The short subject documentary Oscar contender “The Queen of Basketball” tells the story of one of the greatest living women’s basketball players. She won 3 national trophies, scored the first basket in women’s Olympic history, and was drafted to the NBA. But you’ve probably never heard of Lusia “Lucy” Harris.
A four-time NBA champion, three-time NBA Finals MVP, NBA Most Valuable Player, Olympic gold medalist, and inductee into the Naismith Memorial Basketball Hall of Fame and FIBA Hall of Fame, Shaquille O’Neal is one of the greatest basketball players to ever play the sport.
With today’s news that Shaquille O’Neal has joined as executive producer of “The Queen of Basketball”, these two unique legends have come together for the first time to tell Harris’s story, inspire the next generation of female basketball players, and open a national conversation about mental health and athletics. O’Neal’s former Los Angeles Lakers teammate on three consecutive NBA championship winning teams, the late Kobe Bryant, won an Academy Award in 2018 for the animated short film, Dear Basketball, that he wrote and produced.
Shaquille O’Neal said: “Lusia “Lucy” Harris’ heroism has gone unsung for way too long and I am particularly proud of my involvement in bringing her story to bear. A living legend and a pioneer in both men’s and women’s basketball, her life is a significant example of fortitude that is sure to inspire.”
Lusia “Lucy” Harris said: “I am excited that Shaquille O’Neal decided to join as an executive producer for The Queen of Basketball. Shaq is one of my favorite basketball players and I have enjoyed following his career after the game. I truly appreciate having his support for this project.”
“The Queen of Basketball” tells the story of Lusia “Lucy” Harris Stewart, a peerless pioneer in women’s basketball. She led a tiny rural Mississippi college to three national titles, scored the first basket in women’s Olympic history in 1976, and was the first and only woman drafted into the NBA. In 1992, she became one of the first two women inducted into the Basketball Hall of Fame. Yet, she remains largely unknown, even among basketball enthusiasts.
Directed by Oscar nominated and Emmy winning filmmaker Ben Proudfoot (“A Concerto is a Conversation”) and produced by Breakwater Studios for The New York Times Op-Docs, “The Queen of Basketball” had its world premiere at the 2021 Tribeca Film Festival. During Tribeca, Robin Roberts hosted Harris on ABC’s Good Morning America. Roberts, a graduate of Southeastern Louisiana University where she was the top-three all time leading scorer and inductee into the Women’s Basketball Hall of Fame, called Harris her “childhood hero.”
The film won Best Documentary Short at the 2021 Palm Springs International ShortFest, an Oscar-qualifying award. It has also screened at Hamptons International Film Festival, SFFILM’s Doc Stories, and will screen next at DOC NYC this week.
“The Queen of Basketball” won the 2021 Critics Choice Documentary Awards for Best Documentary Short and was included on DOC NYC’s Short List: Shorts program of the year’s best short documentaries. Today it received the Special Jury Mention in the Short List: Shorts competition at DOC NYC.
The film had a theatrical release in June 2021 followed by its streaming release on June 29 on nytimes.com and The New York Times YouTube channel. It debuted on the coveted Short of the Week site on August 4 and WNYC Radio named it the Documentary of the Week on November 5.
Director Ben Proudfoot said: “Helping unearth and celebrate Lucy’s storied career over the past year-and-a-half has been a great joy of my career. When Shaq and his team reacted to the film with such generosity and support, we were blown away and just thrilled for Lucy. In a way, Shaq is stepping up to assist Lucy in having the career moment she never got. It’s a special moment of solidarity between two remarkable players.”
Lindsay Crouse, the commissioning producer for The New York Times, said, “We are thrilled that Mr. O’Neal sees the same fearless spirit and joy in Lucy’s story that made us want to share it with our devoted audience of Times viewers via Op-Docs. His willingness to use his platform to boost her legacy will help ensure it is seen and celebrated by generations of ambitious young women to come — ensuring they know a pioneering woman in sport who helped forge the path.”
IMDb TV Original Docuseries ‘UNINTERRUPTED’s Top Class: The Life and Times of the Sierra Canyon Trailblazers’ Returns for Season 2


Over the past few years, audiobooks have taken a huge leap in popularity, since nobody wants to sit down for long hours and read books. In this phenomenon, time turned out to be the key. People treasure the time that makes them prefer to have the most convenient way, such as a time-saving learning method. Books saved on CBD are not as popular as books on mp3s. People are too lazy to read and go to the bookstore. While this sounded like there are so many negative comments about audiobooks, yet there are also a few positive ones. If you have an audiobook subscription, the amount of books to listen to in a month drastically increases. It is because you have paid for a book before choosing one so choosing a book can be less difficult. The number of audiobooks that you listen to increases with just a single subscription service.
Unlimited audio and eBooks
Enough list of audio and eBooks are available to listen to. You will not lose interest because you can have choices. There are enough in all you can books when you subscribe to the service. If you are a novel reader, you will enjoy the most exciting and touching books in this app. There is a free trial in this audiobook app. At first, you can try all the interesting books and eBooks in this app. After the first trial, you will be asked to continue your subscription. Don’t miss out on the more interesting topics that you can listen to. In line with the current situation today, any of the virtual apps that touch on education turned out to be essential. Many students today prefer to have podcasts rather than going to the public library. With the enhanced social distance, it is good to study by listening to the topics and making a reader on the audio or eBook. Lots of public and private school libraries today are using the advantage of these online books.
Read more books
Reading books today is now upgraded. Reading turned out to be like listening now. Many people prefer to listen to the topic rather than reading. Aside from their eye strain, many people feel bored when they are reading. Some of them choose to listen as it is easy for them to understand. If you are reading books, there are chances that you are disturbed and you keep reading without understanding. It is why most of the students choose to listen as they can easily understand like a teacher in front of the classroom. It is best to be explained to them while they are listening. It makes their comprehension work better than if they are the one who is reading in the books. In audiobooks, you can read more books, a wide range of book categories are accessible as well.
Unlimited access to audio and eBooks is expected when you are subscribed to the app. Keep updated on the latest uploads of new books and interesting romance, action, adventure, and fantasy eBooks in the app for free.


Green Dot Business Proposal Deadline
Calling all entrepreneurs! Seeking proposals for a commercial space in the heart of the city!
Shoot! This deadline has come and gone.
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Monday, January 30, 2017
What: The New Orleans Public Library, in partnership with the Broadmoor Improvement Association, are soliciting proposals from entrepreneurs with creative concepts for the rebirth of this commercial space
Where: “The Green Dot” is a 850 sq. ft. commercial space located inside the Rosa F. Keller Library & Community Center (4300 S. Broad St.).
Who: Small business owners, cafe operators and other food service industry operators, artists, social ventures, markets, and others with creative solutions to this opportunity!
Why you should apply: Reduced rental rate, matching dollars for space build-out and design, furniture and equipment included
For more information about preferred qualificatios, incentives, and how to submit a proposal, contact email@example.com


