, destinato a diventare nel 1934, col nome di Istituto Superiore di Sanità, il principale istituto di igiene in Italia.

Nel 1946, assieme all'Alto Commissariato Italiano per l'Igiene e la Sanità (equivalente all'attuale Ministero della Salute), all'United Nations Relief and Rehabilitation Administration (UNRRA), e alla Economic Cooperation Administration (ECA), finanziaria del Piano Marshall, partecipò all'efficace opera di eradicazione della malaria in Sardegna, mediante il finanziamento dell'Ente Regionale per la Lotta Anti-Anofelica in Sardegna (ERLAAS).

Sempre in Italia, a Bellagio sul lago di Como si trova anche una sede della fondazione, conosciuta con il nome di "Bellagio Center". È situata in Villa Serbelloni (acquistata nel 1959) e si estende ad altri edifici vicini. È utilizzata come centro conferenze e di progettazione, ospitando politici, scienziati e studenti da tutto il mondo.

Bibliografia
 John Farley, To Cast Out Disease. A History of the International Health Division of Rockefeller Foundation (1913-1951), Oxford University Press, 2003.
 Stapleton DH, «Internationalism and nationalism: the Rockefeller Foundation, public health, and malaria in Italy, 1923-1951.» Parassitologia 42(1-2):127-34, 2000.
 Hans Ruesch, La figlia dell'Impertatrice: La grande industria della malattia, Stampa Alternativa 2006

Altri progetti

Collegamenti esterni

Fondazione Rockefeller
Eugenetica

redpajama_set_name: RedPajamaWikipedia


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MLS 101: Allocation Money
How do MLS clubs use the different types of allocation money?
By Jason Longshore@Longshoe Dec 8, 2016, 3:45pm EST
Share All sharing options for: MLS 101: Allocation Money
Kevin Sousa-USA TODAY Sports
In light of Grant Wahl's report yesterday that Major League Soccer will be significantly increasing the amount of Targeted Allocation Money in the league, now is the time to dig deeper into the world of MLS allocation money and how it works. You might want to take some ibuprofen now, this could give you a headache...
What is allocation money?
MLS teams use allocation money to acquire new players or to bring down a salary cap hit of a player on the roster. There are two types of allocation money, General Allocation Money (GAM) and Targeted Allocation Money (TAM).
Let's start with how it is used then we will get into how it is distributed by the league.
Transfer fees can be paid for using allocation money. When teams have to come out of their pocket on a transfer fee, that amount becomes part of the player's salary cap hit. When it comes to Designated Players, that does not matter as they have a maximum threshold. For others, allocation money is very important in reducing the salary cap impact of a transfer.
Teams can also "buy down" a player's salary using allocation money in order to lower their salary cap hit. It can be used to buy down a non-Designated Player to the league minimum for salary cap purposes, or to bring a Designated Player down to a minimum cap hit of $150,000 and open up a Designated Player slot.
Allocation money can also be traded within the league.
Another important element of allocation money is that teams cannot blend allocation monies in a deal, they can only use either TAM or GAM on a player's salary cap hit per season.
Report: Atlanta United to acquire Michael Parkhurst
Veteran center back appears to be headed to Atlanta
Where does Atlanta United stand with allocation money?
With reports that Atlanta and Minnesota will have approximately $3 million in allocation monies to work with to build their rosters, let's take a look at what has been rumored about for Atlanta's spending of it:
Sent $50K GAM to Seattle for opportunity to sign Miguel Almirón for Discovery rights
Potentially sending GAM to Chicago for Sean Johnson
Potentially sending unspecified allocation money to Columbus for Michael Parkhurst
Potentially sending unspecified allocation money to Philadelphia for Kevin Kratz
What is Targeted Allocation Money?
TAM was developed to give teams an opportunity to make a strategic investment in their roster below the Designated Player level. It also solved a problem during the middle of the 2015 season as some teams were struggling with the salary cap after the new Collective Bargaining Agreement resulted in a smaller than expected salary cap increase.
When the TAM process was created in July 2015, MLS executive vice president Todd Durbin told FOX Sports:
"It is very clearly earmarked for players in an area where we believe we need to have more players. We believe we need to have more players and greater roster depth. We believe we need to have more players who earn between $450,000 and $1 million per year."
Here is how it has been doled out:
$500,000 over 5 year period was initial allotment (2015-2019)
$800,000 in 2016 (must be *committed by 2017 summer window)
$1,200,000 in 2017 (must be *committed by 2018 summer window)
(*committed: can be used to sign players that might not actually join during that window, like pre-contracts for players who will join during the following window)
TAM can be used by teams in four different ways:
Use TAM to sign a new player whose salary and transfer fee is more than the maximum salary budget (around $480,000 in 2017).
Re-signing a current player provided he is earning more than the maximum salary budget.
Use TAM to buy down a Designated Player's salary cap hit to below the DP threshold. If TAM is used to add a Designated Player slot, the club must simultaneously sign a new Designated Player at a total cost equal to or greater than the player TAM bought down.
Clubs retain the ability to convert a player bought down with Targeted Allocation Money into a Designated Player if that club has a free Designated Player slot.
TAM can be used on players making more than the maximum salary cap hit, but less than $1M per year. It can also be traded to other teams within the league. It can also be used ahead of schedule, up to $1,300,000.
The initial outlay of TAM (the $100,000 per year from 2015-2019) must be used by the year following its allotment. For example, a team did not have to use the 2015 allotment in that season, but it had to be used or traded (and then used by the new team) by 2016. It is unclear if teams have to trade the new allotments (the $800,000 in 2016 and $1,200,000 in 2017) if they are not going to use them.
Some TAM success stories since its creation: Jelle Van Damme, Ola Kamara, Luciano Acosta, Bradley Wright-Phillips, Osvaldo Alonso, and Roman Torres.
Digging Deeper: Miguel Almirón
Get to know Atlanta United's big signing
What is General Allocation Money?
GAM is the OG of MLS Allocation Money. It is awarded to teams for seven different reasons:
Annual allocation money (was $150,000 in 2016)
Teams that miss the playoffs receive an allocation
Teams that qualify for the CONCACAF Champions League receive an allocation. Group Stage participants get an award, Knockout Round qualifiers get an additional award.
Expansion teams in their first season
When teams transfer a player outside of the league for value
Teams can trade in 2 of their 10 "Off-Budget" (non-cap) roster spots for allocation money. These are the reserve and supplemental roster spots.
Teams that have yet to purchase a 3rd Designated Player Slot split the money paid by teams getting their 3rd slot as allocation money.
GAM can be used in several ways:
Reduce the salary cap hit for a non-Designated Player down to the league minimum salary.
Reduce the salary cap hit for a Designated Player down from the maximum cap hit to a minimum of $150,000.
Change a player's designation from a Designated Player Slot into a normal player slot (by reducing the salary below $457,500).
Cover the transfer fees or salary of a player brought in from outside MLS.
Re-signing a current player on the roster.
Just like TAM, GAM can be traded. One major difference is that GAM does not have expiration dates, whereas TAM must be used on certain timelines.
Why is this so confusing?
These are rules built on top of rules, with some new adjustments made on-the-fly to fix mistakes. That's not an excuse, just the reality of the situation. Personally, I am all for the day when it is easier to follow the MLS Silly Season. I hope this helps make some sense of everything Atlanta United is having to consider as they build their roster.


