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Freddie Scott: RIP
June 22, 2007 0 O-Dub in memoriam soul/funk
Freddie Scott: You Got What I Need
From 7″ (Shout, 1968). Also available on UBB 24.
Alas, Freddie Scott has died. The singer behind, "Hey Girl" and "Cry To Me" but the height of his career was in the 1960s and most casual soul fans don't know much about his catalog. However, he achieved a certain kind of immortality within the hip-hop generation when Biz Markie interpolated his 1968 single, "(You) Got What I Need" for "Just a Friend." I can play this song anywhere and people go nuts – it's just that good.
In Dangerous Rhythm has a far more thorough dedication of different Scott songs.
Next Bay Area Soul Sides Party
Previous Summer Songs: Daniel Chamberlin of Uber
covers int'l jazz soul/funk
Cissies Unite!: Covering The Meters Pt. 1
IT'S RAINING WHALES: RAY ALEXANDER TECHNIQUE
covers jazz soul/funk
U.S. NAVAL ACADEMY STAGE BAND: NOT YACHT ROCK
covers new release soul/funk
MAYER HAWTHORNE: SETTING IT UP


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The Sinking of the Columbia - DVD
Since the advent of steam-powered vessels, riverboats were a popular form of excursion. While somewhat dangerous at first (boiler explosions and general safety issues), riverboats had become a fairly safe way to travel by the early 1900's. One such popular vessel, was the Steamer Columbia, which sailed out of the port of Peoria, Illinois.
On what was supposed to be a routine "Moonlight Excursion" to Alfresco Park, a popular amusement destination along the Illinois river in Peoria, something went terribly wrong. On the return voyage to Pekin, Illinois, the Columbia ran into a dense fog covering the river. With pressures to have everyone home by midnight, the pilot pressed on through the murk. With no visual landmarks, two 90-degree bends in the river, and a sand bar, the boat ran aground on the Peoria County side of the river, across from Wesley City (now present day Creve Coeur). Fearing the worst, Captain Herman Mehl ordered the hull to be checked for water. The engineer and the first mate discovered the hull was flooded. Whether inflicted by a submerged stump or other debris, a decision had to be made. The captain ordered the pilot, Tom Williams to "Run her ashore!" As the river was not that deep, the pilot figured he had enough time to move the vessel to the other side of the river, where there would be help available from the small mining and fishing village. They could never have predicted what happened next.
Host Brian "Fox" Ellis steers us through the history and tragedy of the deadly event, along with Ken Zurski (author of "The Wreck of the Columbia"), producers William Baker,
Todd K. Pilon and H Wayne Wilson, and a crew of others in this original WTVP production.
Peoria High School: A History
Main Street Memories: The 1950's - DVD
November 17th: Finding Strength After the Storm
Lydia: Ahead of Her Time (DVD)
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HOUSTON -- Greg Ward, Jr. threw for 308 yards and three touchdowns to lead No. 21 Houston to a 52-31 win over No. 16 Navy on Friday, sending the Cougars to the first American Athletic Conference championship game.
Houston (11-1, 7-1 American) clinched the West Division title and will host either Temple or South Florida in the championship game Dec. 5. The Cougars are also well positioned to earn a bid to a New Year's Six bowl game, likely the Fiesta Bowl, if they win the league championship.
Ward was 26-of-35 passing and ran for 83 yards and another score as Houston opened up a 38-17 lead by the end of the third quarter.
Keenan Reynolds rushed for 84 yards on 19 carries and a fourth quarter touchdown and was 14 of 17 for 312 yards passing and a touchdown for Navy (9-2, 7-1). The Heisman Trophy contender scored his 83rd career touchdown to match the FBS record set by Wisconsin's Montee Ball. Reynolds also set a Navy record with his 29th career TD pass.
Navy had its five-game winning streak snapped.
Navy's Jamir Tillman caught five passes for 162 yards and a touchdown. Chris Swain ran for two touchdowns for Navy.
Navy had rushed for 400 yards in back-to-back contests, but its triple-option offense was limited to 147 yards by Houston's defense. The Midshipmen tried to make up for the lack of ground production through the air.
After Reynolds was intercepted on the second play of the second half, Ward threw a 4-yard touchdown pass to Linell Bonner to increase Houston's lead to 17 with 11 1-2 minutes left in the third quarter.
Following Austin Grebe's 39-yard field goal for Navy, Ayers extended Houston's lead to 38-17 with a one-handed catch and run for a 62-yard touchdown reception from Ward with 2:26 left in the third.
Ward put Houston ahead for good, spinning away from four Navy defenders and scampering for a 5-yard touchdown with five minutes left in the first half. Ty Cummings hit a 45-yard field goal to end the half to give the Cougars a 24-14 lead.


Amusing golf stories, videos from our rounds & much more. Visit our blog now!
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Email us on the address below if you want to join us for a round. We thrive on invites and writing reviews on your course. Just get in touch!


The CAHAYWARD LLC company was registered on June 25, 2012, in WA. Current status of the organization Active and type Profit. The registering agent is COLLEEN HAYWARD located at the address 707 S SNOQUALMIE ST, SEATTLE, WA, 981081737. Get the credit report on the CAHAYWARD LLC. Governing persons are: COLLEEN HAYWARD. Credt score.