Unlocking Lyme Book Review and Giveaway
This post may contain affiliate links. Any opinions here on the blog are my own.
Unlocking Lyme A Book Review
I was so excited when I was recently given a copy of Dr. William Rawls’ newest book, Unlocking Lyme: Myths, Truths and Practical Solutions.
Since my Lyme disease diagnosis last March, I have literally devoured every piece of information that I could find about Late Stage Lyme. This book is a must have for any Lyme patient and I believe it would be helpful for many who suffer from Fibromyalgia and ME/CFS as well!
Below is my review of Unlocking Lyme by Dr. Rawls. I am also hosting a give away! So if you are interested in winning a copy of Dr. Rawls’ book be sure to enter the Rafflecopter giveaway near the bottom of the post!
Who is Dr. William Rawls?
Dr. Rawls is a patient as well as a doctor. He is a board certified OB/GYN from coastal North Carolina. As a fellow sufferer of Chronic Lyme disease, Fibromyalgia and Chronic Fatigue, he brings a unique perspective to this well thought out book.
He is also the author of the book Suffered Long Enough in which he shares his personal journey to wellness with Lyme, Fibromyalgia and CFS/ME. He is also the Medical Director of Vital Plan, a supplement company. You can follow him online at RawlsMD.com
About Unlocking Lyme and Understanding Chronic Lyme Disease
Since Dr. Rawls has struggled with and overcome Late Stage Lyme Disease himself, he lends a special insight into the disease. Ultimately healing himself from Chronic Lyme Disease by using a holistic approach to Lyme treatments, Unlocking Lyme is the collective knowledge that Dr. Rawls has acquired over the past ten years.
Part one of Unlocking Lyme begins by explaining what Lyme Disease is and how it is contracted. It was eye opening to be able to read about the origins of Borrelia burgdorferi and how it has become a silent menace to the human race over time. Although, this book is so much more than a history of Lyme disease, it has real solutions to very real problems!
Dr. Rawls stresses that the symptoms of Lyme are not only caused by Borrelia burgdorferi but many other bacteria as well. He explains the likelihood that all of us carry low levels of this bacteria, but simply do not react to it.
Lyme is a very personal disease.
A person’s reaction to the bacteria depends heavily upon the strength of their immune system. If an immune system is compromised in any way, this opens the door for infection and chronic illness. Dr. Rawls refers to this, as the “covered pot boiling over on the stove.”
A healthy immune function restrains stealth microbes, keeping them at a low simmer. If an immune system is compromised, that low simmer gradually increases to a full boil and then everything pours over the side. The immune system can no longer keep a lid on the symptoms. I found this analogy extremely helpful in understanding how down right sneaky the bacteria associated with Lyme can be!
Being Tested for Lyme, Learning About Therapies and Getting Well
The rest of the book is dedicated to explaining how Lyme is diagnosed and the different approaches for the path to wellness. Dr. Rawls’ approach to wellness is all about our environment and what we put on and into our bodies. He adds that diagnosis is not as important as removing the problem.
He discusses the different classes of herbs and each of their importance in fighting Chronic Lyme. Since I have already been taking an herbal approach to treating my Lyme disease, it was interesting to read about the different side effects associated with each herb and what they have been known to help.
Unlocking Lyme is a gold mine of information.
It provides information on every area of Lyme treatment that you would possibly need to know about. I was very impressed with the detailed information provided from history, background, diagnosing, emotional support, digestive issues, mold, detoxification and even the dosing suggestions for supplements and medications. This book contains a wealth of information.
I came away from reading this book feeling empowered and armed with the knowledge that I need to overcome this terrible disease. It gives me great hope that Dr. Rawls has experienced healing from Chronic Lyme and if he can do it, then I feel that I can too! Be sure to pop over and sign up for Dr. Rawls newsletter over at RawlsMD.com. You can also connect with Dr. Rawls on Instagram at Dr. Rawls.
Be sure to enter the giveaway below for a chance to win a copy of Dr. Rawls’ Unlocking Lyme! Give Away is Limited to United States Residents.


What We Should Know about Children’s Book Printers
The manner in which books are printed is not appealing thus going contrary to the wish of children. It is until when we come out with a good picture book that we will be in a position to make more sales. It is until when we write a favourite story so that we are able to win the hearts of children- In the case of a story to be read by children we need to do more work than writing a novel. We will only be in a position to enjoy our work when we think of children’s book printers
The first thing we are supposed to have when writing a book is developing an idea. It is a matter of carrying out a research so that we are able to polish the idea we have. We get to find that there are different sources that will enable us to carry out research. Books could have the same idea we want to exploit. What we are only supposed to do is to twist the idea to make it original. It is about the target audience when writing a story. It is about minding about the age group and whether there are adults who will still buy the same book- We get to find the need of spending time with parents with us children’s book printers. There is need for us to spend time with parents so that we get their opinion. While exploring books with kids, it is possible to analyze them just like others does.
It is about factoring in the best characters so that one is in a position to print the best books. Whether the kids will identify the characters should be a matter of concern by bringing them out in a unique manner. It is about selecting our narrative in the case of children’s book printers. Considering the fact that books are read in a loud manner then we must include a rhyming format. We should consider some factors before we select the narrative style. It minds about the understanding of kids when we come up with the right vocabulary. There are high chances of not understanding when we complicate kids. There is a need for us to share our vocabulary with teachers and parents.
If we consider repetition then we remain in a position of sharpening the skills of kids. There is need to consider repetition since it helps kids to predict what will be in the next sentence. In the event of children’s book printers, there is nothing that will deter kids from reading the entire book. Let us chose the right rhyme if we are to engage the minds of kids. Children are likely to solve problems following every day challenges in the event of
children’s book printers


Buzz is that a new biography on Salman Khan would release on his 50th birthday later this month. Publisher of the book, Penguin India said, “The book ‘Being Salman’ is the first ever to be written on the star”.
Salman, who made his debut in 1988, has been giving hits after hits lately. Blockbuster hits of Salman’s career include ‘Maine Pyar Kiya’, ‘Hum Aapke Hain Koun’, ‘Dabangg’, ‘Ek Tha Tiger’, ‘Kick’ and ‘Bajrangi Bhaijaan’. The book has been authored by Delhi-based journalist Jasim Khan.
1 Year ago.
Follo Salman Khan and get latest Video, Photos, Posts…