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American Reading Company | Seventh Grade
Home Reports Center ELA Seventh Grade ARC Core (2017)
The instructional materials reviewed for Grade 7 meet the expectations for core (anchor) texts being of publishable quality and worthy of careful reading and considers the range of students' interests. Many of the core (anchor) texts have won awards or are written by award-winning authors. Core and anchor texts include a variety of genres and consider a range of students' interests including, but not limited to, planets, astronomy, science fiction, fantasy, social studies (including government, civil rights, and historical events). Texts are rich in language, engaging, and relevant. Furthermore, texts present universal and multiple multicultural themes which integrate other content areas.
In Unit 1, We Are the Ship: The Story of Negro League Baseball by Kadir Nelson Kadir Nelson tells the story of Negro League baseball from its beginnings in the 1920s through the decline after Jackie Robinson crossed over to the majors in 1947. The text contains dozens of full-color oil paintings that show rich in emotion and new perspectives of lost heroes of our national game. Kadir Nelson is a two-time Caldecott Honor Award recipient, received the 2014 Coretta Scott King Author Award, and the 2009 Robert F. Sibert Informational Book Award.
In Unit 2, The Planet Gods by Dr. Jacqueline Mitton and Christina Balit is a book filled with myths and facts about the solar system. Told in the voice of the planets, the text is highly engaging and descriptive. Students will build knowledge about the solar system with this text that integrates Science in an interesting way. Interstellar Pig by William Sleator is a science fiction novel that is highly engaging for readers. This book is an ALA Notable Book, a SLJ Best Book of the Year, and a Junior Literary Guild Selection. Don't Know Much About Space is an illustrated guide built with pop quizzes throughout to check for understanding as well as hands on how to activities to engage the reader.
In Unit 3, Girl of Fire and Thorns by Rae Carson. This text was both a Morris Award Finalist and an ALA Top Ten Best Fiction for Young Adults. This text is the first in a Trilogy and will be both of high interest and topics to which Grade 7 students can relate. In addition, this unit includes the text Warriors, Into the Wild, by Erin Hunter, a fantasy novel that students will find engaging.
In Unit 4, America in the Time of Martin Luther King Jr. by Sally Senzell Isaacs is a text that uses reconstruction illustrations and photographs along with clear text to be of high interest and engaging to students. This text due to the historical time period it covers, 1948-1976, presents history with primary source photos, maps, captions and allows students to utilize informational text features to develop their understanding of the time period.
The instructional materials for Grade 7 meet the expectations for materials reflecting the distribution of text types and genres required by the standards. Each unit in Grade 7 provides students the opportunity to engage in core texts and read-alouds as well as leveled readers, independent reading, supplemental texts. The materials contain 8 baskets of leveled readers and a basket of Hook Books that are intended to engage even reluctant readers. Materials also provide thematic text sets centered around science and social studies themes as well as literary text sets aligned to material topics. These text sets, organized as baskets, are designed to accompany units in the form of research labs.
Anchor texts and supplemental texts include a mix of informational and literary texts reflecting the distribution of text types required by the standards. A wide distribution of genres and text types as required by standards are evident, including, but not limited to, realistic fiction, fantasy, science fiction, and nonfiction (both science and social studies informational text).
In Unit 1, students read the text, Heat (novel) by Mike Lupica.
In Unit 2, students read the text, Interstellar Pig (science fiction novel) by William Sleator.
In Unit 3, students read the texts, Warriors Into the Wild (fantasy) by Erin Hunter and The Girl of Fire and Thorns (fantasy) by Rae Carson.
In Unit 4, students read the texts, Walking to the Bus-Rider Blues (historical fiction) by Harriette Gillem Robinet and Elegy on the Death of Cesar Chavez (poetry) by Rudolfo Anaya.
In Unit 1, students read the text, We Are the Ship: The Story of Negro League Baseball (informational) by Kadir Nelson.
In Unit 2, students read the texts, Our Mysterious Universe (nonfiction) by Laura Langston and Beyond the Solar System: Exploring Galaxies, Black Holes, Alien Planets, and More (informational) by Mary Kay Carson.
In Unit 3, students read the text, Now Write! Science Fiction, Fantasy, and Horror (short essays from writers with advice/ activities to practice writing).
In Unit 4, students read a collection of autobiographies in Freedom's Children by Ellen S. Levine and All the People, Since 1945 (informational) by Joy Hakim.
In Unit 2, Space, students read, Our Mysterious Universe by Laura Langston which has a quantitative Lexile measure of 980. There are sophisticated graphics in this text that acts as independent sources of information. Students also read texts such as: Beyond the Solar System: Exploring Galazies, Black Holes, Alien Planets, and More by Mary Kay Carson (IRLA 7th - 8th), The Planet Gods: Myths and Facts about the Solar System by Jacqueline Mitton (IRLA 7th - 8th), and Don't Know Much About Space by Kenneth C. Davis (IRLA 9th-10th).Students spend each week working on tasks directly connected to the texts they read. Research questions are used to scaffold student research on an astronomical object while providing the content for their final project.
In Unit 4, Civil Rights, specific components of the quantitative (lexile) and qualitative measures for the core text in the Civil Rights Unit, America in the Time of Martin Luther King, Jr. are outlined. The text includes a quantitative measure of Lexile 810 and is considered in the Grades 4-5 band. The qualitative analysis places this text at the 8th grade level because it has a very complex purpose and structure. The text is organized topically. However, the overall organization of topics is not chronological, with various timelines (the life of Martin Luther King, Jr. and timelines related to social issues and events of the period) that overlap and intersect, adding to complexity of the text. The language is moderately to very complex. Simple sentence construction is seen throughout. However, frequent use of academic vocabulary (i.e. "they hurtled towards the moon", "the belly of it bulges out toward us", "terrifying pictures… stirred up feelings") combined with the density of domain specific vocabulary adds to the complexity of the text.There are very complex knowledge demands. The text requires a breadth of domain-specific knowledge from the reader (Civil Rights, Government, US Geography, World Geography) as it describes from multiple angles life in the United States during this period.Students spend each week working on tasks directly connected to the texts they read. Research questions are used to scaffold student research on a national Civil Rights Era figure while providing the content for their final project. Students also read multiple anchor texts during this unit that include but are not limited to:
Elegy on the Death of Cesar Chavez by Rudolfo Anaya - (IRLA 9th-10th)
Freedom's Children by Ellen Levine (IRLA 7th-8th)
Walking to the Bus-Rider Blues by Harriette Gillem Robinet (IRLA 7th-8th)
