Greenville, N.C. - The Western Carolina women's golf team sits in 10th-place overall after 36 of the scheduled 54 holes at the 2016 Lady Pirate Intercollegiate, hosted by East Carolina at the par-72, 6,020 Greenville Country Club. Junior transfer Amanda Floberg leads WCU among a tie with eight others in 29th-place overall.
WCU sat in a two-way tie for second-place in the team race after carding a season-best team score of 303 over the opening 18 holes. The Catamounts slipped eight spots after shooting 317 in the second round.
Floberg paced the Catamounts through Monday's opening round, shooting 2-over par 74 over the first 18 holes and an 80 in the second round. The Stockholm, Sweden, native started the day 4-over par through the first seven holes of the day before finishing with nine pars and a pair of birdies to close the first round. Over the second 18 holes, Floberg charted eight pars against nine bogies and a birdie for the 80 and a two-round score of 154.
Senior Ashley Thompson and sophomore Natalia Villavicencio sit among a tie for 38th overall, a stroke behind Floberg at 155. Thompson posted rounds of 7-over par 79 and 4-over par 76 on Monday. The Clyde, N.C., native finished strong, closing the second round with five-consecutive pars. Villavicencio, who was making her seasonal debut, posted a 2-over par round of 74 over the opening 18 holes that included four birdies. The Santiago, Chile, native carded a second round score of 81.
Rounding out WCU's scoring five on Monday were Alyssa Morahan (76-80=156) in a tie for 44th overall and senior Bethany Galloway (79-85=164) in a tie for 80th.
All told, Thompson led the Catamounts with a total of 20 pars over the first 36 holes, one more than both Villavicencio and Morahan. Galloway led WCU with five birdies on Monday, with Villavicencio and Floberg both charting four birdies apiece.
With two individuals inside the top 10, tournament-host East Carolina leads the 18-team field by 11 strokes over second-place Cincinnati. The Pirates posted a two-round score of 595 ahead of the 606 turned in by the Bearcats. Morehead State and Gardner-Webb are tied for third with matching scores of 609, while Piedmont Triad rivals, Elon and High Point, are tied for fifth with matching 612.
Morehead State's Anna Magnusson leads the 90-golfer field, carrying a two-stroke lead into Tuesday's final round. Magnusson posted consecutive rounds of 1-under par, 71, for a score of 142. Danielle Fuss of High Point and Charleston Southern's Shelby Thompson are tied for the runner-up spot with even-par scores of 144.
Paired with golfers from Southern Miss and Towson, WCU's scoring five opens Tuesday's final round between the 11th and 13th holes at 8:30 am shotgun start. Live scoring is available online at GolfStatResults.com.


text:
Das Friedrich-Abel-Gymnasium ist ein allgemeinbildendes Gymnasium in Vaihingen an der Enz.

Geschichte
Das Friedrich-Abel-Gymnasium ist aus der Vaihinger Lateinschule, die bereits in der Zeit vor der Reformation bestand, hervorgegangen.
Bedeutende Männer wie Johannes Brenz, der spätere Reformator, Philipp Friedrich Hiller, der Dichter geistlicher Lieder und Friedrich Abel, der Namensgeber des Gymnasiums, waren hier Schüler.

Ab 1913 verfügt Vaihingen mit der Latein- und Realschule über eine neuzeitliche Bildungsstätte. Die Gebäude für das heutige Gymnasium wurden 1963 errichtet und 1981 um einen Fachklassenbau für den naturwissenschaftlichen Unterricht erweitert. Mittlerweile wurde ein weiteres Gebäude hinzugefügt.

Namensgeber ist der deutsche Philosoph Jakob Friedrich von Abel, der in Vaihingen geboren wurde.

Unterricht
Die Gebäude des Gymnasiums wurden im Jahre 1963 errichtet. 1981 kam der Fachklassenbau, in welchem heute hauptsächlich der naturwissenschaftliche Unterricht stattfindet, hinzu. Das Areal um das Gymnasium mit den Sporthallen liegt in einem verkehrsberuhigten Bereich, weshalb ein campusartiger Charakter entstand.

Am Friedrich-Abel-Gymnasium wird ein naturwissenschaftliches und ein sprachliches Unterrichtsprofil gelehrt. Englisch wird als erste und Latein oder Französisch als zweite Fremdsprache unterrichtet. Es besteht auch die Möglichkeit das Fach NwT-1, Naturwissenschaft und Technik, statt der zweiten Fremdsprache zu wählen. Ab der 6. Klasse wird dann die gewählte zweite Fremdsprache oder NwT-1 unterrichtet.

Im sprachlichen Profil können die Schüler Italienisch als dritte Fremdsprache, IMP oder NwT zu wählen. Für Schüler die NwT-1 gewählt haben ist nun eine Fremdsprache verpflichtend, sie müssen also entweder Italienisch oder einen Französisch-Kurs wählen.

Seit dem Schuljahr 2004/2005 durchlaufen alle Schüler das achtjährige Gymnasium (G8).

Veranstaltungen und Sonstiges
Neben AGs finden jährlich Projekttage statt, bei denen Schülern, Lehrern und Eltern die Möglichkeit geboten wird, Projekte unter einem bestimmten Leitthema anzubieten. Den Schülern steht es frei, sich ihr Projekt selbst auszusuchen.
Ebenso jährlich finden statt: Der Saftladen (Unterstufen Disco), der Schul-Ball, der Abi-Streich und der Abi-Ball.

Des Weiteren erscheint einmal im Jahr die Schulzeitung "der Scholar" und einmalig pro Jahr das Abi-Blatt, geschrieben von dem Abiturienten.