The American Surgeon: Instructions for Authors
All submissions must now be submitted electronically through the link to: Editorial Manager®.
PREPARATION OF ELECTRONIC MANUSCRIPTS
Manuscript documents, including references, must be double-spaced using 1" margins. All pages should be numbered. Numbers one to ten should be spelled out, except when used for all units of measurement (time, dimensions, degrees, weight, volume, dosage, etc.), percentage, and decimals; for numbers above ten, numerals should be used. Dorland's Medical Dictionary and Webster's International Dictionary may be used as standard references. Scientific names for drugs should be used when possible. Copyright or trade names of drugs should be capitalized. Units of measure, e.g. dosage, should be expressed in the metric system. Temperature should be expressed in degrees centigrade.
The corresponding author's name, address, telephone number, and e-mail address must appear on the title page of the manuscript. A Copyright Release Form with signatures of all authors listed on the manuscript must be submitted. Your manuscript cannot be processed without the Copyright Release form.
An Abstract of 200 words or less must be submitted to run at the beginning of the article, rather than a summary at the end.
For foreign authors in need of help with the English language, there are companies that offer editing services for your paper. While The American Surgeon does not endorse any particular company, links are provided below for Enago English Editing Services and The Charlesworth Group Author Services.
By using the code “ASJ20”, you can get 20% discount on your first assignment.
- For English researchers: Enago Global
- For Japanese researchers: Enago Japan
- For Chinese researchers: Enago China
- For Taiwanese researchers: Enago Taiwan
- For German researchers: Enago Germany
- For Turkish researchers: Enago Turkey
- For Portuguese researchers: Enago Brazil
- For Arabic researchers: Enago Arabic
The Charlesworth Group offers expert Language Editing services for non-native English-speaking authors, and is pleased to offer exclusive discounts to authors planning to submit to Southeastern Surgical Congress’s journal(s) through this link http://www.charlesworthauthorservices.com/?rcode=SESC
Benefits of The Charlesworth Group service include:
- 20% discount on first submission and 10% discount on subsequent submissions
- Website available in English and Chinese
- Helpdesk – real-time email/telephone support in English and Chinese
- email@example.com address for answers to any editorial/writing questions by our in-house experts across three continents
- Bi-monthly newsletter with tips and tools on writing and publishing issues, distributed free of charge to all website registrants
- Editing can be tailored to your ‘target’ journal for submission
PREPARATION OF ILLUSTRATIONS
Black and white illustrations will be reproduced FREE of charge, but the Editor reserves the right to establish a reasonable limit upon the number supplied. Color illustrations will be published at the author's expense. For one color photo, the fee is $775.00. The cost graduates with each additional photo. (Color fee charges are available online - CLICK HERE.) Line drawings should be large enough to be readable after necessary reduction. Illustrations should be numbered, and they should be accompanied by a separate Legend sheet with a description of each figure.
Number references consecutively in the order in which they are mentioned in the text. In the double-spaced listing at the end of the manuscript, use three (3) author names before using et al. If there are only four (4) authors, use all names. Use no periods or commas in author or journal names. For journals: use last name, initials (for all authors); article title (INDEX MEDICUS abbreviation or spelled out), year, volume number, page range. Example: Smith AJ, Jones BJ. Snowmobile trauma. Am J Surg 1993;15:145-53.
For books: Last name, initials (for all authors and/or editors); book title, edition (if more than one); location and name of publisher, year of publication; page number(s) if needed to direct readers to a specific section.
Tables should be double-spaced on separate pages. They should be numbered and cited in the text of the article. Abbreviations should be kept to a minimum or appropriately annotated.
REGARDING OLD MANUSCRIPTS
Papers out for revision after one year with no contact with the Editorial Office or activity with the revision will no longer be considered.
Any books sent to the Editorial Office for review will not be returned to sender.
LETTERS TO THE EDITOR
All submitted Letters to the Editor must be submitted on-line to be considered for publication.
For electronic digital figures: Each figure should be saved in its own file; files should be either TIF, EPS, or JPG; each file should be named according to its figure number and format (e.g., "fig4a.tif"); figures must not be embedded in a word processor or spreadsheet document.
All inquiries regarding copyrighted material from this publication should be directed to the Editor, J. David Richardson, MD, Department of Surgery, University of Louisville, 550 So. Jackson Street, 2nd Floor ACB, Louisville, KY 40202. PH: 502-852-8823 FAX: 502-852-8915 firstname.lastname@example.org
Click here for offprint and reprint information. Inquiries about the purchase of offprints or reprints should be directed to THE AMERICAN SURGEON, Southeastern Surgical Congress, 115 Samaritan Drive, #200, Cumming, GA 30040. PH: 678/965-2422


100 Designs for a Modern World
This chronological overview of industrial design from 1900 to the present is an accessible and authoritative introduction to the field. Industrial design has played a major role in shaping society through the everyday objects used for living, working, and traveling. As factories transitioned from manufacturing for war to mass-produced consumer goods, industrial design evolved to meet the needs of a quickly growing economy. George Kravis has collected some of the most innovative products that contributed to this radical transformation of global culture. This book, with an introduction by British design historian and professor Penny Sparke, presents one hundred exceptional designs: chairs, radios, irons, electric clocks, tableware, textiles, and posters. New photographs by Shane Culpepper were commissioned for the publication.
Tulsa Art Deco
Tulsa’s flourishing economy in the late 1920s and 1930s resulted in the construction of an astonishing array of high-quality buildings and houses in the Art Deco and Streamline styles. In 1979 David Halpern photographed the buildings for the book, some of which are no longer standing. Tulsa Art Deco was originally published in 1980 by the Junior League of Tulsa. Thanks to George Kravis and the Tulsa Foundation for Architecture, the book was revised and republished in 2001. The original text by Carol Newton-Gambino, the reference map, and the introduction by architectural historian David Gebhard were all retained.


This collection contains files contributed by members of the POV-Ray community in the hope that others may find them useful.
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The second edition of Cochlear Implant Patient Assessment aims to become a point of reference for all professionals involved in assessing cochlear implant candidacy and interested in broadening their knowledge to maximise the hearing capabilities of their patients.
This book offers the reader a chance to explore Gifford’s reflections and recommendations onto an often-overlooked topic. The strength of this book is its focus on everyday clinical practice and guided advice for local clinics to derive their own science-based protocols to suit their clinical needs. Professor Rene Gifford is the current Director of the Cochlear Implant Program at the Vanderbilt Bill Wilkerson Center. She has published extensive peer-reviewed articles and book chapters, and her special interests are in hearing preservation, electro-acoustic stimulation, preoperative prediction of postoperative outcomes and image guided programming.
This resource encompasses all aspects of candidacy, from funding and regulation to the different roles of the multidisciplinary team, including surgery and insights on new research. Included in the book is a companion website with access to sample protocols and test batteries. I particularly enjoyed reading about electrode array positioning and the consequences of mapping blindly without postoperative imaging, with advice on how to navigate this dilemma using new tools. The holistic vision to include input from a wider range of professionals such as clinical psychologist and imaging experts to drive the field of cochlear implantation forward was compelling. The degree of visual takeover of auditory cortical areas as a predictor of outcomes as part of cross-modal plasticity experiments was thought provoking.The book portrays a bias towards US processes on the regulation and candidacy chapters. If the book aims to become an international guide, more information on other countries’ experiences would add significant value.
This book is a must-have resource for inquisitive clinicians and serves as a repository for concise summaries of up to date scientific publications.


Tarot Readers Tarot Cards can be traced back to the 1400’s. The first known Tarot Readers Tarot Cards were created between 1430 and 1450 in northern Italy when additional trump cards with abstract spiritual illustrations were added to the common four-suit deck. In the late 1800’s, what is known as the Rider-Waite deck was developed by A.E. Waite and artist Pamela Colman Smith.
Together, they created the Rider-Waite Tarot deck, which was first published in 1909. The imagery is heavy on Kabbalistic symbolism, and because of this, is typically used as the default deck in nearly all instructional books on Tarot.
Now, over a hundred years since the release of the Rider-Waite deck, Tarot Readers Tarot Cards are available in a practically endless selection of designs. In general, many of these follow the format and style of Rider-Waite, although each adapts the cards to suit their own motif. No longer just the domain of the wealthy and upper class, Tarot is available for anyone who wishes to take the time to learn it.