The instructional materials reviewed for Grade 7 meet the expectation that anchor and series of connected texts are accompanied by a text complexity analysis and rationale for educational purpose and placement in the grade level. The American Reading Company (ARC) utilizes their IRLA (Independent Reading Level Assessment) System, drawing on the three measures of text complexity, to level texts. The publisher states, "To determine reading level, every book is double-blind, hand-leveled using the three legs of text complexity and located on our developmental taxonomy of reading acquisition. Books in every collection wear a brightly colored sticker identifying their placement within the IRLA's color-coded leveling system." Each book has a sticker as to how it was leveled by the IRLA's System.
For example, Unit 1: Literacy Lab, the core texts is, We Are The Ship: The Story of Negro League Baseball- Kadir Nelson. The text analysis includes:
Quantitative Measure: 900 Lexile (6th-8th)
Qualitative: Purpose/Structure: Moderately Complex. Purpose is explicitly stated. Organization contains largely explicit connections between ideas. The beautiful images are not necessary to understand the text.Language: Very Complex Register is for the most part contemporary, yet is written in the voice of someone living in an earlier time, which raises its complexity. The language does contain examples of figurative, ironic, and subject-specific language.Knowledge Demands: Very Complex Text requires moderate levels of discipline-specific content knowledge (baseball jargon) and historical background knowledge surrounding American history pre-Civil Rights Era.
Rationale for Purpose and Placement:"Although a nonfiction piece, the author chose to recount the key figures and moments surrounding the Negro Leagues as if he were an actual player writing a memoir, which may offer a level of literary complexity not found in a traditional informational text."
Instructional materials reviewed for Grade 7 meet the expectations of anchor and supporting texts to provide opportunities for students to engage in a range and volume of reading to achieve grade-level reading.
Support conclusions with evidence from text: See how many claims you can make about this book that you can support with evidence.
What did the author say? Why did s/he say it? How did s/he say it?
Which parts of the book so far drew your interest? Why? Which parts weren't interesting? Why?
Who wrote the text? What is his/her purpose? How is s/he qualified to write about this topic? Is it related to his/her personal identity? Is it related to his/her field of expertise? How do you know? How could we find out?
Is it completely true/ factual? How do we know? Who else thinks it's true/factual besides the author? How could we confirm? What else is presented as fact?
What words do you notice that explicitly signal an opinion (e.g., I believe, They think)? What words do you notice that implicitly signal an opinion/judgment (e.g., dirty, best)?
Based on what you know, what information is missing? Whose perspectives are missing? Do you think these exclusions were intentional or unintentional? What makes you think that?
In Unit 2, There are text dependent questions in this unit that build to a task requiring students to become an expert on a topic of Space. Students are to select a topic related to space or product to research and be able to describe it by responding to the following questions:
Describe the physical nature of this object. Compare each measurement to something familiar. Draw the object to scale. Label the key physical characteristics. Compare the object to something familiar.
Draw a diagram of your object's place in space. Label your diagram.
What energy or forces are associated with this object and what effect do they have on earth or other objects in the universe?
How is this object studied?
Create a timeline depicting key events in the study of this object.
What movies or science fiction stories have included the object and why?
Write a science fiction story using your object.
The United States should spend government money on further research into ______________ because: Write a letter to NASA telling them why we should spend government money on further research into this object.
At the end of this unit, the final culminating task is for students to draft, revise, edit, and illustrate an informational book.
In Unit 3, a novel study uses mini lessons and shared/close reading of grade level novels to teach literature standards and literary analysis. Students read from a leveled library of both books in this genre and informational texts related to the genre.Teacher materials include a genre card with list of questions. Students are directed to read as many fantasies as possible and use the guide to discuss the stories and the cultures that created them. Students write a comparative essay on themes in the genre. Then the culminating task is for students to create their own fantasy.
In Unit 4, student become an expert on one country in Africa and publish a final project to show their knowledge. Students focus on the geography, historical timelines, ecosystems, ethnic groups, culture, economy, government, and current issues of the country.
The Literacy Lab Overview for Unit 1 indicates Speaking and Listening Standards are integrated across all four Units of Study. Page 14 of the Literacy Lab Overview for Unit 1 indicates Speaking and Listening Standards 1, 2 and 3 are integrated across all four units of study and page 15 of Literacy Lab Overview indicates Speaking and Listening Standards 4, 5, and 6 are integrated across all four units of study.
Supporting the ongoing integration of Speaking and Listening Standards, on page 50 of the Literacy Lab Overview is a 20-35 minutes daily Read/Write/Discuss Complex Text component. During this time there are options for a whole group, grade-level shared reading/writing or students can work in small groups/pairs to practice applying the day's focus to the shared text or to writing.
On page 39 of the Unit 2 Space Unit, students are assigned a partner to work with for this unit and are encouraged to partner share their prior knowledge about the topic. Definitions of accountable talk and evidence-based discussion are provided in the materials. For this lesson, teachers are guided to teach/model the partner share routine expected for students to participate in every day and to spend extra time establishing this. The Teacher's Guide states, "No matter how old your students are, explicit direction on how to share appropriately (e.g., turn to face your partner, one person speaks at a time, active listening, etc.) is important." Teachers are guided to explain to students that "every day, you will talk with your peers about what you are reading, writing, and thinking." The lesson for this day proceeds with a partner share and group share activity and a rubric is provided for reflection and accountability.
Sharing out with peers, presentation of work, and culminating projects at the end of each unit is prevalent in this curriculum. For example, at the conclusion of the Space Unit, teachers are guided to give students options for presentation/sharing. They may choose to share their expertise with research questions with their partners or create a living history/science museum and invite the community. In peer reviews, students ask to read each other's stories, sign their names to a list of readers, and contribute one or two positive comments about the book. For evaluation/reflection teachers are guided to have students reflect on their own writing and score it using the Final Project Scoring Rubric and to think about their goals for the next project.
Page 50 of the Unit 3 Fantasy Unit provides tips for conversations such as, Conversational Moves: Our conversation should deepen and extend our thinking about the topic.