Das FAG hat ein polnisches Partnergymnasium in Łódź und pflegt den mit ihm und der amerikanischen Schule in Warschau einen Schüleraustausch. Mit Frankreich besteht ein Partnerschaftsprogramm mit der Französischen Partnerschule Collèges Jules Michelet in Angoulême.

Seit 2022 ist das Friedrich-Abel-Gymnasium als Weltethos-Schule ausgezeichnet, setzt sich also für "eine von allen mitgetragene, werteorientierte Schulkultur" ein

Persönlichkeiten
 Kimsy von Reischach, ehemalige MTV-Moderatorin, legte 1994 am FAG ihr Abitur ab.
 Felix Franz, deutscher Meister über 400 m Hürden 2014, legte 2011 am FAG sein Abitur ab.
 Kolja Meyer, deutscher Faustballer und deutscher Vizemeister und Europapokalsieger 2012 mit dem TV Vaihingen/Enz unterrichtet hauptberuflich als Lehrer am Friedrich-Abel-Gymnasium.

Weblinks

Einzelnachweise

Bauwerk in Vaihingen an der Enz
Gymnasium im Landkreis Ludwigsburg
Organisation (Vaihingen an der Enz)

redpajama_set_name: RedPajamaWikipedia


Honors Convocation on May 1.
service to the college community.
nominee. Certain criteria are essential.
been an aide to the Admissions office.
to make that transition successful.
Rose Sherin '74, State Government.
transition from student to employee.
Barbra Streisand to Haiku poetry.
the Sunday 11:30 a.m. Mass at St.
great shows, don't miss it!
C o l l e g e C h a p e l , 3 : 0 0 P . M .
4 : 0 0 P . M . - 5 : 1 5 P . M .
L e o B u s c a g l i a - C a m p u s C e n t e r F a c u l t y L o u n g e 9 : 1 5 A .M . - 1 0 : 1 5 A .M .
on how to get those jobs.
on May 1, 1981, at 4:00 p.m.
awards is March 20, 1981.
-April 4 to April 11.
Detroit, MI 48202, (313) 577-3451.
about the REAL WORLD of WORK.
us what your career needs are.
because of the truth in testing law.
dog uses, you will dream what he dreams.
E l a i n Y a w , L y n n H a m m o n d , M a r y H a n s b u r g .
t h e S . A . , t h e e d i t o r o r s t a f f , o r t h e a d v e r t i s e r s .
council that works for you!
March 18, in Lima's "Fishbowl" .
heads the Blood Mobile committee.
of the lower level Campus Center.
to the Council for discussion and action.
Council exists to benefit you!
its five-day celebration in May.
deadline for entries is April 16.
and the Tulip Queen's luncheon.
Main Lounge ■ 9:00 - 5:30 p.m.
On Thursday, March 26 at 8 p.m.
start promptly at 7 p.m.
to A m ii^ E O K ) .
c \ c r b m i in.
e a in e t l voiir colle j'e d e c i iv .i lniie willi llic ('old l'ai>.
L e a m w h a f i t t a k e s - t o l e a d .
free for RPI faculty and students.
cards. ITie date is March 27 and 28.
and continuing through April 16.
for members and $2 for nonmembers.
No. 1 of the Albany Public Library.
A f f a i r s O f f i c e , C a m p u s C e n t e r , l o w e r l e v e l , a s s o o n a s p o s s i b l e .
d u r i n g " s e n i o r w e e k . "
Meeting on May 21, 1981.
university, or contact: Mr. C. J.
from all colleges or universities attended.
should be mailed to Mr. C. J.
Chudosky at the above address.
didn't warm up in the second half.
Terri Deubel led CSR with 12 pts.
(4s, 2d, M, W) - 3:00 p.m.
.'6s, 3d, 6 best) - 2:30 p.m.
Westland Hills Park, Colvin Avenue.
take the game into overtime.
those three players from the game.
72% (10 for 14) from the foul line.
(12-0 NAC and 11-4 in AIAW play).
Insurance plan are still being accepted.
September 1, 1981 would cost $43.75.
NOMINATIONS ACCEPTED UNTIL 12 P.M.
A s s e m b l y s e a t s .
playoffs with their 9-4 league record.
March 23rd for "Pinball Wizard".
room aide write down your totals.
for information on "free" gym time.
team hitting 23 out of 29 attempts to "
and Bousa had 5 points for the title.
close (210) as his high single game.
had a game high of 140.
•MSMC - 11 a.m., 1 p.m., 3 p.m.
4/8 Wed A at Vassar - 2:00 p.m.
4/9 Thu H vs Delhi - 6:00 p.m.
4/13 Mon A at RPI - 3:00 pjn.
, 4/22 Wed H vs Ulster CC-3 p.m.


text:
Q: Implementations of org.w3c.dom.Node for json I am looking for an implementation of org.w3c.dom.Node for data types other than XML, like json or avro. This will allow me to reuse functionalities written against org.w3c.dom.Node, such as xpath.
org.w3c.dom.Node document = new JsonDocument(myJsonMessage);

XPathFactory xpathFactory = XPathFactory.newInstance();
XPath xpath = xpathFactory.newXPath();

String msg = xpath.evaluate("/document/element", document);

msg is an evaluation of xpath against a json document, provided I have an implementation of Node/Document for Json.