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From the Tennis Court to the Supreme Court: How Justice Ginsburg's Legacy Extends into the Sports Realm
The Jeffrey S. Moorad Center for the Study of Sports Law
Photo Source: Camilo Schaser-Hughes, 614px-Ruth_Bader_Ginsburg_2016_portrait, Flickr (May 31, 2019) (Public Domain Mark 1.0)
By: Mary Kate Raczka* Posted: 11/12/2020
Despite her small stature, Justice Ruth Bader Ginsburg put up a strong fight.[1] Perhaps most known for her contributions to gender equality and strongly worded dissents, Justice Ginsburg's impact extends into the realm of sports.[2] Ginsburg herself was an athlete and her workouts can be found in her trainer's book "The RBG Workout: How She Stays Strong . . . and You Can Too!"[3]
Before the passage of Title IX which prohibited sex-based discrimination in schools receiving federal funding, and thus changing the way females are able to participate in school sports, Ruth Bader Ginsburg was fighting for women athletes.[4] In 1972, a young woman named Abbe Seldin moved to Teaneck, New Jersey, where she wanted to play tennis for her school's team.[5] At the time, Teaneck High School had no tennis team for women and the New Jersey State Interscholastic Athletic Association ("NJSIAA") prohibited female athletes from participating with male athletes in non-contact sports.[6] Seldin, a nationally ranked tennis player, was determined to gain competitive experience before heading off to college.[7] Hoping to find her spot on the tennis court, Seldin and her mother contacted the American Civil Liberties Union, where Rutgers Law professors Ruth Bader Ginsburg and Annamay Sheppard were volunteering at the time.[8]
Ginsburg and Sheppard quickly filed suit in the United States District Court for the District of New Jersey against various Teaneck officials, state agencies, Teaneck's Men's Tennis coach, and the head of the New Jersey State Interscholastic Athletic Association (NJSIAA), asserting that the rules prohibiting Seldin from playing tennis alongside men violated the Equal Protection Clause of the Fourteenth Amendment.[9] During trial, District Court Judge Leonard I. Garth suggested that the dispute be settled in a different court—the tennis court.[10] Judge Garth liked the idea of watching Seldin play several of the male athletes on the team to determine if Seldin was good enough to join.[11] Eager to resolve the case, Judge Garth, a tennis player himself, said "I'll take her on myself if I have to."[12]
However, mid-trial, the NJSIAA altered its rules to allow female athletes to play several sports, including tennis.[13] Seldin subsequently joined the Men's Tennis team, where she endured extreme mistreatment by her coach and fellow teammates.[14] While participating in a drill that required players to crawl up stairs on their hands while a teammate held their legs up, a male teammate abruptly dropped Seldin, causing her to fall onto her chest and injure herself.[15] To escape the disrespect and mistreatment, Seldin quit before even playing a match.[16] While Seldin's personal victory in the courtroom was ephemeral, the victory allowed female athletes across the state to participate on some men's sports teams for the very first time.[17] Seldin, who went on to play tennis for Syracuse University and later professionally, praised Ginsburg, who taught her to "be tougher" and to "stick up for myself for what is right."[18] In 1972, months after Ginsburg persuaded the NJSIAA to change their rules, Congress passed Title IX, which some have described as "[t]he legal springboard for women to gain an equal footing in sports in high schools and colleges . . . ."[19]
The same year she opened new doors for female athletes in the State of New Jersey, Ginsburg co-founded the Women's Rights Project for the American Civil Liberties Union.[20] Ginsburg went on to serve as general counsel for the ACLU until 1980, when President Jimmy Carter appointed her to the United States Court of Appeals for the District of Columbia Circuit.[21] Throughout her time with the ACLU, Ginsburg took on a plethora of sex discrimination cases—some even argued before the Supreme Court—and helped pave the way towards gender equality.[22]
Later, while sitting on the bench of the Supreme Court, Justice Ginsburg dissented in Ledbetter v Goodyear Tire,[23] where a female claimant filed an employment discrimination case under Title VII against her former employer after being paid significantly less than her male counterparts.[24] While the majority of the Court concluded that Ms. Ledbetter's claim was time-barred, Justice Ginsburg was not convinced.[25] Her fierce dissent recognized problems with asserting unequal pay discrimination claims under Title VII, and her dissent ultimately opened the door to allow more women to bring unequal pay claims.[26]
In 2009, Congress passing the Lilly Ledbetter Act, which stated that claimant has 180 days after each discriminatory paycheck to file a claim.[27] Armed with Justice Ginsburg's legacy, female athletes today are fighting for equal pay on their own turf.[28] The U.S. Women's National Soccer Team and Ice Hockey Team, Venus and Serena Williams, and Big Wave Surfers have all spoken out about equal pay in sports.[29] Like Justice Ginsburg, these athletes recognize the harm caused by unequal pay on the basis of sex and are willing to fight for it.[30]
Justice Ginsburg's contributions to gender equality have touched athletes across the globe.[31] Following Justice Ginsburg's passing on September 18, 2020, players for Glasgow City, a women's soccer team in Scotland, will sport Justice Ginsburg's name on the left sleeves of their jerseys to honor her.[32] It is clear that Justice Ginsburg's legacy has reached, and will continue to reach, far beyond the courtroom.[33]
*Staff Writer, Jeffrey S. Moorad Sports Law Journal, J.D. Candidate, May 2022, Villanova University Charles Widger School of Law.
[1] See generally Sarah Spain, Thank You, Justice Ruth Bader Ginsburg, for Inspiring Quests for Equality in Sports, ESPN (Sept. 25, 2020), https://www.espn.com/espnw/voices/story/_/id/29959652/thank-justice-ruth-bader-ginsburg-inspiring-quests-equality-sports (providing details on Ginsburg's life and legacy).
[2] For further discussion of Justice Ginsburg's contributions in women's sports, see infra notes 4-22 and accompanying text.
[3] See Spain, supra note 1 (describing how Ginsburg's twice-weekly workouts led her trainer to write a book).
[4] See generally Mike Kelly, How Ruth Bader Ginsburg helped a high school girl win a spot on Teaneck's boys tennis team, NORTHJERSEY.COM, (Sept. 23, 2020), https://www.northjersey.com/story/news/columnists/mike-kelly/2020/09/23/ruth-bader-ginsburg-fought-female-tennis-player-teaneck-nj/5851990002/ (noting Title IX was months from being passed and years from being implemented when Ginsburg filed Seldin's federal suit alleging equal protection violation).
[5] See Women's Rights in New Jersey, AMERICAN CIVIL LIBERTIES UNION NEW JERSEY, https://www.aclu-nj.org/files/3113/3406/7855/FactSheet_WOMEN.pdf (last visited Oct. 8, 2020) (describing Abbe Seldin hoped to play for high school tennis team when she moved to Teaneck, New Jersey).
[6] See id. (describing how Teaneck's lack of any women's tennis team spurred Seldin's decision to try out for men's tennis); see also Kelly, supra note 4 (noting Seldin wanted to try out for men's varsity tennis team).
[7] See Kelly, supra note 4 (noting Seldin's national ranking in tennis by fifteen years old spurred her aspirations toto play competitive tennis before college); see also Women's Rights in New Jersey, supra note 5 (indicating Eastern Lawn Tennis Association ranked Seldin twenty-second among fifteen and sixteen year old female tennis players).
[8] See Kelly, supra note 4 (describing how Seldin contacted ACLU and professors Ginsburg and Sheppard took on her case).
[9] See Andrew Keh, A Girl Wanted to Try Out for Boys' Tennis. Ginsburg Helped Make It Happen., N.Y. TIMES (Sept. 23, 2020), https://www.nytimes.com/2020/09/23/sports/tennis/ruth-bader-ginsburg-tennis.html ("Ginsburg . . . and her colleague Annamay Sheppard quickly led the family to file a lawsuit in [the] United Stated District Court [for the District of New Jersey] in Newark, charging that the rules barring girls from competing alongside boys violated the equal protection clause of the 14th Amendment."). Ginsburg took a broad approach with the suit, naming various parties as defendants. See id. (including head of NJSIAA, Teaneck school officials, state agencies, and Teaneck's tennis coach).
[10] See Kelly, supra note 4 ("Finally, U.S. District Judge Leonard I. Garth said he wanted to settle the dispute in a different venue: on the tennis court.").
[11] See id. (describing how Judge Garth suggested observing Seldin play several boys on Teaneck's team to determine if she was a good enough player).
[12] See id. (quoting Judge Garth) .
[13] See Women's Rights in New Jersey, supra note 5 (reporting during trial, NJSIAA altered its rules permitting girls to participate in several sports including tennis).
[14] See Keh, supra note 9 (describing Seldin's teammates and coach taunting and mistreatment).
[15] See id (describing incident where teammate dropped Seldin during a drill).
[16] See id. (highlighting how Seldin never played a match); see also Women's Rights in New Jersey, supra note 5 (noting Seldin quit Teaneck's tennis team to escape mistreatment).
[17] See Keh, supra note 9 ("But though the result immediately opened new doors for young female athletes across the state, the payoff for Seldin herself was short-lived.").
[18] See Kelly, supra note 4 (quoting Seldin on lessons she learned from Ginsburg); see Keh, supra note 9 (noting Seldin became first woman to receive athletic scholarship at Syracuse University).
[19] See Kelly, supra note 4 (describing Title IX's impact).
[20] See generally Spain, supra note 1 (noting Ginsburg co-founded Women's Rights Project of ACLU in 1972).
[21] See Justice Ruth Bader Ginsburg, 1933-2020, SUPREME COURT HISTORICAL SOCIETY https://www.supremecourthistory.org/history-of-the-court/the-current-court/justice-ruth-bader-ginsburg/ (last visited Oct. 7, 2020) (noting Ginsburg served as general counsel for ACLU until being appointed to federal bench ).
[22] See generally Tribute: The Legacy of Ruth Bader Ginsburg and WRP Staff, AMERICAN CIVIL LIBERTIES UNION, https://www.aclu.org/other/tribute-legacy-ruth-bader-ginsburg-and-wrp-staff (last visited Oct. 8, 2020) (detailing several sex discrimination cases Ginsburg worked on while at ACLU).
[23] 550 U.S. 618 (2007).
[24] See id. (detailing facts of Ledbetter's claim).
[25] See generally id. at 643-60 (showing Justice Ginsburg was not convinced by majority opinion).
[26] See generally id. at 643-60 (explaining why female claimants bringing unequal pay claims are harmed by each unequal paycheck). For further discussion on how Ginsburg's dissent allowed more claims, see infra note 27.
[27] See generally Marty Steinberg, Ruth Bader Ginsburg's Biggest Cases: Equal Pay, Bush v. Gore, and Insider Trading, CNBC (Sept. 18, 2020), https://www.cnbc.com/2020/09/18/ruth-bader-ginsburg-biggest-cases.html (explaining how Lilly Ledbetter Act allows claimants additional time to assert claims).
[28] See generally The Fight for Equal Pay in Women's Sports, WOMEN'S SPORTS FOUNDATION (April 2, 2019), https://www.womenssportsfoundation.org/education/fight-equal-pay-womens-sports/ (explaining how female athletes continue to speak out about unequal pay).
[29] See generally id. (listing athletes who have taken stance in fight for equal pay in sports).
[30] See generally id. (describing how various professional female athletes are willing to "push" and "fight" for equal pay).
[31] For further discussion on how Ginsburg's impact has stretched across the globe, see infra note 32 and accompanying text.
[32] See Spain, supra note 1 (describing Glasgow City's plan to honor Ginsburg this 2020 season).
[33] For further discussion of how Ginsburg's legacy has extended beyond the courtroom, see supra notes 1-32 and accompanying text.
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Come see this spacious and updated 5/4, 3 car garage home in the desirable and gated Two Creeks community! Highlights of this home include: a spacious kitchen with ss appliances and range hood, granite, breakfast bar island, eat in kitchen, double oven, walk in pantry, oversized master with walk in shower, two sinks, garden tub, spacious family room and a large bonus room with full bath on the 2nd story. This home also includes a covered patio, nearly a 1/4 acre lot that backs up to a conservation preserve, fenced back yard, transferable builder home warranty and much more. With easy access to the Two Creeks amenity facility, new toll road, St. Vincent's medical center and the many amenities of the Plantation Crossing shopping center make this the perfect place to call home!