During Weeks 4 and 5 of the Civil Rights Era Unit, students begin to have mini-debates that support the argument focus of the unit. Then, in Week 6, their accountable talk shifts toward questions around their writing decisions:
What will be the focus of your essay?
What claim will you make?
What gap did you find in your research?
Sharing progress on their argument.
Opportunities to talk and ask questions of peers and teachers about research, strategies, and ideas are present throughout the year. At the end of each unit, students are given the opportunity to demonstrate their learning through speaking and listening. Teachers are provided with a menu of suggestions that the teacher or students may choose from. Most lessons in the units provide opportunities for the teacher to pose questions and guide class discussion and opportunities for students to share with peers.
In Unit 3, Week 1, on Day 3, students share through answering several questions to describe characters in the text and generalize about characters in the genre.Sample discussion points include:
The instructional materials for Grade 7 meet the expectations that materials include a mix of on-demand and process, grade-appropriate writing (e.g., grade-appropriate revision and editing) and short, focused projects, incorporating digital resources where appropriate. Most of the curriculum embeds a variety of writing types throughout the school year that includes a mix of both on-demand and process writing. The final writing/project in each unit is one that is taken through the phases of the writing process (drafting, revising, editing, and publishing).
Writing is a daily occurrence in the Unit 1 Literacy Lab. On the first day, students establish the purposes for writing. "For the next four weeks, you will write every day and share some part of what you've written with a partner. You will write fiction and nonfiction about yourself and about other things." Students also Write to Task/Prompt Goal such as, "Across the next two weeks, students write on a variety of prompts while they practice using the new vocabulary they are learning in their writing. Each day, choose 1-3 prompts that relate to the reading work in some interesting way. The teacher's guide directs the teacher to select Argument and Narrative prompts each week so that by the end of the unit students have several pieces in each mode from which to select ones they would like to publish.
In Unit 2, students keep a "writer's notebook." For example, on page 50 in the Genre Unit study in the teacher's guides, the teacher is reminded to tell students to, "Stop periodically to remind them to write down what they are thinking, feeling, and wondering (and share with their partners when appropriate)." Then, immediately following, students are asked to share their writing with their peer and discuss it. The next day students move to a more formal style of writing as they respond to a prompt. For example, on page 52 students have to respond to this prompt, "What about the setting will be most important to this book? Why? Use evidence from the text to support your answer." Finally, at the end of each week in a genre unit, students write a constructed response. On page 75, students are asked to respond to this prompt: What is the most defining literary element in __(genre)__? Why? Use evidence from multiple texts to support your answer. The process from week one repeats for the first four weeks in the genre unit.
In Unit 3, the unit begins with students picking a research question from a card. Students research by working over the next six weeks to answer research questions. Once the research is established and started for this unit, students, much like the argument writing unit, respond to shorter questions in writing. Students then compile all of the constructed responses in order to write a final essay.
In Unit 4 students learn history content as they learn to make and evaluate proficient arguments. Students respond to weekly constructed responses. Students complete a research essay on a self-selected topic, choose something controversial, and support their position. Students begin writing their argument essay based on the 5 weeks of research and shorter writing
In Unit 1, Literacy Lab, students will begin to review the arguments they have written thus far and choose one to publish. They will rework the argument so the organization is clear and logical.
In Unit 2, Space, the focus in this unit is building informational knowledge around a topic and writing an informational book to demonstrate that knowledge. Throughout this unit, students are given weekly independent writing opportunities to review their reading and write their own notes related to the day's research question as well as work on the final project organizer in order to write their final project on informational text.
In Unit 3, Fantasy, the focus in this unit is literary elements where students write a comparative analysis essay and a short story. Students will write an essay in which they make a claim based on a connection they've made between the central text and one of the texts in the genre they read independently. In addition, students will write a short story about something that matters to them while using the rules of the genre to craft a story that conveys this message.
In Unit 4: Civil Rights Era, students practice making claims and supporting those claims with relevant evidence and logical reasoning. Students produce a final argument essay that makes a claim related to their research topics and defends that claim with evidence and reasons from their research.
Page 49 Literacy Lab Overview - Writing Goal: By the end of this Unit, students will have practiced writing in a variety of genres, both in response to text and writing like the authors they read.
Page 60 of Week 1 Overview - Writing: Students write daily. The teacher uses student writing as evidence and a feedback loop for assessing success of literacy block instruction.
Page 20: Overview. Students practice reading, writing, and speaking grounded in evidence in order to produce a final written product demonstrating their expertise in both the Unit and their individual research topics.
Page 39 Introduction (Week 1, Day 1) We are going to spend the next nine Weeks reading, writing, and talking about the big ideas in __(Unit)__. Each of you will pick one topic on which to become an expert. You will research this topic and write an informational book about it. By the end of this Unit, you will: 1. Be an expert on __(Unit)__. 2. Be an expert on your research topic. 3. Write and publish an informational book on your topic.
Page 78 (Week 1, Day 4) Set a prompt in response to the text that provides students an opportunity to state a claim and support it with evidence and reasoning. Claim: There is/is not enough information in our Research Library to support my research on…, Evidence, Reasoning
Week 5 Central Text: Argument Mentor Texts To prepare students to draft their essays next Week, select SHORT argument text(s) to serve as a mentor texts for analysis this Week. Introductory and culminating sections of informational texts, editorials, and transcripts of speeches can provide suitable examples of argument writing.
In Unit 1, Literacy Lab Unit, Week 4, Day 1, the lesson focuses on denotation and connotation where students will distinguish among the connotations (associations) of words with similar denotations (definitions), and analyze how specific word choices shape meaning and tone.
In Unit 1, Literacy Lab Unit, Week 5, Days 3 and 4, students "Identify and interpret the author's use of figurative language." Teachers are to select passages from the text where the author uses figurative language worthy of discussion. Then students are to analyze examples of figurative language from the Core Novel, specifically how these choices shape meaning and/or tone. Students answer questions such as, "What phrase is an example of figurative language? What do you think this phrase might mean? Why? Which type of figurative language is it? How do you know? Why do you think the author chose this phrase? (Meaning? Theme? Tone?) Is the author's choice effective? Why or why not?"