Spring has entered as a lion this year (maybe like that yellow mountain lion my neighbor saw walking through his yard a month ago). For me it started with the sudden and unexpected passing of my dear friend David "Stewball" Ackley, who I considered like a brother and who is missed terribly. My mom and I travelled to Des Moines, Iowa the last week of February for the memorial, leaving behind early spring-like weather here in NC to journey into the wrath of Midwestern late winter. We travelled through driving, blinding rain, snow and icy roads, wind, lightening, more rain, and the densest fog I have ever experienced in our 3 1/2 day trip to and from Iowa.
The reason for the expedition was very sad and tragic, but there was a bright moment in the whole thing, which was a firsthand visit and private tour of the workshop of the nation's best Braille writer repairman, who happens to be the father of my friend who passed.
Braillerman (aka Alan Ackley) is a special someone who knows his stuff. You can read all about him and his story (which I highly recommend that you do) by clicking the link attached to his name. Basically, in a nutshell, he began his career in 1974 in the accounting department for the Iowa Commission for the Blind. Part of his training was to learn Braille and to learn how to use Braillers. (Another part of his training was to become "blinded" with a blindfold and go through the day that way for several weeks- he even walked to work with his blindfold on!) He immediately took an interest in the mechanics of the Brailler, and took his loaner Brailler apart one night. The next day he returned it, but he had put it back together a little wonky, and the librarian noticed (and became a little aggrevated.) However, he was given that Brailler to learn on, and allowed another to do his assignments on, and thus began the lifelong career of Braillerman! Alan has been repairing Perkins Braillers from his home for over 35 years now, and he is the best there is.
The thing that touched me the most about Alan's (Braillerman's) operation was the passion and integrity he brings to his work. He has been servicing Braillers from all over the country and beyond for years and years, and I can tell he treats each one with equal care and respect. He is kind and generous with his clients and simply loves what he does. It is so very specialized almost seems random for a man who is neither blind nor has any blind family members, but knowing Alan, I know that he is one of the fortunate humans among us who has found his perfect niche in life. Being the nation's best Braillerman is a job that seems custom-designed for Alan, and he does it oh-so-well.
It is my wish for myself and for all those I love that we may be lucky enough in our lifetimes to find what it was that we were made to do. When I meet someone who is doing something perfectly fit for him or her, it gets me really pumped up and inspired.
Thanks many times over to Alan for opening his home and AWESOME Braillerman shop to me!


Yes, the sheet music for John Cage's 4' 3". I'd like to teach this one to the kids, but I'm wondering whether I should buy five copies, or have them share one.
Wikipedia on versions of the 4' 33" score:
Several versions of the score exist: The original Woodstock manuscript (August 1952): conventional notation, dedicated to David Tudor. This manuscript is currently lost. Tudor's attempt at re-creating the original score is reproduced in Fetterman 1996, 74.3.
The Kremen manuscript (1953): graphic, space-time notation, dedicated to Irwin Kremen. The movements of the piece are rendered as space between long vertical lines; a tempo indication is provided (60), and at the end of each movement the time is indicated in minutes and seconds. Edition Peters No. 6777a.
The so-called First Tacet Edition: a typewritten score, lists the three movements using Roman numbers, with the word "TACET" underneath each. A note by Cage describes the first performance and mentions that "the work may be performed by any instrumentalist or combination of instrumentalists and last any length of time." Edition Peters No. 6777 (out of print).
The so-called Second Tacet Edition: same as the First, except that it is printed in Cage's calligraphy, and the explanatory note mentions the Kremen manuscript. Edition Peters No. 6777 (i.e., it carries the same catalogue number as the first Tacet Edition)
Additionally, a facsimile, reduced in size, of the Kremen manuscript, appeared in July 1967 in Source 1, no. 2:46–54; the First Tacet Edition is described in Nyman 1974, 3, but it is not reproduced in that book.
There is some discrepancy between the lengths of individual movements specified in different versions of the score. The Woodstock printed program specifies the lengths 30″, 2′23″ and 1′40″, as does the Kremen manuscript, and presumably the original manuscript had the same indications. However, in the First Tacet Edition Cage writes that at the premiere the timings were 33″, 2′40″ and 1′20″. In the Second Tacet Edition he adds that after the premier a copy has been made for Irwin Kremen, in which the timelengths of the movements were 30″, 2′23″ and 1′40″. The causes of this discrepancy are not currently understood, the original manuscript being still lost.
A friend has assured me that this is really the best version of 4' 3".
I'm a tea drinker, and my brand is Twinings. I just bought a box of their Prince of Wales Tea, which is urbane and charming and not too strong. And then today I read the blurb on the side of the box: This exquisite tea was originally blended by Twinings for HRH The Prince of Wales in 1921, who later became King Edward VIII.
Great. I've been sipping Abdicator's Brew.
The girls have been paging through The Laura Ingalls Wilder Songbook: Favorite Songs from the Little House Books. Our favorite song is Green Grows the Laurel, a simple, haunting melody. However, the arrangement must be very old. I can't find anyone singing the same tune under that name. The closest I've come is this lovely performance by Sandy Denny:
There is no Take 6.
There is nothing more soothing, when one has a headache, than being kissed on the forehead.


As parents, we want the best for our children. We want them to grow up with good values, excellent communication skills, and a love for learning. One of the best ways to achieve this is by reading to them regularly. However, reading can sometimes become a mundane task for both parents and children. But what if there was an app that could make it more exciting and engaging? That’s where Readmio comes in.
Introducing Readmio: The App That Brings Fairytales to Life
Readmio is an innovative mobile application that offers a unique reading experience for parents and children. The app brings fairytales to life with sounds and music triggered by the reader’s voice. As a parent reads a story out loud, the app uses voice recognition technology to add fitting sound effects and music, making the story more interactive and engaging. With over 200 stories in English, Czech, and Slovak, Readmio is the perfect companion for bedtime reading or anytime reading.
An Innovative Way to Foster Imagination and Mental Development
Reading to children is more than just a way to entertain them. It is a way to foster imagination, mental development, and instill humanity. And with Readmio, this experience is taken to the next level. Children can use their imagination to visualize the story while also experiencing sound effects that make the story more real. By doing so, Readmio helps to develop children’s cognitive abilities, memory, and creativity.
The Impact of Readmio on Parents and Children
Since its launch in June 2020, Readmio has been downloaded by over 140,000 people who have read to their children, grandchildren, or siblings almost a million times. On average, that’s more than 80,000 hours that people have spent together reading, smiling, learning, and being together. Readmio has received glowing reviews from parents who say that the app has made reading more fun and enjoyable for both them and their children.
Readmio’s mission is to help parents spend more quality time with their children, reading engaging stories that support mental development, foster imagination, and instill humanity. And they are achieving this one download at a time.
Readmio is a mobile application that has revolutionized the way parents and children experience reading. With its unique voice-activated sound effects and music, Readmio offers a new way to foster imagination, mental development, and instill humanity. And with over 200 stories in English, Czech, and Slovak, Readmio is the perfect companion for bedtime reading or anytime reading. So why not download Readmio today and start reading with your child?