A: The simplest solution may be to convert your JSON document to XML then use your existing functionality to perform xpath queries.
Convert JSON to XML

A: org.w3c.dom.Node is an interface. I ended up writing implementations of the interface for json, avro, bson (mongodb).  It works perfectly fine. We can use xpath, xslt against json, avro, bson, etc by doing this.
The only thing you have to remember is that some document types are "richer" than others. xml has a value for a node, where most other formats don't.
For example:
<MyDocument>
  <MyChild1>Child1Value</MyChild1>
  <MyChild2>Child2Value</MyChild2>
  <MyChild3 attribute1="Child3 attribute1" attribute2="Child3 attribute2"></MyChild3>
</MyDocument>

To represent the same document in json, you need to introduce a convention. In the below example the convention is to use the key "_rootValue" for node value:
  {
    "MyDocument": {
      "MyChild1": {
        "_rootValue": "Child1Value"
      },
      "MyChild2": {
        "_rootValue": "Child2Value"
      },
      "MyChild3": {
        "attribute1": "Child3 attribute1",
        "attribute2": "Child3 attribute2"
      },
    }
  }

redpajama_set_name: RedPajamaStackExchange


text:
using CoCo.Analyser.Classifications.VisualBasic;
using CoCo.Test.Common;
using NUnit.Framework;

namespace CoCo.Test.VisualBasicIdentifiers.Access
{
    internal class Types : VisualBasicIdentifierTests
    {
        [Test]
        public void TypeParameterTest()
        {
            GetContext(@"Access\Types\TypeParameter.vb")
                .AddInfo(VisualBasicNames.TypeParameterName.EnableInEditor())
                .GetClassifications().AssertContains(
                    VisualBasicNames.TypeParameterName.ClassifyAt(87, 6));
        }

        [Test]
        public void ClassTest()
        {
            GetContext(@"Access\Types\ClassType.vb")
                .AddInfo(VisualBasicNames.ClassName.EnableInEditor())
                .GetClassifications().AssertContains(
                    VisualBasicNames.ClassName.ClassifyAt(74, 9));
        }

        [Test]
        public void StructureTest()
        {
            GetContext(@"Access\Types\StructureType.vb")
                .AddInfo(VisualBasicNames.StructureName.EnableInEditor())
                .GetClassifications().AssertContains(
                    VisualBasicNames.StructureName.ClassifyAt(102, 13));
        }

        [Test]
        public void ModuleTest()
        {
            GetContext(@"Access\Types\ModuleType.vb")
                .AddInfo(VisualBasicNames.ModuleName.EnableInEditor())
                .GetClassifications().AssertContains(
                    VisualBasicNames.ModuleName.ClassifyAt(121, 10));
        }

        [Test]
        public void InterfaceTest()
        {
            GetContext(@"Access\Types\InterfaceType.vb")
                .AddInfo(VisualBasicNames.InterfaceName.EnableInEditor())
                .GetClassifications().AssertContains(
                    VisualBasicNames.InterfaceName.ClassifyAt(138, 14));
        }

        [Test]
        public void EnumTest()
        {
            GetContext(@"Access\Types\EnumType.vb")
                .AddInfo(VisualBasicNames.EnumName.EnableInEditor())
                .GetClassifications().AssertContains(
                    VisualBasicNames.EnumName.ClassifyAt(122, 6));
        }

        [Test]
        public void DelegateTest()
        {
            GetContext(@"Access\Types\DelegateType.vb")
                .AddInfo(VisualBasicNames.DelegateName.EnableInEditor())
                .GetClassifications().AssertContains(
                    VisualBasicNames.DelegateName.ClassifyAt(113, 6));
        }
    }
}