In Unit 2, Space Informational Writing Unit, Week 6, Day 2, students work in pairs to analyze and evaluate the author's use of vocabulary and to prepare to answer each of the following questions with their partners. After each question, the teacher is to use the student responses to determine next steps:
Knowledge: Did anyone notice any especially interesting vocabulary? What might this word/phrase mean? What in the text supports your answer?
Application: What is a good synonym for this word? Re-read the sentence, replacing the unknown word with your synonym. Does this change the meaning of the sentence? Why or why not?
Analysis: Why do you think the author chose this word/phrase?
Evaluation: Is the author's word choice effective? Why or why not?
It is explicit in the course description and pacing that reading is a regular part of the instructional day. Additionally, because curriculum is topic focused, research projects/writings around those topics are part of each unit as culminating tasks. Students can take what they have read in each unit and apply that knowledge toward the completion of their culminating task. For example, in the cross content unit in science the topic centers on Space. Students will use what they have read throughout the unit to complete their Final Project, an informational book. They convert their responses to several research questions into central idea/key details paragraphs for the book. The texts in this unit that support student's building knowledge are a mix of fiction and informational text (i.e., Our Mysterious Universe, The World of Astronomy, Beyond the Solar System, The Planet Gods, Interstellar Pig, and Don't Know Much About Space. The cross content literacy unit on social studies is focused on learning about Civil Rights and culminates in students becoming experts about the topic. The variety of texts about this topic are also a mix of text types and genres although the bulk of text is informational (i.e., America in the Time of Martin Luther King, Jr., Elegy on the Death of Cesar Chavez, A History of Us: All the People Since 1945, Joseph McCarthy and the Cold War, Freedom's Children, and Walking to the Bus-Rider Blues).
Similarly, the unit on fantasy exposes students to several text types that range in complexity and support students building knowledge about this genre. Text examples for this unit include The Girl of Fire and Thorns, Warriors Into the Wild, Now Write! Science Fiction, Fantasy, and Horror, Flights of Fantasy, Feudalism, and Renaissance and Discovery.
The content literacy units provide questions and tasks that can be used with a variety of texts on a specific unit theme. The Space and Civil Rights Units allow for students to choose their topic of research. Because of this, generic questions are provided so they can be used with a variety of texts. The materials include tasks on a weekly basis that scaffold student understanding of text.
The genre unit (Fantasy) incorporates student tasks on a weekly basis that scaffold student understanding of text. An example of a constructed response from the fantasy unit is from day one: "Today, you will write a short essay in which you make a claim based on your reading to show what you know about literary elements and __ (genre) __. You may use your "Literary Elements" graphic organizer and W.1 Rubric to help you with your response. Writing Prompt: What is the most defining literary element in __(genre)__? Why? Use evidence from multiple texts to support your answer."
An example of a student task during the initial Literacy Lab Unit (launch unit) requires student analysis and asks students to respond to this prompt: Today, you will have a chance to demonstrate your understanding of how authors develop themes through characters by writing a short essay in response to the following prompt: What is a central theme of our Core Novel? How is it conveyed by particular literary elements? In addition to your essay, you will need to turn in: a Thinking Map with the notes/quotes you used to generate your essay, a W.1 Rubric, with the score you think your essay deserves.
Additional tasks in the Literacy Lab Unit offers students an opportunity to participate in discussion groups. Questions focus on the overarching concept being taught. Students can choose any book to answer the questions.
Examples of questions include:
Another example is in the literary unit (fantasy). Each week there is a specific skill that is focused on and practiced and each week there is a constructed response to demonstrate learning of that new skill. The work throughout the week builds toward the constructed response. However, because all text-dependent questions in this unit are generic in nature, specific guidance in helping students develop deeper comprehension would be dependent on the teacher.
Opportunities for students to analyze knowledge and ideas across texts is limited. For example, in each unit there is a core novel and several anchor texts; however, no guidance is provided for how the texts may relate. This is evident in unit 2 (Space). There is a collection of various text types in the unit; however, the questions for each text do not require students to make connections among the various texts. Furthermore, there is no guidance for how the anchor texts relate to the topic. Two books listed as anchor texts, Our Mysterious Universe (nonfiction), and Interstellar Pig (science fiction) are connected to the topic of space but the connection between texts is unclear in the materials.
The culminating task in the cross-content units center around a research project in the science and the social studies units. These units provide a series of questions students answer using the resources provided. The final project for the Space and Civil Rights units is the presentation that addresses the Speaking and Listening Standards; throughout the unit students read a variety of self selected materials on their reading level and research a topic of their choice related to the theme which culminates in a task such as a presentation. An example of the type of presentation is Expertise with Research Questions. This can be as simple as sharing with partners or as elaborate as creating a living history/science museum and inviting the community in. The teacher decides what the culminating task will be. Multiple suggestions are included in the teacher's guide (e.g., Peer Reviews, Oral Presentation to Small Group or a student from another class, Issue Debate/Campaign, town hall meeting to decide what action to take on the issue, or a Fair/Museum).
Units where students choose the texts they will be reading and researching in order to complete a culminating project includes generic questions similar to the ones that follow:
Author: Who wrote the text? What is his/her purpose? How is s/he qualified to write about this topic? Is it related to his/her personal identity? Is it related to his/her field of expertise? How do you know? How could we find out? Facts: _____ is presented as a fact/the truth. Is it completely true/ factual? How do we know? Who else thinks it's true/factual besides the author? How could we confirm? What else is presented as fact? Opinions: What words do you notice that explicitly signal an opinion (e.g., I believe, They think)? What words do you notice that implicitly signal an opinion/judgment (e.g., dirty, best)? What's Missing? Based on what you know, what information is missing? Whose perspectives are missing? Do you think these exclusions were intentional or unintentional? What makes you think that?