We do oral history to inspire social change. We record the memories of people and places. We turn them into podcasts, artworks, books, websites & audio walks.
How we work
Participation is at the heart of what we do. All our projects are devised through extensive consultation and shaped by volunteers and participants. This means the people involved play an active role in recording history and make decisions about how it is shared with others. They come away with new skills for work and life.
We are a co-operative, which means that our members make decisions about On the Record together.
We are a not for profit organisation, registered as a Community Interest Company. This means we do not distribute profits to our members and that we exist to benefit the wider community.
Who we are
Before co-founding On the Record, Rosa Schling (previously Vilbr)’s oral history experience included ‘Working Lives of the Thames Gateway’ for Eastside Community Heritage, ‘Britain at Work’ for History Talk and the ‘Past Project’ for African Heritage Educational Centre. She has a decade’s experience of project management, working in oral history, homelessness and community development. Projects include a youth media project in the West Bank and the ‘Hackney Housing History Project’, an oral history project. She studied History at the London School of Economics, was trained in oral history on the Life History Research MA at London Metropolitan University and has an MA in Heritage Studies from University of East London. Rosa is a skilled trainer and has developed training courses in advocacy, oral history and homelessness. She specialises in participatory training courses for diverse groups, is an experienced facilitator of meetings and events and previously worked as a forum coordinator supporting volunteers and volunteer led groups for the charity Housing Justice.
Laura Mitchison has worked on oral history, heritage and arts productions for all manner of organizations, including the V&A Museum (oral history, dramaturgy, research), the Women’s Library (audio guide), Eastside Community Heritage (oral history interviewing, training volunteers, delivering intergenerational workshops, writing publications, radio and publicity) Spread the Word (interviewing, portrait photography, exhibition curation). She brings media skills to the dissemination of oral history projects. Her photography work and writing has appeared in Index on Censorship, the Economist Intelligent Life, the Times, the Camden New Journal, Creative Revelations Magazine, Prospect online and Honduras This Week. Laura has a first class degree in Philosophy (University of Sussex), an MA in Human Rights (Institute of Commonwealth Studies). She completed postgraduate training in Life History Research while employed on the ‘Working Lives of the Thames Gateway’ project. Laura has also been a visual arts facilitator for adults and young people with learning difficulties.
Chloe Marley has a background in the museums and heritage sector. At university she studied business in relation to the strategies of national museums, and went on to gain an MA in Preventive Conservation. She has experience working in a number of national museums, and has three years experience working as an archivist for an oral history charity. It was here that she first became interested in oral history, and relished the day-to-day challenges of managing the digital collection. Chloe continues to work in a collections care capacity within the heritage sector.
Michael Pavey is a Councillor in the London Borough of Brent. He has ten years experience as a project manager in the public and voluntary sectors, specialising in regeneration and community empowerment. Michael is passionate about history and heritage. He has a first class degree in Economic History from the LSE and a Masters Degree from the University of Warwick. In his spare time Michael is Chair of Governors of one of the largest primary schools in the country, as well as two Sure Start Children’s Centres.
Jenneba Sie-Jalloh left formal teaching to work in the arts and heritage sector. She has worked as project manager, programmer and workshop facilitator and as a consultant for the British Council. Jenneba has had poetry, essays and fiction published in a number of anthologies. In 2008 she completed an MA in writing and has just finished her first novel. She has a deep interest in oral history and edited ‘All Saints and Sinners’, a collection of interviews capturing the experiences of a group of teenage boys (amongst them her father) who stowed away from Sierra Leone in the 1940s and settled in Notting Hill, London.
Aims & activities
- Improve opportunities for people to participate in heritage and cultural activities
- Amplify and preserve the voices of those who are ‘hidden from history’
- Increase people’s self-confidence, well-being and skills
- Build respect between, for example, older and younger people, newly arrived and settled people
- Use oral history in new and unusual settings both within the heritage sector and beyond
What we do:
- Run exciting oral history projects
- Give training and advice on oral history to other organizations
- Build partnerships with and between community groups, museums, archives, policy institutes, schools, and any other groups who could benefit from oral history projects
- Teach new and empowering skills
- Create exhibitions, publications, audio walks, radio programmes, films, new media workshops, events and other activities


Thanks for stopping by. I’m
a published writer in search of a literary agent. I’ve had
dozens of travel and boating articles
published in national magazines in the US and abroad, and my
first book, “Ready for Sea!”
(Sheridan House) was released in 2002.
I have now completed “Intentional
which I'd like to see published. I’m finishing up a new
adventure novel, too, “Dead Reckoning,” about 90% complete
at this writing. I have the first draft and beautiful photos for
a travelogue (ŕ la Paul Theroux), working title “Roads Less Traveled,“ and a few other books (“Tor’s Tours,”
“Tor’s Tips,” “Travels with Rosa”) ready to develop.
The time has come to align myself with a reliable, resourceful
literary agent to find publishers for these books. I invite you
to contact me to discuss what we can do for each other.
work I have ready for immediate publication, “Intentional
represents a fresh approach to a subject with which I have
considerable experience. For 20 years I’ve studied and
practiced what are popularly known as positive thinking
techniques, often with remarkable success. I’ve read most of
the other books written on the subject and find they invariably
dilute the simple, essential techniques of this practice with
chapters-full of religious or psychological dogma and endless
case histories. It becomes a chore for the reader to find the
actual techniques, obscured as they are by so much padding.
What the genre is lacking, and what I have
written, is a concise, straightforward presentation of the
techniques for practicing and applying the art and science of
Intentional Thinking. The result is necessarily a small book.
Rather than fatten it with fluff, I chose to augment the page
count and soften the presentation by inserting framed,
inspirational quotes throughout the book, from Sophocles and
Jesus to Henry Ford and Yoda. The layout is reader-friendly and
results in a 165-page book that is easy to read and easy to
absorb. There is both a market and a need for such a book.
action novel, “Dead Reckoning,” might be described as a
classic Western transmuted into a present-day Caribbean sailing
adventure, where the hero rides a cruising sailboat instead of a
trusty steed and the bad guys are Columbian drug smugglers
rather than Mexican banditos. Still, in the end the beautiful
girl has to be saved and the hero must struggle against
seemingly insurmountable odds. I haven't reinvented the wheel,
but I've surely given it a new spin. The characters are lively,
the setting is exotic, and the story is fast-paced, fun and,
raw material for my travelogue can be viewed by clicking
Let me know if you would be interested in reviewing a
summary of any or all of my books' contents, or the entire
texts, with the idea of representing them. I can be reached most
readily via email or by phone at (305)
767-4045 (USA). Thank
you for your consideration.


It is also a history of how tea came to be introduced into England and how it changed the social milieu in which women could enter an establishment to drink a beverage - and do so alone.from quillcards.com
Tea Stories From The East To The West
A Hymn To Korean Tea
I drank a cup of tea and watched the flowing and stillness.
Quietly and naturally I seemed to forget the return of time.
The Korean monk Cho-ui wrote this in 1837 in one of his set of poems called The Hymns To Korean Tea. This and his Tea Spirit Message created seven years earlier encouraged a tea revival in Korea, a country where the first historical records documenting the use of tea date date back many centuries to 661 AD.
Since that time, Korea has created tea from different sorts of materials including fruits, leaves, grains, and roots – the latter of which I encountered in the guise of ginseng tea when I lived in the country for several years during the 1990s.
Read more at quillcards.com


Here's the ones I have read:
To Kill a Mockingbird - I read it first in 7th grade and again several times as an adult. If you haven't read it again, do it now.
Anne Frank: The Diary of a Young Girl - I read it in 5th or 6th grade, need to reread it again
1984 - I think 11th grade. It's scary how much of this became true.
Charlotte's Web - I've read it more times than I can count. My favorite childhood book; neither of my kids were interested in reading it.
Gone with the Wind - Just as good as the movie
Animal Farm - read it either before or after 1984....4 legs good, 2 legs bad!
The Catcher in the Rye - freshman year of college...I read every depressing coming of age book in existence. This is the top of the heap.
The Help - Really? Hardly a classic. I read this for book club. It's okay, but it didn't rock my world, except for I still want to make a caramel cake.
The Grapes of Wrath - like many people, I was forced to read it in high school, but was glad I did.
Hamlet - doesn't everyone have to read this in high school? I went on a major Shakespeare binge after reading it and also took Shakespeare in college.
Of Mice and Men - another forced read in high school, I thought it was great and I finally got the Bugs Bunny cartoon based on the characters.
The Secret Garden - Loved, loved, loved this book as a girl!
Romeo and Juliet - see other comments about W.S.
The Handmaid's Tale - another depressing book about the future....I read it when I was a senior in high school, pretty much coincidentally with.....Brave New World
Wuthering Heights - too bad high school kids don't read this one any more like I had to...It's creepy!
Macbeth - considering my Shakespeare fetish, you would think I'd have loved the movie "Shakespeare in Love". I did not.
The Fault in Our Stars - a modern book, destined to be a classic. I loved it.
In Cold Blood - I couldn't put it down when I read it. Fascinating!
Charlie and the Chocolate Factory - my 2nd favorite book as a kid, next to Charlotte's Web. Pure genius.
The Scarlet Letter - I forced read in high school, now kids don't read it. How will they catch the reference when people say "the scarlet letter"?
Water for Elephants - a ladies book club favorite; it's better than "The Help"
The Raven - glad a poem made the list
The Time Traveler's Wife - I don't really like fantasy books, this one included
The Odyssey - high school again! I haven't read it since but have seen "O Brother, Where Art Thou?" a million times
The Immortal Life of Henrietta Lacks - well written and very interesting
The Glass Castle: A Memoir - Excellent book! Surprised to see it here.
Beloved - a book club read....I highly recommend it.