Mon, Sep 03, 2018. Sign In Subscribe. Search form. Search. U. S. Below are the hours of major chains open on Christmas Day. Restaurants Open On Christmas Eve 2017; Oklahoma City Restaurants Open on Christmas Day 2018.
By Adam Knapp. Updated 07/30/18. Share Pin Email. Oklahoma, is closed for the holiday. There are a few eateries, like restaurants located in hotels, Chinese restaurants, and chain standards, that are open on Christmas.
You will need to confirm before you go if you will need. Christmas Eve Programs in Budapest. food markets, and; the handful of Christmas fairs open till around 12.
00 or 14. 00 the latest. Public transport services also run quite frequently according to Saturday schedule, till. 15. 00. Dec 24, 2017. Below are the hours of major chains open on Christmas Day. Remember, Chinese and Indian food restaurants are also likely open, so be sure. What restaurants are usually open on Christmas Eve and Christmas Day? Find all 2017 openings and closings for the largest U. S. restaurant chains. If you want to grab a bite to eat while you're out, check out what restaurants are open on Christmas Day.
I also have a list of what stores are open on Christmas Eve and what's open on New Year's Eve. Dec 24, 2017. The best major, nationwide chain restaurants that are open on Christmas day.
What restaurants are usually open on Christmas Eve and Christmas Day? Find all 2017 openings and closings for the largest U. S. restaurant chains. 25 Chain Restaurants That Will Be Open on Christmas from 25 Chain Restaurants That Will Be Open on Christmas Slideshow. 25 major chain restaurants. 2018. Quick. Dec 24, 2017. Many restaurants are closed on Christmas Day, but these 7 spots are. The Italian chain restaurant will be open throughout the country on. Reserve a table for the best dining in Prescott, Arizona on TripAdvisor: See 20, 455 reviews of 234 Prescott restaurants and search by cuisine, price, location, and more.
Reserve a table for the best dining in Reading, Pennsylvania on TripAdvisor: See 5, 981 reviews of 323 Reading restaurants and search by cuisine, price, location, and more. I know it might be difficult at best to find a restaurant open on Sunday but if anyone knows, it would be appreciated.
Read the Dining Christmas Eve in Paris. These Restaurants and Stores Are Open on Christmas Day. this chain will be open 24 hours—so good. To see the full-list of restaurants and stores that will be open on Christmas Eve and. Below are the hours of major chains open on Christmas Day. Remember, Chinese and Indian food restaurants are also likely open, so be sure to check your local listings and give those places a call.
Dec 24, 2017. Most places are closed on Christmas Day, but we found at least 27 restaurants and national chains that will be serving food for the holiday. Restaurants open on Christmas Eve. The grocery superstore will be open from 9 a. m. to 5 p. m. on Christmas Eve. CVS: The pharmacy chain will be open. Money may receive compensation for some. Reserve a table for the best dining in Prescott, Arizona on TripAdvisor: See 20, 455 reviews of 234 Prescott restaurants and search by cuisine, price, location, and more.
While the list below includes national chain restaurants that are open on Christmas Day, many local restaurants choose to stay open on Christmas, many of them hosting holiday buffets or special menus.
Buca di Beppo—Most of this mid-scale Italian restaurant's locations will be open from 8 a. m. to 10 p. m. on Christmas Day. It will also be.
Dec 24, 2017В В· The best major, nationwide chain restaurants that are open on Christmas day. 2019 Restaurants open on Christmas Eve, Day 2017 in Northern Utah2018. tax refund schedule for 2018;. 7 Chain Restaurants Open on Christmas Day. The 38 Essential DFW Restaurants, Summer 2018. 13 Excellent Options For Dining On Christmas Eve& Day; 22. Tei-An. Open in Google Maps; 2. Afrah Dozens of Chicago restaurants will be open.
(2018 W. North Ave. The restaurant will be open for Christmas Eve brunch until 6 p. m. and opens at 5 p. m. Christmas Day. Aug 28, 2018. While the list below includes national chain restaurants that are open on Christmas Day, many local restaurants choose to stay open on. 7 Restaurants Open on Christmas Day 2017. The Italian chain restaurant will be open throughout the country on Christmas Day from 11 a.
m. to 10 p. m. which will be open Christmas Eve. Restaurants Open Christmas; Restaurants Open New Year's;. PA in 2018 » Lancaster area cuisine should not be underestimated. New Year's Eve; The best major, nationwide chain restaurants that are open on Christmas day.


Knit By God's Hand: The weekend that we watched the snow melt away.... Praise the Lord!
The weekend that we watched the snow melt away.... Praise the Lord!
YAHOOOO!!!! It honestly felt like Spring... & it was just in the 50's.
I say JUST like it was nothing - but it felt like everything after spending the last few weeks in single digit temps.
Friday, leaving work, it felt wonderful walking out of the building & not having to hide most of my face running to the parking garage.
I, however, was running. I had to get home & grab up 2 of the dogs & get to the vet's office.
Ernie went for his next round of shots - rabies & parvo... & we took Bruno with us because he was having issues with his ear.
Poor guy - I cant believe I'm saying this - once again fell down the steps while we were at work. How he keeps doing this is unbelievable. Simply unbelievable. We have a gate in front of the steps. & a basket holding the gate in place - & a weight on the other side of the gate making sure it's not movable. Jokes on us - its totally movable.
We looked back at the security camera & Bruno someone managed to get BEHIND a chair, leading his nose to get right on the exact place of the gate that he could nudge it open & ended up on the OTHER side of the gate. I still dont know how he managed to get BEHIND the chair that lead him there. .... & he fell down a flight of steps - for the third time in a year. WHAT IS HAPPENING????
Well, when he did - he apparently busted his middle eardrum. OH MY POOR BABY. It was oozing & swollen & just left him shaking his head & tilting his head to the side as he walked. The vet said he was probably in some pretty good discomfort with the swelling. She gave him some anti-inflammatory & an antibiotic shot to help with infection... & he'll go back in 2 weeks to get checked.
Saturday, we just enjoyed another day of relaxing at home.
I say relaxing, but it was a busy morning for me. I got a lot done around the house, a lot of laundry, got ready for Bible Study & put on another crock pot dish for dinner & then finally got to sit down & relax & enjoy watching the snow melt & finish reading a book. Alll - the life.
& of course, Harvey loved the weekend where our neighbor was out. He just cant get enough of him.
If you have to be woken up, I guess there are worse ways.
I ended up going to MSM - so excited to see my girls as always - & then left from there to get back to my Joysters! It was our first meet up since before Christmas so it was so great to be back together - starting a great study - & to have one of my dear friends join us.
We know how to snack!!!
I wasn't sure I was going to do it... but alas... I'll talk more about it later.
& BAM - Monday is back! But I'm so glad its a Monday that's above freezing & no snow!
Did you get a warm up?
That picture of your babies in the crate...SO PRECIOUS!! Cutest ever. I am SO happy the weather warmed up. Goodbye snow. Don't come back! Have a great week!!
Poor Bruno-buddy. How do dogs get into such weird places?? I was also giggling last week about the IG images of Ernie escaping and having free roam of the house while you were working. Tricky little pup!
Love all the doggie pictures!!
Oh Poor Bruno!! He looks so cute in the diaper. That was a great idea. It was a warmer up here this weekend as well and it was amazing. Felt like spring. It's crazy that a high of 40 can make people so happy! haha who would have thought?
You sure do know how to snack! And I LOVE the pic of your sweet boys! They are so precious....and so are you! Happy Monday!
I detest snow and was thrilled to see all of it leave my back and front yard.
Hugs and thinking of you and Bruno. Having an old man dog is so hard.
Poor Bruno! I hope he's better soon. That's good news that the diaper is working pretty well. I love a Wrinkle in Time! I was just thinking I need to re-read it before the movie comes out.
Poor Bruno! Oh that little old man. :D I hate to say it, but he looks so cute in his diaper! Hopefully, he is feeling better now. Love the pic with Ernie and Harvey together in the crate. So dang adorable! Glad the weather is warming up and the snow is melting!
I hope Bruno is doing better. I showed my sister a picture of Ernie and she loved him. She's the one that just got a new pup around Thanksgiving. He's adorable too.
Loved the weather this weekend. Actually was able to walk our Lucy some. She loved it too.
Poor Bruno! Gracie had a lot of ear issues when she got older and I hated seeing her in so much pain with them. I hope that Bruno gets to feeling better. The steps aren't his friend! You girls sure do know how to snack, I need in that picture! Love the boys together in their crate, makes my heart smile. Hope you have a great week.
I could almost not concentrate on anything else because I am so enamored of the first photo.
Anyway Gus is aging rapidly and it's hard to watch, especially since we just lost Geege in September. I know I will have to make that decision for Gus sooner than I'd like.
Great photos! I love that you had such a good weekend! Amen!
that picture of the two boys is previous! Thank goodness you have that security camera. Something like a broken eardrum would be so hard to even diagnose or know what they heck happened. Poor guy!
Those cupcakes at your bible study look amazing!
Oh Bruno. I just want to give him a hug.
Glad it warmed up a little.
I have the same copy of A Wrinkle in Time, but I didn't read it until about 6 years ago because I had a student reading it.


The Hotel Grifo is near Montepulciano, a small town between the fertile Valdichiana and the magic Val d'Orcia, famous for its production of oil, wine and wheat. The hotel offers the possibility to have a stay for relax and for peace and to visit cities of art, churches, museums, and to know our oenogastronomical culture made by our extra virgin oil, wines like the Chianti, the Nobile di Montepulciano and the Brunello di Montalcino or foods like the beefsteak and the sheep-cheese.
It is the ideal place to visit famous cities like: San Gimignano, Pisa, Orvieto, Todi, Assisi, the San Galgano abbey, the Sant'Antimo abbey and the Monte Oliveto Maggiore abbey. Here around you can visit Chianciano, Montepulciano, Pienza, Sarteano, Cetona, Chiusi, Torrita di Siena, Sinalunga, San Casciano dei Bagni, Bagno Vignoni, Bagni San Filippo and Trequanda which are all still preserving their historical culture.
The territory of the Valdichiana is the ideal place to make trekking, to ride horses and to make long runs with mountain-bike, crossing ways and paths with cypresses and pines, still walking through the typical tuscan landscape: olive-groves, vineyards, woods and cultivated fields. The Chiusi lake , the Montepulciano lake and the Trasimeno lake offer the possibility to fish, to make rowing, surf and bird-watching. It is also possible to make excursions by boat, which are very interesting and fascinating shows not only for the lover and the expert but also for the person looking for a direct contact with the wild nature of these environments.
This is the territory of the wine. You have the possibility to visit wine cellars and to taste famous and fabulous wines like the Chianti, the Nobile di Montepulciano, the Brunello di Montalcino, the Vino bianco dei Colli Toscani, the Vernaccia di San Gimignano, the Vin Santo di Montepulciano and the Orvieto Classico. Lots of oil-mills still work with an "ancient" art to make the famous Extra Virgin olive oil. Lots of dairies around Pienza offer the possibility to see how they realize the famous Pienza's sheep-chess. You have not to forget the savory "chianina" meat which is, thanks to its strong characteristics, very selective and esteemed.
For shopping, the Valdichiana Outlet Village is located a few miles of our hotel.