redpajama_set_name: RedPajamaGithub


❶Sometimes it is good to think of it as a sample of your research rather than a review ; it should inform the researcher that your article contains the information they need.
If your teacher, professor, or boss gave your guidelines for your report, make sure you read them and reread them. What is the assignment asking of you? Are you supposed to inform your audience about a topic? Generally if you are writing a report for an elementary, middle or high school class, you will be asked to present a topic without inserting your opinion. Other assignments might ask you to persuade your audience about a certain way of perceiving your topic, or analyze a topic.
Ask your teacher about any questions you might have as soon as possible. Choose a good topic that you love. Feeling passionate about a topic will drive you to do your best work possible. Of course, sometimes you will not have the option to choose your topic. If this is the case, try to find something about the assigned topic that you can get passionate about.
Always make sure to run your ideas by your teacher to make sure that it is okay that you approach the report in this way. But make sure to include lots of details about other things based on the topic too. Pick an original topic. If you are giving a report to your classmates, try to pick a topic that is original and engaging.
To avoid repetition, ask your teacher what topics have already been picked. If the topic you want has been chosen, try to find a different angle to present it in.
For instance, if you wanted to do your report on Disneyland, but somebody already chose that topic, you could focus your report on one specific section of Disneyland, like Adventureland. You could discuss what inspired its creation, the different rides you find in that section, and any major changes that have happened to Adventureland recently. Keep in mind that you can change your topic. If you find that your topic is too broad, try to pick a specific part of the topic to focus on.
For instance, if you wanted to do your report on World Fairs, but realized there are way too many of the them to talk about, and they are all too varied to discuss as a whole, choose one specific world fair, such as the Panama-Pacific International Exposition, to focus on. Make sure you have the correct number of sources for your paper your guidelines should cover how many sources your teacher expects you to have. I If you are writing a report on an event, find out what other events led to your event, what actually happened during the event, and what the aftermath of the event was.
Libraries are an excellent place to find information. If you are having trouble, ask a librarian for help. If you find a great book that covers your topic well, look at the sources the author used these will generally be listed in the back of the book. These sources can often lead to even more useful information and websites.
Make sure your online sources are reputable. If you are using the internet to find information about your topic, always make sure to double check any facts you find. Stick with information gathered by known experts in the field you are researching, government agency websites, and scholarly journals. Try to avoid forums and other sources that have no credible backing.
For instance, if you are writing a report on Jane Goodall, a great source would be using the Jane Goodall Institute website. Keep track of all of the information you find. Write each source you use down on a flashcard. Come up with a thesis statement.
Thesis statements are the main idea of your report. A thesis statement summarizes what you want to prove in your report for your reader. All of your subsequent topic sentences of body paragraphs should tie back into this thesis, so make sure that it is general enough to stand throughout your essay.
If you are simply reporting on a topic, create a thesis statement that does not contain any opinion-based information. If you are creating a thesis that is meant to persuade someone about a topic, or that is meant to deeply analyze a topic, the thesis should contain an argument that you intend to prove in your essay.
The three main halls of the Panama-Pacific International Exposition were filled with modern creations of the day and were an excellent representation of the innovative spirit of the Progressive era. Example of a persuasive or analytic report thesis Thesis 2: The Panama-Pacific International Exposition was intended as a celebration of the Progressive spirit, but actually harbored a deep racism and principle of white supremacy that most visitors chose to ignore or celebrate.
Outlines help you to visualize how your essay will look. Outlines can be straightforward lists, idea webs or concept maps. Begin with your thesis statement and then pick the three major ideas related to your thesis statement that you will want to cover in your essay. Write down details about each main idea.
Your main ideas should support your thesis. They should be the evidence that provides support to your argument. Example main ideas for Thesis 1: Example main ideas for Thesis 2: Decide how you will format your report. The structure of your paper depends on your topic.
If you are writing a report on a person, it would make the most sense to structure your report in chronological order. For Thesis 1, the report would be structured as a spatial guide to the fair--the report would discuss the main exhibits in each of the major buildings at the fair the Court of the Universe, the Court of the Four Seasons, and the Court of Abundance.
Your intro is where you introduce your topic and state your thesis. Your intro should be engaging but not corny--the goal should be to hook the reader so that they want to read the rest of your report. You should provide some background information on your topic and then state your thesis so that the reader knows what the report is going to be about.
When you are revising make sure you look at the first word in every sentence and try not to let any of them be repetitive. Example Intro for Thesis 1: The Panama-Pacific International Exposition PPIE of was intended to celebrate both the creation of the Panama Canal, and the technological advancements achieved at the turn of the century. The three main halls of the PPIE were filled with modern creations of the day and were an excellent representation of the innovative spirit of the Progressive era.
Write your body paragraphs. The body paragraphs are where you state your evidence that supports your thesis. Each body paragraph consists of a topic sentence and evidence supporting the topic sentence. The topic sentence introduces the main idea of the body paragraph and links the paragraph back to the thesis.
At the PPIE, the Court of the Universe was the heart of the exposition and represented the greatest achievements of man, as well as the meeting of the East and the West. Support your topic sentence. After you write your topic sentence in the body paragraph, provide evidence found in your research that supports your topic sentence. This evidence can be descriptions of things mentioned in your topic sentence, quotes from experts on the subjects, or more information about the topic listed.
For the topic sentence listed above about the Court of the Universe, the body paragraph should go on to list the different exhibits found at the exhibit, as well as proving how the Court represented the meeting of the East and West. For a report about a person, you would provide evidence that proved John Doe had a hard childhood and that his experiences led him to become the famous person he was.
This paragraph both summarizes your thesis again, and provides your final thoughts on your topic. It should reiterate to the reader what the reader should be taking away from your report.
Format any quotes you use, as well as your bibliography accordingly. These report outline templates consist of annual data of the student. Containing information about the name, subject, marks secured in the examination annually makes it easy for accessing the performance of a particular student. Such templates further helps in keeping record of the annual progression. These reports are made to provide technical support for further assistance.
Containing all the technical details these are designed keeping in mind to provide all the minute necessary information that is relevant to the subject. Such templates contain all the aspects of technical discussions that are been taken to provide important points that serves as a key role in fulfilling the desired goal. The best thing about report outline templates is that they are free to download and use. You can use the outline to help you create the best report.
Download this piece to get started. These templates contain all the research work that is been prepared with the help of research team. It consists of all the professional documentation designed so that the information could be extracted readily and easily by the readers.
A report is easier to write when a strong main idea exists. By the conclusion of this part of the course, participants should have an outline from which they can work during the session's remainder. Who offers report writing training? While writing a short formal report, you need to follow an outline which includes certain things that are required in business writing. You should first get the title of the report clear. The title should give an idea of what the report is all about.
Tutorial to the research paper outline. It helps you through the steps of writing a research paper. Good writing is essential for any article or term paper. Home; Research. Research; with this in mind, do not be afraid to ask for advice on the best research paper format for your report. Report Outline Template – 10+ Free Sample, Example, Format Download! These report outline templates constitute of materials and observations that are been obtained from research work. An outline template makes these works easier by sketching a systematic representation of the information.


Our faculty, students and researchers are actively engaged in research in the areas of Signals, Communications and Networking; Solid State Electronics; Optics and Photonics; and Energy Systems.
Faculty in the solid-state electronics area undertake research into cutting-edge electronic devices and circuits, with broad application to state-of-the-art technologies. These include high-performance, high-speed, computer and communication networks, "smart" medical devices, and alternative energy sources.
Research in Optics and Photonics relies on a synergy of fundamental physics, materials science, numerical modeling, and device applications. Research in this area has diverse applications, such as ultra-high resolution imaging, photovoltaics, sensing, quantum cryptography and secure communications.
The Energy Systems Area focuses on various aspects of the generation, storage, transmission, and distribution of electric power. The program integrates energy systems research with research in energy control, efficiency improvement, demand side management, power quality and economics, renewable resources and integration, and smart grid communications.


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Because let's face it: Sometimes you want to make sure that the recipient knows you're not emoji-ing about coneless chocolate soft serve. You want your poo dollup to be angry.
Hahahaha I am cracking up. Turtle Representing Rapidly Aging Populace is my favorite.
See, it's funny because it's true.
Who Put the Smile on the Cheshire Cat?
Who Names Their Daughter Pistol?