English Language Arts (ELA)
Why study ELA?
In today’s world, there is an ever-increasing amount of information to be consumed in print and digitally. Studying ELA provides Hawaii’s students with the ability to:
attentively and critically make sense of information
engage thoughtfully and deeply with high-quality literary and informational texts
build knowledge and expand their view of the world through their engagement with multiple texts
create and effectively share new ideas
participate in our democratic society.
find and use their voice with clarity and confidence.
In our unique island home, we are guided by shared values and beliefs expressed in the learning outcomes of Nā Hopena Aʻo (HĀ). These values and beliefs are also reflected in a strong ELA program. As students read and talk about other places and cultures as well as their own they strengthen their sense of belonging and responsibility. As students work on revising and editing their work for publication they strengthen their sense of excellence.
Students in ELA classroom read texts assigned by their teachers and those that interest or inspire them. While it is critical to provide students with support in closely reading complex texts and shared texts, it is also vital for students to have a choice in reading materials that interest and engage them. This is why both close reading and wide reading are essential parts of the ELA program.
ELA teachers focus on their content with particular attention to and care for the whole child. High quality standards-based instruction in ELA is critical for ensuring success in college and careers however it will only fulfill its potential in classrooms where students feel safe, healthy, supported, challenged and engaged. (Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects, June 2, 2010.)
Core Principles of ELA
Although the Hawaiʻi Core Standards for English Language Arts address reading, writing, speaking, listening, and language in different sections to aid in conceptual clarity, an integrated model of literacy is recommended as the processes of communication are intimately connected.
The Hawaiian Language Arts Standards for students in Hawaiian Immersion programs also address Hawaiian Language in an integrated model of literacy. Students write and discuss what they read as well as share findings from their research verbally and through their writing. ELA begins with the building of foundational reading skills, the bedrock from which the ability to read, write and speak grows. Without this foundation, students enter their schooling years at a profound disadvantage the legacy of which unfortunately stays with them throughout their schooling and into adulthood. (Fletcher & Lyon, 1998) The maxim that students must learn to read at grade level by third grade should not be misinterpreted to mean that learning to read complex text critically and closely is a job solely left to our early elementary teachers. The “Reading Between the Lines: What the ACT Reveals About College Readiness in Reading” (ACT, 2006) showed that what chiefly distinguished the performance of students on the ACT was not critical thinking skills or higher order reasoning but rather what the students could read in terms of text complexity. This finding as well as an examination of how other prosperous countries organize their expectations in ELA has led to the Common Core Standards’ explicit inclusion of the expectation that students read increasingly complex texts as they progress through the grade levels. The Common Core has a three-part model for measuring text complexity, and specific guidance related to the quantitative analysis of text provided in the Common Core Supplemental Information to Appendix A which identifies a Lexile level of 1385 as being an approximate target for students finishing grade 12 and moving onto college or the workplace.
As students read increasingly complex texts, they also research and write about increasingly substantive topics. Much of the writing they are doing connects to the texts they are reading. There are three text types identified in Hawaii’s Core Standards for ELA, Narrative, Informational Explanatory and Argumentative. As teachers support students with writing across these various text types, they should provide a balance of direct instruction and practice. Too often students are merely assigned writing without receiving clear instruction. A gradual release of responsibility that incorporates model texts, guided practice, transparent criteria and structures for peer and teacher feedback are necessary as students strengthen their ability to express their written ideas in multiple formats including but not limited to traditional essays, blogs, websites, podcasts, and multimedia presentations. Students gradually take an increasingly larger role in reflecting on and leading their own learning.
Speaking and Listening
ELA classrooms also have a fundamental role in helping students develop their oral language skills. In a paper on Work-Based Learning in Hawai‘i Study (Harold K.L. Castle Foundation, 2016), communication was identified by Hawai‘i employers as a key desirable workforce skill. Often workplace communication comes in the form of being able to have productive conversations with diverse members of a team to solve specific problems. As students read and write about the complex text, it is incredibly important for them to also spend a considerable amount of time in collaborative conversations with their peers. At the earliest level, this is even more important for our students who are English learners or come from homes where there is no exposure to the kind of language found in texts. Children’s listening comprehension outpaces their reading comprehension often into the middle grades. Oral language must be developed and refined at all levels so each student has the opportunity to express themselves.
Knowledge of conventions, knowledge of language and vocabulary extend across and are inseparable from reading, writing, speaking and listening.
Where is ELA Headed?
Hawaiʻi’s Common Core Standards for ELA include three major shifts that help explain how these new standards are different from previous ELA Standards.
Regular practice with complex texts and their academic language.
Traditionally the focus of ELA has been largely on the skills associated with reading. Hawaiʻi’s Core Standards are clear that it is at least equally important to ensure students can read increasingly complex texts. As students engage in a productive and supported struggle with complex texts, they should be helped to adopt a growth mindset, understanding that continued practice yields growth in ability. Hand in hand with a progression of text complexity is the focus on building student’s academic language. Academic language refers to the words that appear in a variety of contexts across subject areas and learning these words supports students’ success. For English learners and any striving student providing support with academic vocabulary development is critical. It is important to scaffold vocabulary development by having a language-rich environment with multimodal representations for key terms and concepts (anchor charts, word walls, labels etc). Scaffolding and practice which includes directly teaching target vocabulary connected to the literature and the standards, connecting to culture, background, experiences; using visuals, gestures, realia, graphics support, providing context and real-life examples will greatly support all students especially English learners.
Reading, writing, and speaking grounded in evidence from texts, both literary and informational.
In a traditional ELA classroom before the Common Core, many of the text discussion questions were not text-specific, meaning a student did not have to read and comprehend a text to respond to the majority of the writing prompts and discussion questions. The Common Core has put a premium on writing about and discussing questions that require a close and careful reading of the text. This shift is a vital equity issue since questions that are not text dependent often rely on students’ out of classroom background information which can be limiting for some students. In a Common Core-aligned classroom students read, discuss and write about texts.
Building knowledge through content-rich nonfiction.
The “Baseball Study” done by Recht and Leslie showed the tremendous influence a student’s prior knowledge about a subject has on his/her ability to read and comprehend texts on that same subject. (Recht & Leslie, 1988) Given the findings of this research, a central way for students to read increasingly complex texts is by building their knowledge. Knowledge of a topic is built as students read and discuss a set of texts related to a particular subject. (Cervetti et al., 2016) Many resources supporting the Common Core State Standards have focused on building these text sets. These text sets often include visual text, videos and written texts.