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BOY SCOUT
REQUIREMENT CHANGES
Effective: January 1, 2002
(or during the year in some cases)
When there is a conflict between two published lists of requirements, such as the Requirements Book and a Merit Badge Pamphlet, the Requirements Book should be considered to be the controlling document, until a newer edition of the Requirements Book is issued, EXCEPT when the pamphlet has a later issue date.
BSA is in the process of updating ALL 120 merit badge books, with the goal of updating all of them within 4-5 years (a rate of around 25 per year). As new pamphlets are issued, when they contain new requirements, Scouts will have the option of starting with the new requirements as soon as the pamphlets are issued, or they may start work using the old requirements until the next edition of Boy Scout Requirements is issued.
They will NOT be holding the publications up until January each year, just issuing them as they are completed (and old stocks exhausted, probably). Then in January, the Requirements Book will include all revisions to date.
The following Merit Badges had new pamphlets issued either at or subsequent to the 2001 BSA National Jamboree, with new requirements:
Traffic Safety, Metalwork, Wood Carving.
Changes were also made to the Second Class and First Class rank requirements.
Those revisions are in the new Requirements Book and took effect when the new booklets were issued.
In addition, a new FLY FISHING Merit Badge was field tested at the Jamboree. The official announcement of the new badge with the official requirements was made in May, 2002, and the pamphlet became available in June, 2002.
New pamphlets for Fishing and Dentistry Merit Badges were also released around June 1, 2002, with new requirements.
A new pamphlet for Landscape Architecture Merit Badge was released around October 1, 2002, with new requirements.
REVISED RANK REQUIREMENTS
(in the 2002 Requirements Book)
COMPLETELY REPLACED
(or EXTENSIVELY REWRITTEN)
MERIT BADGE REQUIREMENTS
(Issued between the 2001 and 2002 Requirements Books)
REVISED MERIT BADGE REQUIREMENTS
(New Pamphlets issued during the year)
NEW MERIT BADGE
The footnote to Requirements 7b and 7c which read, "This requirement may be waived by the troop committee for medical or safety reasons." has been removed (This was actually removed, without notice, in 2001.) A Scout who is unable to complete these requirements must follow the procedure for Scouts who are physically or mentally disabled to get permission to use alternate requirements.
Old Requirement 9c, the swimming survival skills demonstration (jumping into water with clothes on) was deleted (and moved to Swimming Merit Badge -see below). Requirement 9d was renumbered to 9c,
The footnote to Requirement 9b which read, "This requirement may be waived by the troop committee for medical or safety reasons." has been removed (This was actually removed, without notice, in 2001.) A Scout who is unable to complete these requirements must follow the procedure for Scouts who are physically or mentally disabled to get permission to use alternate requirements.
A minor change was made to requirement 6. ("Markers" was removed from the list of art supplies.)
Most of the requirements were expanded and clarified. The requirements now read as follows.
Explain and demonstrate the proper elements of a good motion picture.
The 180-degree axis rule
Camera movement
Framing and composition of camera shots
Tell the story you plan to film in a three- or four-paragraph treatment. How does it read on paper?
Prepare a storyboard for your motion picture (This can be done with rough sketches and stick figures.)
Demonstrate six of the following motion picture shooting techniques.
Using a tripod
Panning a camera
Framing a shot
Selecting an angle
Selecting proper lighting
Hand-held shooting
Do ONE of the following, using motion picture techniques in planning a program for your troop or school. Start with a treatment , and complete the requirement by presenting the program to the troop, patrol, or class.
Film or videotape a court of honor and show it to an audience.
Create a minifeature of your own design using the techniques you learn.
Film or videotape a vignette that could be used to train a new Scout in a Scouting Skill.
Visit a film set or a television production studio and watch how production work is done.
Explain to your counselor the elements of the zoom lens and three important parts.
Explain the following jobs related to film or video production: director, producer, cinematographer, key grip, gaffer, best boy, assistant camera operator.
The requirements were completely rewritten, and read as follows:
Review with your counselor the injuries that might arise from cooking, including burns and scalds, and the proper treatment.
Describe how meat, fish, chicken, eggs, dairy products, and fresh vegetables should be stored, transported, and properly prepared for cooking.
Describe the following food-related illnesses and tell what you can do to help prevent each from happening:
Salmonella enteritis
Staphylococcal enteritis
E. coli (Escherichia coli) enteritis
Botulism
Trichinosis
Illustrate for your counselor the food pyramid. Label the pyramid, including:
The food groups
Milk, yogurt, and cheese group
Vegetable group
Meats, poultry, fish, dry beans, eggs, and nuts group
Fruit group
Bread, cereal, rice, and pasta group
The item on the pyramid that is not considered part of a food group and tell why its use is discouraged
The number of servings recommended per day from each group
Give your counselor examples from each food group.
Describe for your counselor the measurements of servings for each food group.
Describe to your counselor food preparation techniques that result in more healthful and nutritious meals.
Plan a menu for two straight days (six meals) of camping. Include the following:
A camp dinner with soup; meat, fish, poultry, or an appropriate substitute; two fresh vegetables; drink; and dessert. All are to be properly prepared. When preparing your menu, follow the nutritional guidelines set by the food pyramid.
A one-pot dinner. Use foods other than canned.
Using the menu planned for requirement 3, make a food list showing cost and amount needed to feed three or more boys.
List the utensils needed to cook and serve these meals.
Using the menu planned for requirement 3, do the following and discuss the process with your merit badge counselor:
Prepare and server for yourself and two others, the two dinners, one lunch, and one breakfast. Time your cooking so that each course will be ready to serve at the proper time.
The meals for this requirement may be prepared for different trips. They need not be prepared consecutively. Scouts working on this badge at summer camp should plan around food they can get at the camp commissary.
For meals prepared in requirement 4a for which a fire is needed, use a lightweight stove or build a low-impact fire. Include support for your cooking utensils from rocks, logs, or like material. The same fireplace may be used for more than one meal. Use a backpacking stove to cook at least one meal. (Where local regulations do not allow you to do this, the counselor may change the requirement to meet the law.)
For each meal prepared in requirement 4a, use safe food-handling practices. Dispose of garbage, cans, foil, paper, and other rubbish by packing them out and depositing them in a proper container. After each meal, clean up the site thoroughly.
Plan a menu for one day (three meals) or for four meals over a two-day period of trail hiking or backpacking. Include the following:
A breakfast, lunch, and dinner for a trail or backpacking trip where light weight is important. You should be able to store all foods used for several days without refrigeration. When preparing your menu, follow the nutritional guidelines set by the food pyramid.
Figure the weight of the foods in requirement 4a.
Using the menu planned for requirement 5a, do the following:
Prepare and serve for yourself and two others, the trail breakfast and dinner. Time your cooking so that each course will be ready to serve at the proper time.
Use an approved trail stove (with proper supervision) or charcoal to prepare your meals.
Plan a menu for three full days of meals (breakfast, lunch, and dinner) to be cooked at home.
When preparing your menu, follow the nutritional guidelines set by the food pyramid. All meals are to be cooked or properly prepared.
Using the menu planned for requirement 7, make a food list, showing cost and amount needed to feed yourself and at least one adult (parent, family member, guardian, or other responsible adult).
Tell what utensils were needed to cook and serve these meals.
Prepare and serve a breakfast, lunch, and dinner from the menu you planned for requirement 7. Time your cooking to have each course ready to serve at the proper time. Have an adult verify the preparation of the meal to your counselor.
Find out what opportunities are available for a career in food service management. Find out what high school courses might help you prepare for a career in cooking, and about special training you might need and where to obtain such training. Discuss what you learned with your counselor.
Visit a professional cook, chef, food service manager, or Registered Dietician and learn what this professional's duties are. Discuss the person's education and training, techniques, and means used in professional food preparation, and local health regulations and licensing requirements that must be followed. Report to your counselor your findings.
The requirements were revised when a new pamphlet was issued in June, and now read as follows:
Using x-ray (radiographic) films and with your counselor's guidance, study the tooth structure and look for decay. Then do the following:
Using the radiographs as a guide, draw a lower molar. Label its parts and surfaces. Show surrounding structures such as bone and gum tissues.
Show on your drawing where the nerves and blood vessels enter the tooth.
Show on your drawing where bacterial plaque is most likely to be found.
Tell or write about what causes dental decay and gum disease. Tell how each of the following contributes to dental decay and gum disease: bacterial plaque, sugars, and acid.
Tell the possible causes for traumatic tooth loss, describe the types of mouth guards used to prevent tooth trauma, and list the athletic activities during which a person should wear a mouth guard.
Explain the first-aid procedure for saving a tooth that has been knocked out.
Arrange for a visit with a dentist. Before you go, ask whether your visit can include a dental examination and a plaque-control demonstration. Afterward, ask questions about things you want to know. Then tell your counselor what the dentist does in a checkup examination.
Name at least five instruments and five pieces of equipment a dentist uses.
With the help of a dentist, prepare a dental stone cast using a vibrator, a mixing bowl, a water measure, a plastic measure, model stone, and a spatula.
Keep a record of everything you eat for three days. Circle those that could provide the sugars that bacterial plaque needs to make acid. List snacks that you should avoid to maintain the best oral health.
Discuss with your merit badge counselor the following
How fluorides help prevent tooth decay and the ways fluorides can be provided to the teeth.
How the mouth is related to the rest of the body. Topics might include chewing, saliva, enzymes, nutrition, and speech.
Make a model tooth of soap, clay, papier-mâché, or wax. Using a string and a large hand brush, show your troop or a school class proper toothbrushing and flossing procedures.
Make a poster on prevention of dental disease. Show the importance of good oral health.
Collect at least five advertisements for different toothpastes. List the claims that each one makes. Tell about the accuracy of the advertisements.
Write a feature story for your school newspaper on the proper care of teeth and gums.
Make drawings and write about the progress of dental decay. Describe the types of dental filling and treatments a dentist can use to repair dental decay problems.
Report on careers in dentistry. Tell about the different specialties of dentistry and briefly tell what each specialist does.
Prepare a four-part summary of jobs in dentistry. Under the headings "Dentist," "Dental Hygienist," "Dental Assistant," and "Dental Laboratory Technician," list for each job the duties, education, costs of education, length of training required, and other information to describe these jobs.
Explain to your counselor the injuries that could occur while fishing and the proper treatment, including cuts, scratches, puncture wounds, insect bites, hypothermia, dehydration, and heat reactions. Explain how to remove a hook that has lodged in your arm. Name and explain five safety practices you should always follow while fishing.
Learn and explain the differences between two types of fishing outfits. Point out and identify the parts of several types of rods and reels. Explain how and when each would be used. Review with your counselor how to care for this equipment.
Demonstrate the proper use of two different types of fishing equipment.
Demonstrate how to tie the following knots: clinch, palomar, turle, blood loop (barrel knot), and the surgeon's loop. Explain how each knot is used and when to use it.
Name and identify five basic artificial lures and five natural baits and explain how to fish with them. Explain why bait fish are not to be released.
Explain the importance of practicing Leave No Trace and how it positively affects fishing resources.
Give the regulations affecting game fishing where you live. Explain why they were adopted and what you accomplish by following these regulations.