Home Program Design Box Jumps: Higher the Better?
Box Jumps: Higher the Better?
I think I am what some might consider to be old school. I am not always using the newest slang or aware of the latest Kardashian news. But, I am trying to keep up with the times and engage in the ongoing growth of social media. It is proving to be a limitless platform for distributing and collecting information and ideas. From all over the globe, people are connected in unprecedented ways. This is an amazing tool that leads to creativity, innovation, and intellectual growth due to the ease of access to information and novel ideas. This can also be a very misleading tool. The "drive-thru" education model makes it very easy to misunderstand or mislead people; especially when it comes to training. It is very easy to glance at a picture or a video and assume you have mastered a training principle or philosophy. Why would you research an idea for yourself when someone just explained 10 years of scientific research to you in a 30 second Instagram clip, that's just inefficient (note the sarcasm).
One of the greatest examples of coaches misunderstanding a training tool is the Box Jump. It seems like every time I look on a social media site I see someone else showing off their new PR (personal record) box jump. 42… 48… 54… 60 inches! As if accomplishing these jumps is the competition itself. Now I am all for having goals for training and celebrating milestones. That's great. But what are we really celebrating? I want to shed some light on box jumps as a training tool and assessment, especially when it comes to youth athletes.
Why Do We Jump on Boxes?
I would like to think all coaches know why jump/plyometric training and assessment is used for youth and adult athletes, but just in case you are a novice coach I would like to recap.
Plyometric exercises are those in which a muscle group is put under a rapid stretch shortening cycle in hopes that the elastic nature of the muscles accumulates kinetic energy during the isometric phase that can be used during the concentric phase, thus improving the overall force production and rate of force development. By this definition, the result of a plyometric action is dependent on the muscles length/tension relationship, elastic qualities, tendon stiffness, and muscular strength through multiple ranges of motion. These qualities are dependent on each other and affect the outcome of plyometric movements. Luckily these qualities are also trainable. For example, weight training has been shown to improve tendon stiffness and muscular strength.
Sprinting, jumping, cutting, bounding, and leaping are all plyometric activities. They are found within every ground based power sport and an athlete's ability to accomplish these movements faster than their opponent is a huge advantage. These are also the skills we coach and strive to improve within our athletes. Plyometric or jump training is used for this exact reason. Plyometric training can improve an athlete's stretch shortening cycle, improve strength, increase joint stiffness, and improve overall jumping ability. By training to improve these qualities, we expect them to transfer into and be applied in real game scenarios.
What do we get from Box Jumps?
Faster, stronger, and more powerful. That's how I got into performance training. I wanted to know how those great athletes did such amazing things with their bodies, and how I could replicate it. Well, of course we have to train. We need to get stronger, so we lift heavy things. We need to get more agile, so we run around cones and do fancy foot patterns. We need to jump higher, so we find something to practice jumping onto or over. Makes sense, right? But does this truly transfer on to the field or court?
As I previously stated, Plyometric movements utilize the stretch shortening cycle. And they do it rapidly. Muscles are eccentrically loaded with external force (usually body weight multiplied by the acceleration of gravity and momentum from the preceding movement). Then the muscle applies enough force to create an impulse (change in the direction of momentum), which is considered by some as the isometric phase. Then finally the athlete uses the momentum from the impulse to accelerate through a concentric muscle contraction and create force as rapidly as possible to apply all the combined forces against eh external load (i.e. gravity). A simple example of this is the counter movement jump. The athlete creates a movement by crouching down from a standing position, and counters the movement by creating an impulse somewhere in their squat and redirecting their momentum upwards to propel their body upwards as fast and hard as possible to get maximum height in their jump. This is the most common box jump exercise performed and the one we will focus on in this discussion.
While the counter movement jump is a very simple way of mimicking and practicing lower body plyometrics or jump training, doing it onto a box changes things. Plyometric movements are a 2-way street. Forces applied in the beginning of the movement (momentum), forces applied during the movement (impulse), and lastly the forces applied at the end of the movement (result of jump in addition to gravity). What goes up must come down. When we jump, we must land, and when we land we will land with the weight of our bodies multiplied by the acceleration of gravity. This means that we must have the strength to accommodate the force, especially if we need to repeat that action in succession and rapidly.
For certain scenarios, box jumps are a great tool to protect our athletes or simplify our training. If our athletes have attained a proficiency in the mechanics of jumping and landing, we can use box jumps to focus specifically on the jumping without the mechanical stress of landing. By landing on an elevated surface, we have taken away gravity's ability to accelerate our mass and land on the box with a much smaller impact force. As eccentric muscle action is more fatiguing than concentric, decreasing the eccentric action and extra force while landing allows the athlete to execute more quality reps then they would while landing on the ground.
What if our athlete is not proficient in their jumping and landing mechanics? You might want to learn and practice landing if you are jumping. You don't build a race car without breaks. Just as box jumps take away the eccentric forces of landing, the box depth drop takes away the extra work of the jumping action. The height of the box can be used as a tool to give you the height of your jump without having to execute the jump. This allows you to prioritize your training and focus strictly on the landing mechanics with more quality repetitions.
1. The height of your jump does not depend on a box. No matter what is in front of you or around you, the height of your jump will always depend on your ability to move your center of mass away from the earth's surface by applying force rapidly against the ground and opposing the forces applied by the acceleration of gravity. Simply put, your jump height is determined by how high your center of mass (roughly your belly button) gets from its starting point when you were in contact with the ground.
2. The box is an absolute number while your ability to jump in it is relative. An athlete that is tall and light needs less force to jump a certain box height than an athlete that is shorter and heavier. The taller athlete starts with a higher center of mass and less resistance, while the shorter athlete has a longer distance to travel and more resistance from gravity because of it. The shorter athlete must apply a much greater amount of force to achieve the necessary height. So, what does a 48-inch box jump mean? Well it depends who you are asking.
3. If you can't land on the box in the same position that you jumped from, the box is too high. If the goal of your box jump is to practice deep hip flexion with poor posture, jump on the highest box you can find. The fact of the matter is your max box jump height is dependent on your jump height AND your hip flexion capacity. As I already stated, your jump height is independent of the box. At some point your jump will reach a terminal height (peak of your center of mass traveling upward), at which point you will recoil your legs and create as much hip flexion as possible to bring your feet upward. This is where the personal record box jumps happen, in increased gains in hip flexion. This isn't a bad thing if we played sports that way. But if the key is to transfer the power on to the field or court, you are going to need to reproduce a similar movement immediately after landing. Also, the compressive forces at that range of motion throws the decreased mechanical work of landing out the window.
4. Did your youth athlete get more powerful, or did they just grow? Like the vertical countermovement jump, I have seen coaches use an increased box jump height as a training milestone for youth athletes. This might be one of the most misleading milestones out there. Youth athletes are always growing and changing. To be honest to the athlete and your training program, don't take credit for natures work. If you have been training Billy since he was 12 and jumped on a 36-inch box, and now at 13 he can jump onto a 42-inch box; most likely he just grew and has a higher center of mass. This does not mean you didn't improve your athlete's athleticism or that your training program isn't working. You just need to have a better assessment that has more precise and relative scores to compare.
Jump Training isn't about the highest vertical or biggest box jump.
Learn how to jump train and perform box jumps correctly with Complete Jumps Training.
Does My Athlete Need Box Jumps?
I have been asked the question by new coaches (which is what inspired this piece); are box jumps good or bad? The answer is, yes. I always give the same answer to that question no matter what the exercise is. All exercises have a purpose and all stresses will elicit an adaptation. The question is whether the purpose of the exercise matches your training goal and if the athlete is responding with the desired adaptation from the stress? If your goal is to work on landing mechanics, a series of drops from boxes of progressing heights that eventually match the height of your max jump height is a great way to go about it. If your goal is to improve jumping ability, jumping on to the tallest box you can is probably not the answer.
The common factors between the plyometric movements (sprinting, jumping, cutting, etc) are strength, speed, and coordination. Athletes need to have strength to accept, respond to, and produce force. To be powerful an athlete needs to produce that force quickly, so coordination of contractions and rate of force development are factors that need to accompany strength. These are the qualities we need to train to improve an athlete's ability to be powerful. The underlying factor is STRENGTH. This is true for all athletes, but even more so with youth athletes. As plyometric training, such as box jumps, is the practice of power; the athletes must have the foundations of power to practice it. If your athlete is lacking in relative strength, they will not reap the maximum benefits of the training and be left with holes in their preparedness. When the strength training has been established, plyometrics are a great addition to move the athlete along the Strength-Speed continuum. But strength is always going to be the limiting factor.
Related: Should Sprinting and Jumping Athletes Use Plyometrics?
Get your athletes stronger, practice recruiting the force faster, and get them into a position to repeat the action again. Getting your feet 60 inches in the air and on to a box does not transfer on to the field. Controlling your center of mass and moving it at high rates of speed does!
Lauren Green is currently the Assistant Strength and Conditioning Coach for the Brooklyn Nets of the NBA. Along with working with the NBA team, Lauren also serves as the Strength and Conditioning Coach for the Nets' D-League team, the Long Island Nets. Lauren serves an instrumental role in the Nets Player development system, aiding the NBA team in the implementation of their Strength, Injury Mitigation, and Sports Science programs. Dually, Lauren designs and implements a similar program for the D-League team that prepares the players to transition and progress into the NBA team program.
Prior to working for the Nets, Lauren was with the Los Angeles Dodgers of the MLB. Working in the Dodgers' minor league system for 3 years, Lauren served as a minor league affiliate Strength and Conditioning Coach, and was named California League Strength Coach of the year in 2015. After the 2015 season, He was given the title of Latin American Coordinator of Strength and Conditioning. In this role Lauren was responsible for designing and implementing developmental programs that would prepare the Dodgers' international, mostly from the Caribbean and Central/South America, teenage signees for the rigors of the American minor league system and culture of professional baseball. From strength training, arm care, speed and agility training to nutritional and cultural acclimation guidance, Lauren was given the responsibility of caring for and nurturing the organizations youngest and most impressionable players.
After obtaining a Bachelor's degree in Physical Education from St. Cloud State University and a Master's degree in Exercise Science from Concordia University in Chicago, Lauren developed a research-based approach to long term athletic development within his training philosophy and programs. Lauren is a Certified Strength and Conditioning Specialist (CSCS), and Registered Strength and Conditioning Coach (RSCC) through the NSCA. He is also a certified Performance Enhancement Specialist through NASM and certified Olympic lifting coach (USAW1) through USA weight lifting.
Prior to his career in professional sports, Lauren trained thousands of youth athletes in the private sector. From the ages of 8-18, Lauren implemented training programs to enhance the development of sport-specific skills as well as overall athleticism. Lauren displays a passion for the development process and its ability to influence the future by establishing a great foundation of training and understanding. Despite working in the elite professional levels as of late, Lauren is regarded as a development specialist.