The emphasis on building knowledge highlights the opportunity to integrate reading, writing, speaking and listening with other content areas. Elementary schools may, for example be thematically organized around important ideas or concept from science or social studies. They may spend time investigating essential questions related to the concept and the reading, writing, speaking and listening they do should connect to that idea or concept. Students will also greatly benefit from having place-based experiences where they strengthen their knowledge about topics in a place-based context. Because building knowledge is so critically important to reading complex texts it does students a direct disservice to replace knowledge-building opportunities in areas such as science and social studies with more time for English language arts. This is a misconception because building knowledge in content areas is important for a variety of reasons, not the least of which is that it is likely to have a direct correlation to increased ability to read complex texts. Reading, writing, speaking and listening are an integral part of learning in every subject area and should happen throughout the student’s school day. Secondary students in ELA read literature and literary nonfiction as well as informational texts. Students in other content areas participate in the types of reading and writing that are fundamental and often unique to those content areas, also known as Disciplinary literacy.
ELA: Beginning Reading
Why beginning reading?
The overall goal of beginning reading is to ensure all children learn to read well by the end of grade 3. Efforts begin in preschool where a student’s readiness for Kindergarten is defined by the Hawaiʻi Early Learning and Development Standards (HELDS) which are research-based standards that identify the knowledge and behavior expectations.
Learning to read is an educational goal as well as an equity issue. Children who do not learn to read well by grade 3 are at a disadvantage as the demands upon their reading skills become exponentially greater after that grade. Their beginning reading skills must be developed even before they come to school so they can engage in complex tasks in the later grades and to strengthen every child’s sense of excellence and total well-being.
Reading is a complex system of deriving meaning from print. To learn to read well, children – especially those in the early grades and struggling readers – must:
develop and maintain motivation to read;
have sufficient background information and vocabulary to foster comprehension;
understand how phonemes, or speech sounds, are connected to print;
have the ability to decode unfamiliar words;
be able to read fluently; and
develop appropriate active strategies to construct meaning from print.
Core Principles of Beginning Reading: Learning to Read
The goals of teaching all children to read and preventing reading difficulties appear closer to reality than at any point in educational history.
The rich and robust consensual evidentiary knowledge base provides “a compass and a sense of direction” (Walker et al.,1998) for schools to use to address the monumental task they have in designing the optimal learning environment where all children read by the end of third grade.
The National Reading Panel (2000) identified the five big ideas in reading that provide a solid scientific footing regarding the elements and features of an effective reading curriculum. The dimensions of phonological awareness, alphabetic understanding, automaticity/fluency with the code, vocabulary development, and text comprehension all serve as the framework for scientifically based beginning reading instruction.
Motivation is also crucial in reading. These big ideas in reading are reflected in the Hawaiʻi Board of Education policy 102-2: K-12 Literacy.
Phonological awareness refers to the conscious understanding and knowledge that language is made up of sounds. Most important is phonemic awareness, the insight that words consist of separate sounds or phonemes, and the subsequent ability to manipulate these individual units (Adams, 1990).
In phonological awareness instruction, students do not see any written words or letters, but instead listen and respond to what they hear. Statistical analysis of students’ performance on phonemic awareness tasks identified two critical clusters of skills (Torgesen, Wagner, and Rashnotte. 1994): synthesis and analysis. Synthesis involves orally blending individual phonemes to make a word (blending). An analysis is the inverse task, orally segmenting a word into individual phonemes (Segmentation).
The Alphabetic principle, often referred to as alphabetic understanding, establishes a clear link between a letter and a sound and involves mapping of print to speech. It requires a reader to understand that the letters of our alphabet (i.e., graphemes) correspond to discrete sounds (i.e., phonemes).
To read words, a reader must see a word and access its meaning in memory. To get from the word to its meaning, beginning readers must apply the alphabetic principle by (a) sequentially translate the letters in a word to its sound, (b) remember the correct sequence of sounds, (c) blend the sounds together, and (d) search their memory for a real word that matches the string of sounds. Advanced readers must also recognize complex letter combinations and patterns.
Automaticity/Fluency with the Code
The definition of fluency is reading accurately, at a rate appropriate to the text, and with proper expression (Rasinski, 2004). Fluent reading is critical as it facilitates reading comprehension by allowing readers to focus their attention on the author’s message rather than on how to say the words (Rasinski, Reutzel, Chard, & Linon-Thompson, 2011).
There are many instructional strategies for increasing automaticity and fluency. Students can practice identifying letter and words from lists and engage in repeated readings of familiar texts. Guided reading oral reading strategies are well researched and practical approaches for increasing reading fluency.
One of the foundations in comprehending text is the knowledge of word meaning. The scientific research on vocabulary instruction reveals that:
most vocabulary is learned indirectly through everyday experiences, and
some vocabulary must be taught directly, especially for difficult words that are not part of the reader’s everyday experiences.
Comprehending text improves with instruction that helps readers use specific comprehension strategies. Strategies are conscious plans that readers use to make sense of the text. The goal of strategy instruction is to help students become purposeful, active readers who are in control of their reading comprehension.
Motivation to Read
As in every domain of learning, motivation is fundamental. A primary strategy to improve the likelihood that children will remain motivated is early reading success (Juel, 1988).
A primary mechanism to increase motivation is an early identification and intervention system to prevent the entrenchment of early literacy difficulties (Foorman et al., 1998). Explicit instruction in reading is a significant prevention strategy.
Students’ interests in reading can be addressed through literate environments, and by providing diverse literacy activities and engaging instruction. Wide range and types of books and writing materials should fill every classroom.
Where is Beginning Reading Headed?
The focus on the big ideas in reading and motivation can bring about a lasting difference in the lives of all- not some, or most- children (Kame’enui, 1998). This focus involves teachers collaborating on the design of a curriculum, including a structured phonics program and high-quality instructional practices that ensure all students are successful.
Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.Cervetti, G.N.,Wright, T.S. & Hwang, H.J. (2016) Reading and Writing. An Interdisciplinary Journal, 29(4), 761-779. Fletcher, J. M., & Lyon, G. R. (1998). Reading: A research-based approach. In W. Evers (Ed.), What's wrong in America's classrooms (pp. 49–90). Stanford, CA: Hoover Institute Press.Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 37-55. Juel, C. (1998). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447.Kame’enui, E. J. (1998). The rhetoric of all, the realist of some, and the unmistakable smell of mortality. In F. Lehr & J. Osborn (Eds.), Literacy for all: Issues in teaching and learning (pp. 319-338). New York: Guilford.National Governors Association Center for Best Practices, Council of Chief State School Officers (2010). Common Core State Standards for English Language Arts and Literacy in Science Social Studies and Technical Subjects. National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. National Reading Panel (U.S.), & National Institute of Child Health and Human Development (U.S.). (2000). Report of the National Reading Panel: Teaching children to read : an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction : reports of the subgroups. Washington, D.C.: National Institute of Child Health and Human Development, National Institutes of Health. Rasinski, T. (2004). Assessing reading fluency. Pacific Resources for Education and Learning.Rasinski, T. V, Reutzel, D. R., Chard, D. & Linan-Thompson, Sylvia. (2011). Reading Fluency, 286-319.Recht, D.R. & Leslie, L. (1988). Effect of Prior Knowledge on Good and Poor Reader’s Memory of Text. Journal of Educational Psychology, 80(1),16-20. Torgesen, J. K., Wagner, R. K. & Rashotte, C. A. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27.Walker, H. (1998). Changing causal relations between phonological processing abilities and word-level reading as children develop from beginning to fluent readers: A five-year longitudinal study. Developmental Psychology, 33, 468479., 276-286.