Explain what good outdoor sportsmanlike behavior is and how it relates to fishermen. Tell how the Outdoor Code of the Boy Scouts of America relates to a fishing sports enthusiast, including the aspects of littering, trespassing, courteous behavior, and obeying fishing regulations.
Catch two different kinds of fish and identify them. Release at least one of them unharmed. Clean and cook another fish.
This is a new badge, increasing the number of available merit badges to 120. The new pamphlet became available in June. The requirements DO NOT appear in the Requirements Book.
Explain to your counselor the injuries that could occur while fly-fishing and the proper treatment, including cuts, scratches, puncture wounds, insect bites, hypothermia, and heat reactions. Explain how to remove a hook that has lodged in your arm. Name and explain five safety practices you should always follow while fly-fishing.
Discuss how to match a fly rod, line and leader to get a balanced system. Discuss several types of fly lines, and explain how and when each would be used. Review with your counselor how to care for this equipment.
Demonstrate how to tie proper knots to prepare a fly rod for fishing:
Tie a backing to a fly reel spool using the arbor backing knot
Attach backing to fly line using the nail knot
Attach a leader to fly line using the needle knot, nail knot or loop-to-loop connection
Add tippet to a leader using a double surgeon's loop or blood knot
Tie a fly onto the terminal end of the leader using the improved clinch knot
Explain how each of the following types of flies are used: dry flies, wet flies, nymphs, streamers, bass bugs and poppers. What does each imitate? Tie at least two types of the flies mentioned in this requirement.
Demonstrate the ability to cast a fly consistently and accurately using overhead and roll cast techniques.
Go to a suitable fishing location and make observations on the types of insects fish may be eating. Look for flying insects and some that may be on or beneath the water's surface. Look under rocks. Explain the importance of matching the hatch.
Explain the importance of practicing Leave No Trace and how it positively affects fly-fishing resources.
Obtain a copy of the regulations affecting game fishing where you live. Explain why they were adopted and what you accomplish by following them.
Explain what good outdoor sportsmanlike behavior is and how it relates to fishermen. Tell how the Outdoor Code of the Boy Scouts of America relates to a fishing enthusiast, including the aspects of littering, trespassing, courteous behavior, and obeying fishing regulations.
Using the fly-fishing techniques you have learned, catch two different kinds of fish and identify them. Release at least one of them unharmed. Clean and cook another fish.
The requirements were revised when a new pamphlet was issued in October, and now read as follows:
Explain the differences between a landscape architect and a horticulturist, a landscape contractor, an architect, an urban planner, and a civil engineer. Give an example of the work each might do that is unique to that vocation. How might people in these positions work with a landscape architect.
Visit a landscape architect's office or invite a landscape architect to your troop meeting to tell about his or her work. Find out about and discuss the following with your merit badge counselor:
What a landscape architect's daily work is like.
The education one must have to be a professional landscape architect.
The methods used in developing a design.
The drawing tools and computer equipment used in design.
Log on to the American Society of Landscape Architects' Web site at http://www.ASLA.org and find out more about the landscape architecture profession and schools that educate landscape architects. Using documents printed from this Web site, report to your counselor what you have learned.
Go to a completed landscape project that a landscape architect has designed. Before you visit the site, obtain a plan of the design from the landscape architect if one is available.
Make a report in the form of a short talk to your Scout troop on what you found in requirement 3. Discuss the following:
Tell whether the design had separate spaces, a clear path system, and sun and shade variety.
Tell about the places to sit, eat, or park a car.
Tell whether you were always comfortable and protected.
Tell about some of the trees, shrubs, and ground covers used in the design.
Identify five shrubs, five trees, and one ground cover, being sure that you select examples of different shapes, sizes, and textures. With the help of your counselor or a local nursery, choose plants that will grow in your area. Bring pictures of the different planting materials or, if possible, examples of their branches, leaves, or flowers to a troop meeting. Be prepared to tell how you might use each in the design of a landscape.
Look at and study a place of worship or school grounds to find the place where most people arrive by bus or car. Show you can do the following:
Using a measuring tape, measure and draw the entry and its nearby area using a scale of 1/8 inch equal to 1 foot on an 11-by-17-inch piece of paper. Be sure to include the driveway and the wall and door where people enter the school or place of worship. Indicate any sidewalks, structures, trees, and plants within the study area. Make a copy of this plan to save the original. Do the next two items on copies.
On one copy, use directional arrows to indicate where the water drains across the site, where ditches occur, and where water stands for a longer period of time.
Decide how you can make the place safer and more comfortable for those using it. Redesign the area on another copy of the plan. You may want to include new walks, covered waiting areas, benches, space-defining plantings of trees and shrubs, and drainage structures.
The survival swimming test was moved to the Swimming Merit Badge, from First Class requirement 9c. This change was omitted in the printed text for Lifesaving Merit badge in the Requirements Book.
This Merit badge has been completely rewritten to more accurately reflect the vocations / avocations in the general area of Metalworking. The requirements now read as follows:
Read the safety rules listed in the Metalwork merit badge pamphlet. Describe to your counselor how to be safe while working with metal. Because this merit badge offers four options, show your counselor which additional safety rules apply to the discipline you choose and discuss them with your counselor.
Define the term native metal.
Define the term malleable.
Define the term metallurgy.
Define the term alloy.
Name two nonferrous alloys used by pre-Iron Age metalworkers, and name the metals that are combined to form these alloys.
Explain the term ferrous, and name three ferrous alloys used by modern metalworkers.
Describe how to work–harden a metal.
Describe how to anneal a non-ferrous and a ferrous metal.
Put a 45-degree bend in a small piece of 26- or 28-gauge sheet brass or sheet copper. Note the amount of effort that is required to overcome the yield point in this unworked piece of metal.
Work-harden another piece of the same sheet brass or sheet copper. and then put a 45-degree bend in it. Note the amount of effort that is required to overcome the yield point.
Soften the same bent, work hardened piece by annealing it and then try to remove the 45–degree bend. Note the amount of effort that is required to overcome the yield point.
Join two small pieces of scrap metal using a hammered rivet. Repeat the process using a pop rivet.
Using a flatlock seam, join two pieces of scrap metal together with either lead-free solder or silver solder.
Make a temper color index from a flat piece of steel. Using hand tools, make and temper a center punch of medium-carbon or high-carbon steel.
Using metal cans, practice using the basic metalworking tools and techniques by making at least two tasteful objects that require cutting, bending, and edging.
Visit an experienced sheet metal mechanic, tinsmith, coppersmith, jeweler, founder or a blacksmith at his or her workshop. You may select a skilled hobbyist or a professional. Ask permission to see the tools used and to examine examples of the work made at the shop. Inquire about the level of education required to become an apprentice craftsman.
If you have (or your counselor has) access to the internet, explore metalworking occupations by conducting a Web search. With your counselor's help and guidance, find at least five metalworking–related Web sites. Print a copy of the web pages and discuss them with your counselor. When conducting your Web search, use keywords such as metallurgy, metalwork, spinning metal, metal fabrication, steel fabrication, aluminum fabrication, casting metal, pattern making, welding, forge welding, blacksmith, art metal, Artist Blacksmith Association of North America, farrier, brazing, goldsmith, machinist, or sheet metal mechanic.
After completing the first three requirements, complete at least ONE of the options listed below.
Option 1 – Sheet Metal Mechanic / Tinsmith
Name and describe the use of the basic sheet metalworking tools.
Create a reasonably accurate sketch of two tasteful objects to make from sheet metal. Include each component's dimensions on your sketch.
Using patterns provided either by your counselor or made by you, make at least two tasteful objects out of 24- or 26–gauge sheet metal. Use a metal that is appropriate to the object's ultimate purpose.
Both objects must be constructed using culling, bending, edging, and either soldering or brazing
One object must include at least one riveted component
If you do not make your objects from zinc-plated sheet steel or tin-plated sheet steel, preserve your work from oxidation.
Option 2 - Silversmith
Name and describe the use of the basic tools used by a silversmith.
Create a reasonably accurate hand-drawn sketch of two tasteful objects to make from sheet silver. Include each component's dimensions on your sketch.
Using patterns provided either by your counselor or made by you, make at least two tasteful objects out of 18- or 20–gauge sheet Copper. If you have prior silversmithing experience, you may substitute sterling silver, nickel silver, or lead free pewter.
At least one object must include a sawed component you have made yourself.
At least one object must include a sunken part you have made yourself.
Both objects must include a soldered joint.
Clean and polish your objects.
Option 3 – Founder
Name and describe the use of the basic parts of a two–piece mold. Name at least three different types of molds.
Create a reasonably accurate sketch of two tasteful objects to cast in metal. Include the height, width, and length on the sketch.
Using a pattern provided by your counselor and another one made by yourself, make two molds. Position the pouring gates and vents yourself. Do not use copyrighted materials as patterns.
Make a casting using a mold provided by your counselor and make a casting using the mold you have made. Use lead free pewter when casting each mold.
Remove all evidence of gates, vents, and parting-line flash from your castings.
Option 4 - Blacksmith
Name and tell the use of the basic tools used by a blacksmith.
Make a reasonably accurate sketch of two tasteful objects to hot-forge. Include each component's dimensions on your sketch.
Using low–carbon steel at least ¼ inch thick, perform the following exercises:
Draw out by forging a taper.
Use the horn of the anvil by forging a U-shaped bend.
Twist steel by placing a decorative twist in a piece of square steel.
Use the edge of the anvil to bend metal by forging an L–shaped bend.
Using low-carbon steel at least ¼ inch thick, make at least two tasteful objects that require hot-forging.
Include a decorative twist on one object.
Include a hammer-riveted joint in one object.
Preserve your work from oxidation.
Item 6c was changed from "Draw ten schematic symbols..." to "Draw eight schematic symbols ..."
Some minor changes were made in Requirement 7a (Amateur Radio):
The following was added to the end of item 2:
Properly log the real or simulated ham radio contact and record the signal report.
Item 3 was deleted, and items 4-7 were renumbered as 3-6.
Item 3 (former Item 4) was revised to delete reference to the former "Novice" Class radio license, which is no longer available. It now reads:
Explain some of the Technician Class license requirements and privileges. Explain who gives amateur radio exams.
Minor Changes were made to requirement 1c, f, g, h, and i., which now read as follows:
Explain the need for, and use and types of, eye and hearing protection.
Obtain a copy of the hunting laws for your state. Explain the main points of hunting laws in your state and give any special laws on the use of guns or ammunition.
Identify and explain how you can join or be a part of shooting sports activities.
Explain to your counselor the proper hygienic guidelines used in shooting.
Give to your counselor a list of sources that you could contact for information on firearms and their use.
Requirement 2, OPTION A (Modern Cartridge Rifles), had numerous editing changes and now reads as follows:
Identify the three main parts of a rifle, and tell how they function.
Identify and demonstrate the three fundamental rules for safe gun handling.
Identify the two types of cartridges, their parts, and how they function.
Explain to your counselor what a misfire, hangfire, and squib fire are, and explain the procedures to follow in response to each.
Identify and demonstrate the five fundamentals of shooting a rifle safely.
Identify and explain each rule for safe shooting.
Demonstrate the knowledge, skills, and attitude necessary to safely shoot a rifle from the bench rest position or supported prone position while using the five fundamentals of rifle shooting.