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We relaunched our Newsletters in February 2018. In each edition you can read:
Thoughts from our Trustees
Our consultation responses
Feedback from our events
News from elsewhere
Diary of events
We are always interested in material for our newsletters so please let us know what is going on in your organisation. Let us spread the word and make a cleaner, quieter, healthier, sustainable Scotland. E-mail admin@ep-scotland.org.uk.
Our most recent newsletter is only available to our Members. If you are a Member and don't receive the newsletter get in touch and we'll rectify that. If you would like to become a member please let us know: http://www.ep-scotland.org.uk/contact-us/
ANYONE attending Edinburgh's first 'Open Streets' event on May 5th cannot fail to have noticed how much quieter and less polluted the city centre felt after the city centre streets were closed to vehicles. It was an exciting day and we interviewed one of the VIP guests, Chris Boardman, the former Olympic gold medal-winning cyclist, … [Continue Reading]
UNDERSTANDING the complex relationship between environmental health and public health is crucial to ensuring behaviour change. Professor George Morris, of Exeter University, brings a wealth of experience to the INHERIT 'Horizon 2020' project funded by the EU. Not only has he worked at the sharp end as an environmental health officer, but his conceptual models … [Continue Reading]
This month we interview Dr Mark Miller, a senior research fellow at the University of Edinburgh's Queen's Medical Research Institute. Dr Miller talks to us about his work in testing the effects of pollutants from diesel vehicle emissions on people, and in particular, the use of gold nano-particles in experiments which see participants in the … [Continue Reading]
Newsletter – January 2019
We kick off the year by interviewing Professor Campbell Gemmell, who is leading the Cleaner Air For Scotland (CAFS) Review. -We also feature an article on how the profile of Noise Action Week can be raised, with its organiser Mary Stevens discussing how the annual event can attract better funding in 2019. -We look back … [Continue Reading]
Newsletter – November & December 2018
In this edition we cover the Low Emission Zone conference in Edinburgh. Dr Ramsay explained why the air quality situation in Scotland needs to be put in context against media headlines about air quality. EPS also attended the IAQM 'Routes to Clean Air Conference' in Birmingham. Glasgow introduced Scotland's first LEZ on Hogmanay.
Newsletter – October 2018
In this edition MPs produced a report which called for the UK Government to bring forward the ban on the sale of new petrol/diesel cars from its current 2040 deadline, to 2032 – in line with the Scottish Government's stated target – to help with efforts to cut air pollution.
In this edition we interview Philip James, Director of Newcastle University's Urban Observatory. There is also information on the Scottish Government's Cleaner Air For Scotland (CAFS) Progress Report. We also have a report from our sister organisation, EPUK's 120th anniversary reception at The Guildhall in the City of London.
Newsletter – August 2018
Lawson Wight is enjoying deserved success with the BurnRight campaign. Interview from the Scots campaigner who is challenging wood burning stove owners to improve Air Quality. News of the launch of City of Edinburgh Council's consultation on its blueprint for the future of City Mobility, Low Emission Zone and City Centre Transformation.
We feature the work of Greek-born George Maniatis, a senior hydromorphologist at SEPA. George has designed two technological devices shaped like a pebbles and a sphere which collect data from river beds, and which contribute to understanding Scotland's rivers and their flow patterns. We analyse the draft Transport Bill and there's news of £700,000 worth … [Continue Reading]
Newsletter – June 2018
The June EPS Newsletter features a comprehensive round-up and images of this year's Clean Air Day, which was held on June 21. There were a wide range of activities aimed at encouraging people to leave the car at home, or to change to an electric vehicle, to cut air pollution and dozens of schools participated, … [Continue Reading]
Newsletter – May 2018
Read how EFCA President Dr Andrzej Jagusiewicz was cast out as a 'political refugee' in the 1980s for daring to question the Poland's Communist Government's approach to the environment. He also discusses his role as one of the founding fathers of the United Nations Convention on Long-range Trans-boundary Air Pollution – the first instrument which … [Continue Reading]
Read how Glasgow City Council and Transport Scotland are preparing for Scotland's first Low Emission zone in an exclusive interview with the City's Chief Resilience Officer, Duncan Booker. Find out all the latest on Clean Air Day and Noise Action Week along with a full report on our members' responses to the Glasgow Airport flightpaths … [Continue Reading]