Another example can be found in The Research Labs Teacher Guides for the Fantasy Unit. The teacher's guide contains a genre card with a list of questions and students are directed to read as many myths as possible and use the guide to discuss the stories and the cultures that created them. The culminating task is for students to create their own myth. There are a series of graphic organizers to help support student understanding, and students are required to use specific text references in completing the organizers. After each task students partner share and small group share their findings. There are "accountable talk" guidelines supporting students listening skills and their ability to provide feedback to peers.
Unit 2: Civil Rights
Multiple lessons provide teachers with direction and opportunities to hone in on both content-specific vocabulary and Academic Vocabulary in the texts. Vocabulary is categorized as key concepts that students should be able to define and apply, high leverage academic, and other. The Civil Rights Unit begins with a list of vocabulary, (i.e., segregation, discrimination, bias, and political). The teacher's guide provides this explanation for teachers to read aloud: "As we research, we will encounter new vocabulary words. Words that are specific to our unit and help us become experts on our unit are called technical vocabulary words. You will be responsible for being able to define and correctly use these terms. Today as we read, I noticed the word _____. I think this word is important in understanding __________. I'm going to add this to our class glossary."
The teacher's guide provides this explanation for teachers to read aloud: As we research, we will encounter new vocabulary words. Words that are specific to our unit and help us become experts on our unit are called technical vocabulary words. You will be responsible for being able to define and correctly use these terms. Today as we read, I noticed the word _____. I think this word is important in understanding __________. I'm going to add this to our class glossary.
The materials provide multiple opportunities for students to demonstrate their learning through writing about what they have read. Writing is embedded throughout the school year in multiple ways. Students are provided with prompts on a daily basis to make observations and reflect on their own writing to build skills and knowledge for future writing and are required to take at least two of their drafts throughout a unit to a final publishable product. Standard practices for writing are built into every day from the onset of unit one throughout the entire course of the school year. Students complete weekly constructed response writing tasks that provide an opportunity to demonstrate their understanding of a reading skill that was taught during that week. Student support of meeting writing goals is provided in writing rubrics that students use to reflect on their own work and on partner's writing. Also included in the materials is guidance for teachers to conference with students to provide meaningful feedback as students write.
Writing instruction spans the whole school year; each unit emphasizes writing and lessons that are embedded requiring students to write every day. Each unit requires a different kind of writing (e.g., narrative, informational, and argumentative).
Unit Two: Space
The focus of writing is research based in which students answer a research question connected to a science theme. The teacher's guide provides this explanation: (page 110)
The teacher's guide includes a step-by-step guide for modeling the research process (page 179). Students become experts on each research question: teacher models process and then students apply to their own topics
Unit Three: Fantasy
The next week focuses on character analysis then plot. Students make claims and provide evidence and reasoning. Each writing assignment requires students complete a graphic organizer in order to complete the written assignment. The guide to this process includes modeling, and some samples along with guidelines for revising and editing.
During week 5 students will write a comparative essay after reading and analyzing two fantasies.
Graphic organizers are provided to support students during this process. The guide to this process includes modeling and some samples, along with guidelines for revising and editing. The final writing assignment for this unit is to create an original story in the fantasy genre. Students participate in quick writes and the draft and revise short story and then edit, illustrate, and publish their original short story.
Unit Four: Civil Rights Era
Students write responses to research question connected to a social studies theme. The unit follows the same format as Unit 2: Space. It begins with topic selection and introduction to argument, six research questions over course of three weeks, drafting, revising and editing, publishing, presenting, and formal debate.
The research tasks are a part of two of the four units in the materials provided for review (Unit 2 Space) and Unit 4 (Civil Rights Era). The guidelines for both units are quite similar. Throughout the course of the unit students become an expert on a self-selected topic within the theme and answer research questions specific to the topic.
The research tasks are a part of two of the four units in the materials provided for review, Unit 2: Space and Unit 4: Civil Rights Era. The guidelines for both units are quite similar. Throughout the course of the unit students become an expert on a self-elected topic in the theme and answer research questions specific to the topic.
For example, the teacher's guide for Unit 2: Space provides this introduction:
Students will select an astronomical object to research and be able to:
Describe the physical nature of this space object. Compare each measurement to something familiar.
Draw a diagram of your object's place in space.
What energy or forces are associated with this object? Sketch pictures of them and describe how they are used.
How is this object studied? Name the tools used to study this object. Sketch pictures of them and describe how they are used.
Create a timeline depicting key events in the study of this object. Choose one scientist involved in the study of this object and learn about him/her.
What movies or science fiction stories have included this object and why? Write a science fiction story using your object.
Write a letter to NASA telling them why we should spend government money on further research into this object.
The final project will involve students researching their topics of choice and publishing final project.
The research task for Unit 4: Civil Rights Era requires each student to select one national Civil Rights Era figure about whom to become an expert. Their research into this person's life will culminate in a published project. Students will be able to:
Explain why the person was important to the history of Civil Rights.
Create a timeline of at least 10 key events in the person's life and explain the importance of each event.
Explain how the person's geographic location shaped his/her life, work, and perspective(s).
Describe two issues (racial, social, political, or economic) that were important to the person and explain their importance.
Describe an organization that was important to the person and explain why it was important.
Describe the role of the American government in this person's life.
The teacher's guidelines includes this information to support teachers during this unit:
The Civil Rights Era unit takes students through this:
Another strength of the program is that regardless of the unit, every day has a reading component. For example, page 11 of Unit 3: Fantasy includes a description of the recommended Research Lab Daily Structure, and includes Independent Reading for 15-20 minutes where students are reading self-selected books. This particular page can be found in each unit.
Unit 1--Literacy Lab, Week 2, Days 4-5: Students are provided with a clear Thinking Map to help them standards in literature regarding central ideas or themes and their development, key supporting details and ideas, and to analyze the development of the text.
Unit 3-- Fantasy, Week 3, Day 2: Students are provided with a chart to help them fully develop the setting for the narrative they are writing as well as a space for them to sketch their setting.
For Example, in Unit 2, Week 1, Day 1 the materials state: The primary goal of today is to use the Research Library to capture and engage students in studying this Unit. As you do this, students will also begin to notice academic and technical vocabulary related to the Unit. Anchor standards aligned with the lesson are:
Common Core Standard W.7: Conduct short as well as sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Common Core Standard W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
There are places throughout the materials where explicit teacher directions are present and accompanied by additional support for teachers who may need additional help in presenting the materials. For example, Unit 4, Week 4, Day 5: the teacher is presenting a lesson on Debate with a special focus on using rhetoric to enhance an argument. The lesson is detailed with explicit teacher steps and suggestions for what the teacher should say. In addition, support materials included with the lesson helps the teacher to teach students about The Five Dimensions of Persuasion. The detailed handout delineates logos, ethos, and pathos, including the content and delivery aspects.
Annotations and suggestions are presented within the Literacy Lab and Research Lab Teacher Editions. These annotations and suggestions present the structure of the lesson; however, some teachers may need more support and guidance with presenting material. For example, during Research Labs, the Teacher Work section gives an overview of what the teacher should be doing, for example, In Unit 2, Week 1 Day 1, the Teacher Edition asks teachers to, "Observe students as they write. Make sure students are making adequate progress." However, additional suggestions or examples of what constitutes "adequate progress" are absent from the materials.
In Unit 1, Week 4, teachers work together in a PLC to confirm IRLA levels for students and to examine ways to maximize the use of professional colleagues for determining student reading levels, corroborating evidence of levels, and calibrating across a grade level or across grade levels to support the teachers as they become more comfortable implementing and applying the IRLA.
Unit 1, the materials provide an article on questioning in the classroom. It focuses on the types of questions that should be asked, how they're applied, how they help students to move ideas, knowledge, and skills beyond the subject at hand and generalize them to other contexts. The materials also provide copies of a table of Benjamin Bloom's traditional Taxonomy for learning as well as the revised version updated and tied to 21st Century Skills. Additionally, a graphic of Norman Webb's Depth of Knowledge levels and related activities is provide to support the article.
In Unit 2, the front matter includes a brief list on page 9 drawn from Nancy Sulla's "It's Not What You Teach, But How: 7 Insights to Making the CCSS Work for You" (2014). The list highlights the Higher-order problem solving approach used throughout the ARC materials.
The Teacher Edition also includes Standards Mini Lessons which give explanations of what the teacher work looks like based on the standard being taught. For example, in Unit 3, Week 7, Day 2, the teacher will be addressing CCSS R3/W3: Developing characters. Explicit directions delineate the many aspects for students to consider about both the characters they are reading about as well as those they will develop in their own writing.
The materials reviewed for Grade 7 partially meet the expectations that assessments clearly denote which standards are being emphasized. Daily formative assessments are connected to the daily lessons include the standards being emphasized for the day's lessons at the beginning of the lesson. Some rubrics, such as the CCSS W.3
Rubric for a Proficient Narrative Piece, include the standard being addressed. However, during the Research Lab Pre and Post Assessments there are no standards denoted. There are also rubrics such as the Final Project Rubrics that do not denote the standards being emphasized.
In Unit 2, Week 2, Day 1, the Teacher Edition states, "Formative Assessment/One-on-One Conferences. During the collecting phase, start with brief check-ins. Try to get to every student every day, focusing on keeping everyone moving in the same direction. If students are having trouble locating relevant information, consider:
Have they picked a topic that doesn't fit the "Prevent Frustration and Failure" criteria? (This is the second most common cause of research problems. Switch topics now, while students can still easily catch up to their peers.)
Do they know how to use text features (table of contents, index) to efficiently locate information? Do they skim and scan, only reading sections that look relevant?
In Unit 3, Week 2, Day 2, the Teacher Edition states, "Check for Understanding: Once students are making adequate progress in their novels, check individual students to assess their current proficiency with R.3.
Who is the protagonist in your novel?
Why do you think the author chose/created this character?
How does the author use the protagonist to communicate a theme?
What quote best supports your thinking?
Look for patterns in students' misconceptions. Where should you (re) teach to everyone? Pull a small group? One-on-One Conferences/Very Small Strategy Groups Use the majority of Independent Reading time to work with individual students, focusing your attention on your most struggling readers."
In Unit 4, Week 5, Day 3, the Teacher Edition states, "Formative Assessment. Observe as students work. Pull the class back together to teach a short mini-lesson on one aspect of Tracing an Argument with which they struggled."
Students are given a focus to think about as they read independently, for Example in Unit 2, Week 1, Day 4, the Teacher Edition states, "Set Focus: 3-Topic Trial As you read today, you will try on your three topics to see if you like them. You will read for five minutes on each topic to decide which one you want to study for the next several weeks. At the end of your research, you will share the topics in which you are interested."
The 100 Book Challenge Library rotates weekly or biweekly. Students are encouraged to read whatever they want. Students complete a Reading Survey and are provided with a Reading Level Checklist that helps them to determine if a text is too hard, too easy, or in the Reading Zone. In Unit 2, Week 7, Day 4, the Teacher Edition states, "Partner Share Each partner shares.
Summarize for your partner the problem/complication(s)/resolution event sequence you think was the most engaging.
Explain what you like about how the author created this event sequence and how you think you might apply that to your own writing?"
For example, in Unit 3, Week 1, Day 2, the Teacher Edition states, "Partner Share: Read what you wrote as you listened. What is the setting of this book so far? Why do you think it will matter to the story? What evidence from the text best supports your answer?
Levels and Dimensions of Setting:
Physical (place, locality, country, political situation)
Temporal (era, duration)
Mind of the Narrator
Other critical elements"