Identify the basic safety rules for cleaning a rifle, and identify the materials needed
Demonstrate how to clean a rifle properly and safely.
Discuss what points you would consider in selecting a rifle
Using a .22 caliber rimfire rifle and shooting from a bench rest or supported prone position at 50 feet, fire five groups (three shots per group) that can be covered by a quarter. Using these targets, explain how to adjust sights to zero.
Adjust sights to center the group on the target and fire five groups (five shots per group). According to the target used, each shot in the group must meet the following minimum score:
A-32 targets - 9
A-17 or TQ-1 targets - 7,
A-36 targets - 5.
Note: It is not always practical to adjust the sights (i.e. when using a borrowed fixed-sight rifle). For requirement 2l, you may demonstrate your ability to use the shooting fundamentals by shooting five shot groups (five shots per group) in which all shots can be covered by a quarter and then explain how to adjust the sights to zero the rifle.
Requirement 2, OPTION B (Air Rifles), had numerous editing changes and now reads as follows:
Identify the three main parts of an air rifle, and tell how they function.
Identify and demonstrate the three fundamental rules for handling a rifle safely.
Identify the two most common types of air rifle ammunition.
Identify and demonstrate the five fundamentals of shooting a rifle.
Identify and explain each rule for shooting an air rifle safely.
Demonstrate the knowledge, skills and attitude necessary to safely shoot a target from the bench rest position or supported prone position while using the five fundamentals of rifle shooting.
Identify the basic safety rules for cleaning an air rifle, and identify the materials needed.
Demonstrate how to clean an air rifle safely.
Discuss what points you would consider in selecting an air rifle.
Using a BB gun or pellet air rifle and shooting from a bench rest or supported prone position at 15 feet for BB guns or 33 feet for air rifles, fire five groups (three shots per group) that can be covered by a quarter.
BB rifle at 15 feet or 5 meters using TQ - 5 targets - 8.
Pellet air rifle at 25 feet using TQ - 5 target - 8, at 33 feet or 10 meters using AR-1 targets - 6.
Requirement 2, OPTION C (Muzzle Loading Rifles), had numerous editing changes and now reads as follows:
Discuss a brief history of the development of muzzle-loading rifles.
Identify principal parts of percussion and flintlock rifles and discuss how they function.
Demonstrate and discuss the safe handling rules of muzzle-loading rifles.
Identify the various grades of black powder and their proper use.
Discuss proper safety procedures pertaining to black powder use and storage.
Discuss proper components of a load.
Identify proper procedures and accessories used for loading a muzzle-loading rifle.
Demonstrate the knowledge, skills, and attitude necessary to safely shoot a muzzle-loading rifle on a range, including range procedures.
Shoot a target with a muzzle-loading rifle using the five fundamentals of firing the shot.
Identify the materials needed to clean a muzzle- loading rifle safely. Using these materials, demonstrate how to clean a muzzle-loading rifle safely.
Identify the causes of a muzzle-loading rifle's failing to fire and explain or demonstrate proper correction procedures.
Discuss what points you would consider in selecting a muzzle-loading rifle.
Using a muzzle-loading rifle of any caliber and shooting from a bench rest or supported prone position, fire three groups (three shots per group) that can be covered by the base of a standard-size soft drink can.
Center the group on the target and fire three groups (five shots per group). According to the target used, each shot in the group must meet the following minimum score:
at 25 yards using NRA A-23 or NMLRA 50-yard targets - 7;
at 50 yards using NRA A-25 or NMLRA 100 yard targets - 7.
Swimming:
Several Minor changes, and some major changes were made. The survival swimming test was moved to the Merit Badge, from First Class requirement 9c. The Scuba/Snorkeling and Competitive Swimming requirements were made an "either/or" choice. The Instructing requirement was removed.
In Requirement 1 "sunburn" was deleted and "Dehydration" added to the list of ailments, and "stings" was changed to "stings and bites".
A minor editing change was made to requirement 2, with no substantive change.
In requirement 3, the list of First Class requirements was changed to match the actual requirements. (Deleting the survival skills test.)
The survival test was added as Requirement 4, and requirements 4-8 renumbered as 5-9. Requirement 4 reads:
Demonstrate survival skills by leaping into deep water wearing clothes (shoes, socks, swim trunks, long pants, belt, and long-sleeved shirt). Remove shoes and socks, remove and inflate the shirt, and show that you can float using the shirt for support. Remove and inflate the pants for support. Swim 50 feet using the inflated pants for support, then show how to reinflate the pants while using them for support.
Requirement 7b (former 6b) was changed to read:
Do a headfirst surface dive, pike, or tuck dive (pike or tuck), and bring the object up again.
Former Requirements 7 and 9 were combined into new Requirement 8, which reads:
Demonstrate snorkeling and scuba diving knowledge:
Demonstrate selection and fit of mask, snorkel, and fins; discuss safety in both pool and open-water snorkeling.
Demonstrate proper use of mask, snorkel, and fins for underwater search and rescue.
Describe the sport of scuba diving, and demonstrate your knowledge of BSA policies and procedures relating to this sport.
Demonstrate the following competitive swimming skills:
Racing dive from a pool edge or dock edge (no elevated dives from racing platforms or starting blocks)
Racing form for 25 yards on one competitive stroke (front crawl, back crawl, breaststroke, or butterfly)
Racing turns for the stroke that you chose in 8b(2), OR, if the camp facilities cannot accommodate the racing turn, repeat 8b(2) with and additional stroke.
Describe the sport of competitive swimming
Requirement 9 (old Requirement 8) was revised to clarify the types of dives which should be used. It now starts as follows:
In water at least 8 feet deep, show a headfirst dive (kneeling start, bent-knee start, or standing dive) ...
The requirements have been completely revised and read as follows. Some of the previous requirements were retained, but revised slightly or rearranged, and new material was added.
Make a scrapbook containing 10 newspaper articles about serious traffic crashes. Prepare a summary table of facts in the articles indicating the number of people injured, the number killed, type of crash (single vehicle, head-on collision, etc.), time of occurrence, age of the driver, whether alcohol or drugs were involved, use of safety belts, and any other factors that were reported to have contributed to the crash (weather conditions, fatigue, construction, etc.). Discuss how these crashes could have been prevented.
Describe how alcohol affects the human body and why this is a problem for safely driving a motor vehicle. Research the legal blood alcohol concentration in your state and the consequences for driving while intoxicated.
Describe at least four factors to be considered when an engineer designs a road or highway. Explain how roadside hazards and road conditions contribute to the occurrence and seriousness of traffic crashes.
Explain why a driver who is fatigued should not operate a motor vehicle. Describe how volunteer drivers can plan to be alert when transporting Scouting participants.
Identify the different types of occupant restraint systems used in motor vehicles. Describe how they work and their purpose for safety. Demonstrate how to properly wear lap and shoulder belts. Explain why it is important for drivers and passengers to wear safety belts at all times.
List five safety features found in motor vehicles besides occupant restraint systems. Describe each feature, how each works, and how each contributes to safety.
Do the following to show your knowledge of car care for safety maintenance:
Using your family car or another vehicle, demonstrate that all lights and lighting systems in the vehicle are working. Describe the function and explain why each type of light is important to safe driving.
Using your family car or another vehicle, demonstrate how to check tire pressure and identify the correct tire pressure for the vehicle. Explain why proper tire pressure is important to safe driving.
Demonstrate a method to check for adequate tire tread. Explain why proper tread is important to safe driving.
Demonstrate with a smear-and-clear test if the windshield wiper blades will clear the windshield completely or need to be replaced. Describe instances in good and bad weather when windshield washers are important to safe driving.
In a location away from traffic hazards, measure with a tape measure - not in a car - and mark off with stakes the distance that a car will travel during the time needed for decision and reaction, and the braking distances necessary to stop a car traveling 30, 50, and 70 miles per hour on dry, level pavement. Discuss how environmental factors such as bad weather and road conditions will affect the distance.
Demonstrate the difference in nighttime visibility between a properly lit bicycle and rider (or a pedestrian) wearing reflective material and a bicycle and rider with no lights (or a pedestrian) dressed in dark clothing, without reflective material.
Make a chart of standard traffic signs. Explain how color and shape are used to help road users recognize and understand the information presented. Explain the purpose of different types of sign: signals, and pavement markings.
Describe at least three examples of traffic laws that apply to drivers of motor vehicles and that bicyclists must also obey.
Interview a traffic law enforcement officer in your community to identify what three traffic safety problems the officer is most concerned about. Discuss with your merit badge counselor possible ways to solve one of those problems.
Initiate and organize an activity to demonstrate the importance of traffic safety. Activities could include making a traffic safety presentation before a school assembly, to classes of younger students, or to another large group of people; having a staged demonstration of the consequences of a crash, working with the police and paramedics; organizing a presentation to the students of your school by an emergency room doctor and/or nurse to describe their experiences with motor vehicle crash victims; organizing a clinic to demonstrate safe bicycle riding and helmet use.
Accompanied by an adult, pick a safe place to observe traffic at a controlled intersection (traffic signal or stop sign) and survey (1) such violations as running a red light or stop sign; or (2) seat belt usage. Count the number of violations or number of drivers not wearing a seat belt. Record in general terms if the driver was young/old, male/ female. Discuss the findings with your merit badge counselor.
Based on what you have learned so far, develop a checklist for a safe trip. Share the checklist with your merit badge counselor, and use the checklist whenever your family makes a vehicle trip. Include on the list the responsibilities of the driver and the passengers for before and during the trip.
Minor changes were made to requirements 1, 2, 5, 7b, 7c, 10,11, and 12 which now read as follows:
Show that you know first aid for injuries or illnesses likely to occur in backcountry outings, including hypothermia, heatstroke, heat exhaustion, frostbite, dehydration, sunburn, stings, tick bites, snakebite and blisters.
Describe from memory the priorities for survival in a backcountry or wilderness location.
Make up a personal survival kit and be able to explain how each item in it is useful
Show how to use a signal mirror.
Describe from memory five international ground-to- air signals and tell what they mean.
Explain how to protect yourself against insects, reptiles, and bears.
Show three ways to treat water found in the outdoors to prepare it for drinking.
Show that you know the proper clothing to wear in your area on an overnight in extremely hot weather and extremely cold weather.
Show that you know first aid for injuries or illnesses that could occur while wood carving, including minor cuts and scratches and splinters.
Earn the Totin' Chip recognition.
Discuss with your merit badge counselor your understanding of the Safety Checklist for Carving.
Explain to your counselor, orally or in writing, the care and use of five types of tools that you may use in a carving project.
Tell your counselor how to care for and use several types of sharpening devices, then demonstrate that you know how to use these devices.
Using a piece of scrap wood or a project on which you are working, show your merit badge counselor that you know how to do the following:
Paring cut
Basic cut and push cut
Score line
Stop cut
Tell why different woods are used for different projects. Explain why you chose the type of wood you did for your projects in requirements 6 and 7.
Plan your own or select a project from this merit badge pamphlet and complete a simple carving in the round.
Complete a simple low-relief OR a chip carving project.
This analysis was prepared as a service to Scouts and Scouters nationwide
Paul S. Wolf
Advancement Webmaster, US Scouting Service Project, Inc.
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text:
Юрій Володимирович Усачов (. 9 жовтня 1957, Донецьк, Ростовська область, РРФСР) — льотчик-космонавт Російської Федерації, живе в місті Корольові, під Москвою.