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JTC Americas Announces Virtual Event on Tax-Advantaged Investing
The free webinar will feature industry experts discussing 1031 Exchanges, Opportunity Zones, and how investor strategies are evolving.
San Jose, CA. August 17, 2022 – Fund administration leader JTC Americas has announced an in-depth virtual forum on the state of tax-advantaged investing in 2022. The event is scheduled for August 24th, 2022, and will be presented virtually so attendees can join from around the country. Titled "Innovative Strategies for Tax-Advantaged Investing," the webinar will focus on methods for deferring taxes on capital gains, including Opportunity Zones and 1031 Like-Kind Exchanges.
For more than a century, 1031 exchanges have been a pillar of smart investing and retirement strategies by allowing investors to defer capital gains taxes when purchasing a like-kind property. Like much of the real estate sector, 1031 has seen plenty of ups and downs over the last year, with rising home costs, supply chain problems, and inflation being just a few of the issues affecting the market.
Changes in the marketplace have shifted investors strategies as property owners consider whether it's prudent to perform an exchange now rather than waiting. They're also considering other avenues for tax deferral like Opportunity Zones, which incentivize investment in underserved areas to positively impact communities and have become very popular with investors focused on impact.
The goal of the webinar is to educate stakeholders on the state of 1031 and other tax-advantaged investments. Should you sell now to take advantage of current 1031 rules? Are alternative types of exchanges like Delaware Statutory Trusts and Triple-Net Leases more or less viable in the current market? And can other tax-advantaged investments like Opportunity Zones be used in conjunction with 1031? The panelists will also answer questions from attendees so those watching around the world can inquire about specific situations.
Read the Full Press Release Here.
Sign up for the upcoming "Innovative Strategies for Tax-Advantaged Investing" webinar today – Reserve my space!
For more information on JTC Americas, follow us on Facebook ,Twitter, and LinkedIn!
Jack Salus2022-08-29T11:07:39-07:00August 17th, 2022|Categories: 1031 Exchange, Delaware Statutory Trust, Press Release|
JTC Americas » All » Press Release » JTC Americas Announces Virtual Event on Tax-Advantaged Investing