text:
Лавский археологический комплекс — памятник археологии XI—XIV веков на Быстрой Сосне в 1,5 км к юго-западу от села Лавы в черте г. Ельца и в 7 км к юго-западу от его исторического центра (Соборная площадь). Ядро Елецкого княжества в XIV веке.

В настоящий момент общая площадь сохранившихся участков превышает 100 га (более 10 км²). Является одним из крупнейших населенных пунктов средневековья.

Комплекс содержит находки эпохи мезолита, неолита, бронзы, городецкой культуры раннего железного века, первых веков н. э., раннего средневековья, XI—XIV вв. и XVIII — начала XIX вв.

История изучения
Первоначально памятник археологии был открыт в 1962 году А. Д. Пряхиным. Затем с 1990 года изучался под руководством профессора ЕГУ им. Бунина А. Н. Тропиным.

Благодаря изучению этого памятника появились дополнительные свидетельства о присутствии городецкой культуры в округе г. Ельца.

По итогам многолетних исследований было выдвинута версия об особом административном статусе Лавского комплекса, как центра Елецкого княжества. На территории комплекса были сделаны множественные находки предметов вооружения, быта, свидетельств торговли. В одной из построек найдена оборотная створка бронзового литого креста-энколпиона (мощевика) начала XIII в. С территории археологического комплекса происходит т. н. «процветший крест».

Периферия археологического комплекса периодически разрушается Лавским карьером.

Литература
 Жукова Е. В. Проблема сохранения Лавского археологического комплекса. // Новик, 2020. Выпуск 21 (специальный). С. 146—147.

Примечания

История Липецкой области


So what a great time I had with Rachel! She's a beautiful girl and she totally rocked out her session. It was crazy the more I kept taking pictures of this girl, the better she got! I can't imagine what I would of got if I had even a few more hours. It's always sad when the sun goes down on me, and we still have pictures in us. That is what happened to us. We literally sucked up every minute of sunlight, and with the end result, I'm glad I did.
The only down side I had of this photo shoot, was the poison ivy, I got all over my body. The pictures below of Rachel in the grass is the exactly where it took place. The day after her shoot, the red bumps started, and this time it was worse then I have ever had it. You see, this is the 4th round of poison ivy I have had this year! I usually wait it out, and it goes away. This time, with the rate it was all over me, I knew I had to get to the Dr. The scary thing was, my son was having surgery the same week, and I knew I was going to need to be at my best. So off to the Dr. I went on a Monday about 3 weeks ago, and I just know am feeling better. The Dr. said that I'm highly allergic to poison ivy, and it is an allergic reaction you get when touching it. At that point it gets into your blood stream, and you can have problems for up to 3 weeks. Even with a steroid, it didn't go away. Needless to say after that whole ordeal, I will be wearing pants to most of my photo shoots now. Yikes!!!!! Thats rough in the heat, but no where as rough as getting poison ivy for 3 weeks. At least the shots I got of Rachel while I was laying in the poison ivy, turned out beautiful!