Біографія
Народився 9 жовтня 1957 року в Донецьку Ростовської області. Мати Юрія, Ганна Григорівна Усачова (працювала техніком на фабриці), проживає в Донецьку, батько (шахтар) помер. У нього є старший брат і сестра-близнюк, що народилася на п'ять хвилин раніше.

Навчання
Юрій Усачов закінчив середню школу № 5 у Донецьку в 1975 році. У 1985 році отримав диплом інженера в Московському авіаційному інституті, кафедра 608 «Проектування аерогідрокосмічних систем».

Робота
У 1975—1976 роках працював на підприємствах Донецька. У 1976—1978 роках служив строкову службу в Радянській Армії: сержант, командир відділення в хімічних військах в Групі радянських військ у Німеччині.

Після закінчення авіаційного інституту Усачова розподілили інженером до НВО «Енергія», де почав працювати над ракетою-носієм «Енергія», беручи участь у технічному розв'язанні питань виходу у відкритий космос, майбутнього космічного будівництва.

У 1988 році пройшов медичне обстеження і приступив до спеціальних тренувань, а в 1989 році він був зарахований кандидатом до загону космонавтів НВО «Енергія». У 1991 році зарахований до загону космонавтів. Проходив курс загальної космічної підготовки для роботи на орбітальній станції «Мир». Був членом дублюючих екіпажів експедицій «Мир-13, 14 та 19».

Перший космічний політ здійснив з 8 січня по 9 липня 1994 року він працював бортінженером у складі 15-ї основної експедиції на космічній станції «Мир» (командир екіпажу Віктор Афанасьєв, дослідник Валерій Поляков). Екіпаж стартував і приземлявся на космічному кораблі «Союз ТМ-18». Тривалість польоту склала 182 доби 00 годин 27 хвилин.

Другий космічний політ здійснив з 21 лютого по 2 вересня 1996 року в ролі бортінженера 21-ї основної експедиції на космічній станції «Мир». Стартував і приземлявся на космічному кораблі «Союз ТМ-23»: зліт з Юрієм Онуфрієнко і повернення з Юрієм Онуфрієнко та Клоді Андре-Дее. Тривалість польоту склала 193 діб 19 годин 08 хвилин. За цей час здійснив шість виходів у відкритий космос (один з найбільш високих показників виходів у космос протягом одного польоту за всю історію пілотованої космонавтики).

Третій космічний політ відбувся у складі експедиції на шаттлі STS-101 з 19 травня по 29 травня 2000 року. Був фахівцем польоту за програмою складання МКС. Тривалість польоту склала 9 діб 20 годин 10 хвилин.

Четвертий космічний політ здійснив командиром експедиції МКС-2, яка почалася 8 березня 2001 року запуском шаттла «Діскавері» STS-102. 9 березня 2001 року екіпаж прибув на МКС. Команда (астронавти США Джеймс Восс і Сьюзен Гелмс) працювала в космосі 167 днів   Зробив один вихід у відкритий космос. 22 серпня 2001 року експедиція повернулася на Землю. У загальній складності Усачов провів у космосі майже 553 доби і сім разів виходив у відкритий космос.

У 2005 році покинув загін космонавтів і був призначений начальником відділу в ракетно-космічній корпорації «Енергія». З 2007 року — командир загону космонавтів РКК «Енергія», при цьому сам чинним космонавтом не є.

 Статистика

Родина
Одружений на Вірі Сергіївні Усачовій (уроджена Назарова) з Калінінграда. У них є дочка Євгенія. Усачов захоплюється фотографією.

Турнір по дзюдо
Станіслав Петрович Бєляєв є організатором регіонального турніру з дзюдо на честь Дня космонавтики і Героя Росії Юрія Володимировича Усачова, який замолоду був вихованцем тренера Станіслава Бєляєва.

Письменницька діяльність
Юрій Усачов — популяризатор космонавтики. Свої враження від чотирьох космічних польотів він описав у книзі «Щоденник космонавта» що побачила світ у Москві у видавництві «Гелеос» 2004 року. Планує продовжувати письменницьку діяльність.

У жовтні 2014 року побачила світ нова книга Юрія Усачова про космос, написана спеціально для дітей — «Один день в космосі».

Нагороди

 Герой Російської Федерації (18 серпня 1994) — за мужність і героїзм, проявлені під час тривалого космічного польоту на орбітальному науково-дослідному комплексі «Мир»
 Орден «За заслуги перед Вітчизною» II ступеня (10 квітня 2002) — за мужність і високий професіоналізм, проявлені при здійсненні космічного польоту на Міжнародній космічній станції
 Орден «За заслуги перед Вітчизною» III ступеня (16 жовтня 1996) — за успішне здійснення міжнародного космічного польоту на орбітальному науково-дослідному комплексі «Мир» і проявлені при цьому мужність і героїзм
 Медаль «За заслуги в освоєнні космосу» (12 квітня 2011) — за великі заслуги в галузі дослідження, освоєння і використання космічного простору, багаторічну сумлінну працю, активну громадську діяльність
 Кавалер ордена Почесного легіону (Франція, 1997)
 Льотчик-космонавт Російської Федерації (18 серпня 1994)
 Подяка Президента Російської Федерації (23 жовтня 2000) — за великий внесок у розвиток і зміцнення російсько-американського співробітництва в області пілотованої космонавтики
 Медаль «За космічний політ» (НАСА)
 Медаль «За видатні громадські заслуги» (НАСА)
 орден Отамана Платова (2012).
 Має чимало нагород від недержавних громадських об'єднань, зокрема — лауреат премії «Місячна веселка» Сергія Павлова за підсумками 2007 року.