This will be a great intro to what you need and how to get started in growing your own mushrooms.
This workshop will start at the Orchard and move to our Mushroom facility in N Fryeburg.
Please email us to pre-register for this free workshop.
Join us to celebrate the sweetness of Maine maple syrup.
We will have demos and some sweet treats for you to enjoy!
Bring your family and make memories! We will have everything that you need to make a gingerbread house to share for the holiday season.
We have have everything that you need to make a great wreath for your home, or for a gift.
Please check our Facebook Page for events.
During this beginner class you will learn how to make a small harvest basket. Cost of class is $20.00 which includes all supplies and tools needed to make this class.
This class is intended for those age 14 years and older. We will be doing some classes this summer for younger kids.
Please call the Orchard at 207-647-9419 to register. Pre-registration is required so that we make sure that we have materials for all!
Join us on September 5th - 7th for our Harvest Festival Weekend! This marks the start of our Pick-Your-Own apple season. Enjoy a hay ride, a walk through the hay maze, play lawn games with the kids, enjoy pizza, stock up on fresh veggies and other produce or gifts in the farmstand after you pick apples! The farmstand is open daily from 9-6 and the pick-your-own will run from 10-5. Call ahead for availability or conditions: 207-647-9419.
Curious about Pietree? Come on up to the farm Sunday, July 26th from 11am-3pm for Open Farm Day 2015! Meet our Farm Manager, Dan Cousins, and other Pietree crew to talk farming, agritourism, our local food system and more! Tour the farm, compare two of our tractors, enjoy farm-grown and farm-baked treats, play some outdoor games and learn more about how we grow for you! Pick-Your-Own crops may be available depending on field conditions.
Join us for a day of whimsical fun at our Fairy & Elf Tea Party July 11, 2015 from 11am-2pm!
We are a stop on this years' annual Herb, Food and Beer Tour! Join us both Saturday and Sunday, May 30th and 31st at 12pm! We will be demonstrating how to make a fresh herb pizza in our outdoor oven followed by a tour of the orchard (weather permitting). Specials on select merchandise for ticket holders too!
The Herb, Food and Beer Tour is an annual spring event available to those booking an Herb, Food and Beer Tour Lodging Package at one of eight member inns. Lodging packages include one or two night stays, herb-themed breakfasts each morning, two tickets to the Tour, and other individual inn options.
Each inn presents an in-depth look at a popular culinary herb and offers delicious samples of an herb-inspired recipe. In addition, chefs from our four member inns with restaurants will present cooking demonstrations and have created optional, three course "plant-to-plate" dinners. You'll take home new inspiration for your own herb garden, an herb seedling offered in a ready-to-plant peat pot, new recipes, a year of culinary ideas, and a full stomach!
Tickets: Available in advance by reserving a lodging package from participating inns.
Those not wishing to reserve an overnight package may purchase tickets between select dates to be advised for $40 per person by calling 603-447-2818. Tickets may be picked up at Eastman Inn in North Conway on Saturday or Sunday.
With the new season comes new flavors and new inspiration! Bring in an old cookbook you want to retire and trade it in for a new one from our collection. The swap will be open Friday-Monday, May 22nd-May25th 9am-6pm. See you there!
Farmstand open Sunday, March 22nd from 9am-3pm! Stocked with maple syrup, honey, jams and more! Enjoy maple syrup on ice cream & other sweet treats. Enjoy the sweet sound of folk musician, John Tercyak, from 11am-2pm. Farm tours at 10am & 2pm, warming fire, maple demonstrations, tastings, and other fun through out the day!
Please call (207) 647-4124 FMI. Thanks!
Sunset Solstice Stroll! FREE family fun!
Gentleman's Shopping Weekend! December 13th & 14th 8am-6pm! Free Coffee & Donuts & 15% OFF EVERYTHING For All Gentleman Shoppers!
Shop small with us Saturday & Sunday November 29th & 30th for 15% off locally made goods!
Ladies' Day Out at Pietree!
Grab the girlfriends and head up the hill for Ladies Day Out fun at Pietree! Bring in your stocking, stuff it with whatever goodies you can fit & get 15% off EVERYTHING in your stocking!
Join us Sunday, October 19th and help us end hunger in our community! Bring in a non-persiahble food item and then dance it off with the blue grass band, Tricky Britches under the big tent!
Join us to celebrate Maine's apple harvest and apple heritage! -pick-your-own apples and other fun 10am-4pm. Folk musician John Tercyak in concert 10am-2pm.
Join us Saturday, September 6th & Sunday, September 7th to celebrate the beginning of apple pick-your-own season! Hay maze, wagon rides, and tasty treats to kick off the short and sweet season of pick-your-own apples!
Come on up to the orchard to pick-your-own blueberries and enjoy a pizza picnic outside our beautiful farmstand. For one day only, August 9th from 11am-2pm, we are offering $1.00 off EVERY pint or pound of blueberries you pick and $1.00 off every large pizza you order. All weekend we will be offering 10% off all in-house made blueberry treats and have great recipes available to take home! Celebrate the sweet season of blueberries this weekend at Pietree Orchard.
Curious about Pietree? Come on out for Open Farm Day July 27th 10am-3pm. This is your chance to meet your farmer and get to know who grows your food. Our Farm Manager and Orchardist are speaking on hot topics including orchard husbandry and political issues this year in farming. AgriAbility will be on site to discuss the services they offer to keep people farming. Walking tours every half hour, offering wheelchair accessible tours & shopping. Pizza special available for a farm picnic with great mountain views. See you there!