Примітки

Література

Посилання

 Юрій Володимирович Усачов
 Yury Vladimirovich Usachev

Льотчики-космонавти Російської Федерації
Кавалери ордена Почесного легіону
Кавалери ордена «За заслуги перед Вітчизною» 3 ступеня

redpajama_set_name: RedPajamaWikipedia


text:
Books: FDR'S Shadow, Louis Howe
Last year's FDR'S Shadow: Louis Howe, The Force That Shaped Franklin and Eleanor Roosevelt by Syracuse resident Julie Fenster has been released on paperback.
In 1921, Franklin Delano Roosevelt—the 1920 vice presidential candidate on the losing Democratic ticket—was overcome by an illness that left him unable to walk. He retired to his family estate in Hyde Park with his wife, Eleanor, who was suffering emotional problems of her own. For the Roosevelts, it was the low point of their lives. At that juncture, Roosevelt's adviser, Louis Howe, moved in with them, lifting the Roosevelts' spirits and helping to maintain Franklin's connection to the world of politics.
Three years later, against all odds, FDR was once again a key player on the national political stage and Eleanor had blossomed into the public figure we all know and love. With her signature insight and wit, Julie Fenster presents a vivid, behind-the-scenes portrait of the world of the Roosevelts during this critical time, and the unique relationship Franklin, Eleanor, and Louis developed.
The Washington Times described their realtionship: &#8220Indeed every member of both houses of the Congress has at least one 'dragon-at-the-gate' who rations access to the boss, who edits the speeches, and keeps a check on promises that cannot be kept. But the Howe-Roosevelt symbiotic relationship is a darker story and Ms. Fenster brings a new depth to it.&#8221
Julie M. Fenster is the critically acclaimed author of The Case of Abraham Lincoln and is the co-author with Douglas Brinkley of the New York Times bestseller Parish Priest and the forthcoming PBS documentary Faith and the Founders of America. Her previous books include the award-winning Ether Day and Race of the Century. She lives in Syracuse, New York.
Note: Books noticed on this site have been provided by the publishers. Purchases made through this Amazon link help support this site.
Books Eleanor Roosevelt, FDR, FDR National Historic Site, Syracuse Leave a comment
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Erika VanDam was never the sort of person who chose a career based on what she loved. Nonetheless, she mostly enjoyed her job in ad sales until she had a baby last year and discovered it did not provide the sort of flexible schedule that would suit a new mother. Maybe, she thought, it was time for a change. She sat down with her husband and made a list of things that she enjoyed: shopping, stores, her neighborhood of Roscoe Village, and books.
Suddenly the answer became clear. And on Saturday, after several months of research and preparation and scraping together funds from her family and her personal savings, VanDam will open Roscoe Books at 2142 W. Roscoe. She's never worked in a bookstore before, but she's optimistic about her chances of survival.
"It's a good time for bookstores," she says, "regardless of Amazon and Hachette. People, especially in cities, embrace the idea of shopping local. Here in Roscoe Village, it's especially true. People care about supporting local businesses. This neighborhood has had a hole. A bookstore could definitely survive."
VanDam plans to appeal to the particular needs of Roscoe Villagers who, at least based on the other stores that line Roscoe Street, like to eat and drink and pamper their pets and babies. She estimates that between 25 and 30 percent of the store's 9,000-volume inventory is children's books; the rest is a mix of general-interest titles that she selected with help from Paz & Associates, a Florida-based consulting firm for independent bookstores, and Above the Treeline, a service that aggregates sales data and helps booksellers determine which books sell. But she also made sure to stock some of her own personal favorites, including Little Witch by Anna Elizabeth Bennett and Submergence by J.M. Ledgard.
Most of the books arrived two weeks ago. "That was very exciting—and overwhelming," VanDam says. "There were seven pallets." Since then, she's been occupied with shelving them and getting the rest of the store in order. She has three employees so far and is considering hiring a fourth. As soon as the business gets underway, she plans to create a calendar of events, starting with a children's story hour, but also author visits and book club meetings.
"That's what sets independent bookstores apart from Amazon," she explains. "Those events lead to the bookstore turning into a community institution."
Artist and Roscoe Village neighbor Heather Gentile Collins painted a mural for the store.
The owners of Pilsen Community Books now have a second store downtown.


© The Author(s) 2017. Somatic mutation of the tumor suppressor gene TP53 is reported in at least 50% of human malignancies. Most high-grade serous ovarian cancers (HGSC) have a mutant TP53 allele. Accurate detection of these mutants in heterogeneous tumor tissue is paramount as therapies emerge to target mutant p53. We used a Fluidigm Access Array™ System with Massively Parallel Sequencing (MPS) to analyze DNA extracted from 76 serous ovarian tumors. This dataset has been made available to researchers through the European Genome-phenome Archive (EGA; EGAS00001002200). Herein, we present analyses of this dataset using HaplotypeCaller and MuTect2 through the Broad Institute's Genome Analysis Toolkit (GATK). We anticipate that this TP53 mutation dataset will be useful to researchers developing and testing new software to accurately determine high and low frequency variant alleles in heterogeneous aneuploid tumor tissue. Furthermore, the analysis pipeline we present provides a valuable framework for determining somatic variants more broadly in tumor tissue.


text:
UKRAINE: NOT EUROPE YET by the Editors of the Kyiv Post
In the contentious matter of autocephaly for the Orthodox Church in Ukraine, Western supporters and detractors alike have questioned the involvement of the Ukrainian government in the process, especially vis-à-vis the Ecumenical Patriarchate. Underlying these apprehensions is the widespread ignorance—sometimes wilful, sometimes innocent—of two facts: first, the distinct history, language, culture, and ecclesiastical governance of the Ukrainian people; and second, the endless history of Russian imperial violence against Ukraine in the Tsarist, Soviet, and post-Soviet eras—a history in which the Russian Church has played and continues to play a complicit role. The struggle for Ukrainian independence from the nation's Russian overlords dates back centuries.
While the following editorial does not touch on ecclesiastical affairs, it begins to provide for Orthodoxy in Dialogue's readers something of the political context within which to understand the pressing pastoral need for the Ukrainian Church's canonical independence from the Moscow Patriarchate.
Five years ago, thousands of Ukrainians launched the EuroMaidan Revolution, which later led to the overthrow of President Viktor Yanukovych.
There were two main motives behind it.
First, it was a revolution in support of Ukraine's national identity in its struggle with Russian imperialism, since Yanukovych was seen as a puppet of Moscow.
Second, it was an uprising in favor of the European values, the main one being a corruption-free state, and integration into the free world.
The first purpose has been largely achieved. Ukraine has pulled out of the Kremlin's orbit.
However, the European values of the rule of law, human rights and separation of powers have not triumphed in Ukraine.
Despite visa-free travel and the association agreement with Europe, Ukraine still has no rule of law, no independent courts and no clean government. Human rights are still being routinely violated by the authorities, and corruption is the worst in Europe.
For many, European integration has become a cargo cult, an empty shell. While banging on about European values, top officials are spurning them and preserving post-Soviet lawlessness, corruption and disregard for human rights.
Unfortunately, the national identity agenda introduced by the EuroMaidan and further fueled by Russia's war against Ukraine is used by the authorities as a fig leaf and a façade to distract attention from the country's failure to reform itself.
But even Ukraine's national liberation is threatened.
By failing to create a genuine European state, Ukraine preserves weak and dysfunctional state institutions and exposes itself to the risk of further Russian aggression. Moreover, the values of the nation's corrupt elite have more in common with the Kremlin than with Europe, and it can easily succumb to Russian influence again.
Ukraine can only resist the Kremlin if it becomes a wealthy and strong nation with free citizens equal under law and clean and incorruptible state institutions. This has yet to be achieved.
This article appeared on November 23, 2018 as Not Europe Yet at the Kyiv Post. Republished in collaboration with the Kyiv Post editors.
Photo Credit: Kyiv Post.
See also the extensive Ukraine section in our Archives by Author.
The Kyiv Post is Ukraine's English-language newspaper and proud winner of the 2014 Missouri Honor Medal for Distinguished Service in Journalism. Its first print edition came out on October 18, 1995. It went online in 2002. Its global audience has grown steadily since then, peaking at more than 65 million pageviews in 2014.
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The different motifs of our SS/20 Collections play on contrasts and harmonies.
Antica Sensualità is lush with sheer, veiled fabrics, like crépon and seersucker, bold embossed details and fil coupé, made from silk blended with cotton or viscose and features flowing, original finishes.
Rustico Zen is made up of fabrics featuring a slightly slubbed texture in linen or shantung with simple designs that are reminiscent of traditional Japan.
City Runner consists of denim-inspired fabrics and jacquard designs, yet with unexpected compositions and an unusual fluid feel to present a new take on metropolitan jeans.
Gipsy Chic is loaded with powerful colour that creates a rich motif over the fabrics and designs. The accents are vintage, yet exude extremely current style.
Multi-cultural Generation evolves through a rational mix of ethnic motifs from different places, with different weaving techniques used to guarantee diverse and distinct cultural and ethnic identities.
Aurora boreale sees contemporary fabrics distinguished by bright, shiny technical yarns, dense, thick feels and designs that seem to fade and move.
This is a multi-faceted collection in which several identities coexist: romantic and delicate with vintage allure, bold and ironic with a nod towards the menswear world, or with ethnic and ultra-graphic details. The common thread running throughout the products is a light, colourful and youthful feel, in keeping with the fashion consumers of the new millennium.
The inclusion of FSC-certified pieces and recycled fibres is linked to the environmental sustainability process undertaken by Clerici Tessuto and is aimed at the avant-garde creations of luxury brands.
The vast Clerici Tessuto Archive provided the source of inspiration for this collection, a fundamental tool for research and design.
The New Tess Collection consists of striking motifs, such as new geometries with bright colours and cubist designs – that are only partly softened by light, "scratched" marks – and is aimed at a dynamic, avant-garde audience that does not want to sacrifice the quality and fine material feel of jacquard.
Tropical, summery touches can be glimpsed in the watercolours with tones that bring sea green and flamingo pink to mind. The ethnic motif is another on-trend, geometric theme that comes with a colour palette poised between neutral and warm hues that are paired in entirely untraditional ways. In every theme, the synergy between the prints and the jacquard matches the designs and colours.


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