By Natasha Reaves
In Creo Parametric, you can create and modify material data using the Materials and Material Definition dialog boxes, which are shown here respectively.
Material data can be saved to the model or saved to material data files. Material data files have a .mtl extension and are stored in the material library directory.
The User defined tab, which can be found in both the Materials dialog box and the Material Definition dialog box) can be used to define user-defined material parameters. All other parameter values that you define are stored as reserved parameters. Creo Parametric will not allow you to define a user-defined parameter that has the same name as a reserved parameter.
Additional noteworthy points about material parameters are
- You can use the material parameter values in relations.
- You can not designate material parameters, except the PTC_MATERIAL_NAME parameter.
- You can assig materials to family table instances by adding the PTC_MATERIAL_NAME parameter to the family table.
Additional information about assigning material to a model, creating relations, and family tables can be found in our Introduction to Solid Modeling, Advanced Part Design, and Advanced Assembly Design and Management courses.
About the AuthorFollow on Linkedin More Content by Natasha Reaves


Transcript of Events
The 1744/45 concert programmes re-surfaced by chance. A uniquely detailed transcript, entitled Manchester Concerts in 1744, was found in a centenary review for the Chetham Society.Written by John Harland, the transcript has every appearance of being scholarly and accurate. The report concerns an account book dated November 1st 1744, described by Harland as ‘a small quarto, like what was formerly called a “cyphering book’”. It first lists the stewards (4) and subscribers (varying between165 and 131 over the quarterly collections), and then provides listings of all of the pieces performed in sixteen concerts. Although some descriptions are incomplete, and other entries only indicate ‘a song’ or ‘flute solo’, the structure of the programmes is clear and the majority of music identifiable.
Although it soon became clear that the original record book was lost, the reliability and accuracy of the transcript was quickly established. John Harland (1806–1868) was a highly esteemed and prolific journalist and reporter. Once described as the ‘Father of Provincial Reporting’,Harland wrote for the Manchester Guardianfor thirty years, and his scholarly assiduousness and attention to the ‘minutest details’ were revered.His transcript and journalistic review provide what is until now the only investigation relating solely to the 1744/45 concert series, the first known concert activity in Manchester. Harland’s reflections also provide an interesting perspective. One delightful comment, typical of its time, will be re-addressed in our reconstruction concerts:
‘If we take away the illustrious Germans, Handel and Hasse, and the Italian Corelli, what is now known of the rest? Of Geminiani we have a sort of dim remembrance, partly from finding him named in old novels and tales of the period; but who were Tessarini, Vivaldi, Luzinga, or Alberti?’
Harland’s excitement at having been ‘favoured with’ seeing this ‘curious MS book’ with its accounts of the Manchester Subscription Concerts, whets our curiosity as to whether he was able to acquire the book for his own library. An avid collector, Harland left behind an immense collection of books for which there are two nineteenth-century, handwritten catalogues held in the archives of Manchester Central Library. These contain two intriguing entries: ‘Records, Public… 2. Quarto & Octavo’ as well as the hope-inducing description ‘Box in Loft’, which will be followed up when time permits.
The account of the 1744/45 series, with detailed listing of programmes, contrasts with later eighteenth-century records of concerts. These generally appeared in newspaper advertisements published before the event, as were some surviving concert programmes, which were later amended (several examples remain intact with the stickers showing any relevant ‘correction’). Rather than advertising the programmes before the event, our 1744/45 records seem to describe exactly what had just taken place.
Also listed are various financial disbursements and arrangements, partly revealing the identities of some of the performers, and already showing the tradition of ‘importing’ players from London, a tradition that continues today.
The programmes are transcribed in a linear text format, each as a separate paragraph. They are complete for two ‘quarters’, comprising six concerts each, and for the third quarter there are four programmes.
‘Musick’ in Manchester 1744/45.
16 Programmes (November 2nd, 1744 – August 20th, 1745).
1744. November 2nd. — Overture to Otho; song; German flute*
concerto; song; first of Tessarini, third sonata; first set of Corelli.
2nd Act. Second concerto of Corelli; lesson upon the harpsi-
chord; song; second sonata; second set, Corelli; solo, German flute; third of Tessarini
[* referring to the transverse flute as opposed to the recorder.]
November 13th . — Overture to Samson; song; fifth of Corelli;
duet, violins. 2nd Act. Overture to Alcina: solo, German flute:
harpsichord lesson; song; 3rd Act. Twelfth of Tessarini; solo,
violin; song; eighth of Corelli; overture to Saul.
November 27th . — Overture to Rodalinda; solo, German flute;
seventh of Corelli; Luzinga, violin; fourth of Tessarini; harpsi-
chord lesson, ninth of Gastrucci. 2nd Act. Sixth of Tessarini;
German flute concerto; fifth of Vivaldi; solo, German flute; fifth
sonata of Corelli; ninth concerto of Corelli.
December 11th.— Overture of Acis and Galatea; a song; first
concerto of Geminiani; Lee’s sonata; a song; sixth of Corelli;
solo on the violin. 2nd Act. Overture to Radamistus; a song;
fifth of Geminiani’s; solo on the violin; German flute concerto; Handel’s water music.
1744-5. January 8th.— Overture to Atalanta; a song; second
concerto of Geminiani; solo on the violin; solo on German flute;
a song; first concerto of Corelli. 2nd Act. Overture to Ariadante
[sic in MS., Ariadne?]; harpsichord lesson; song; solo on the
violin; eighth concerto of Humphreys.
January 22nd.— Overture to Cato; harpsichord concerto; a
song; solo on the violin; duet, violins; German flute solo; second
of Gastrucci. 2nd Act. Overture to Ariadne; a song; Arne’s
concerto; cantata; second concerto of Corelli.
February 5th.— Overture to Lothario; fourth concerto of Tes-
sarini; song; German flute solo; violin solo; third concerto of
Geminiani. 2nd Act. Overture to Mutius Scaevola; song; violin solo; third concerto, Corelli; song; twelfth concerto of Hum-
February 19th.— Overture to Scipio; cantata, “On the coast
of Argos;” German flute solo; harpsichord lesson; fourth con-
certo of Geminiani. 2nd Act. Overture to Tamerlane; song;
third concerto of Tessarini; violin solo; song; fourth concerto of
Corelli; fourth concerto of Hasse.
[no concerts in March]
1745 April 16th.— Overture to Flavius; fifth concerto of Gemi-
niani; song; third organ concerto of Handel; third sonata of
Corelli. 2nd Act. Overture to Richard the First; “Thyrsis,” a
cantata; violin solo; German flute solo; fifth concerto of
April 30th.— Overture to Esther; sixth concerto of Geminiani;
cantata; fourth organ concerto of Handel; second concerto of
Tessarini. 2nd Act. Overture to Atalanta; song; German flute
concerto; solo on the violin; sixth concerto of Corelli.
May 14th.— Overture to Alexander; German flute concerto;
song; first organ concerto of Felton; first sonata of Humphreys.
2nd Act. First overture to Admetus; song; seventh concerto of
Corelli; violin solo; Handel’s water music.
May 28th.— Overture to Parthenope; German flute concerto;
fifth organ concerto, Handel; eighth concerto of Corelli; 2nd
Act. Overture to Julius Caesar; song; second concerto of Tessa-
rini; solo of ye Hoboy (oboe or Hautbois); concerto of Humphreys.
June 25th.— Overture to Rodalinda; fourth of Geminiani
(opera fifth); duet-song; sixth organ concerto, Handel; hoboy
solo; MS. concerto, Humphreys. 2nd Act. Overture to Otho;
song; violin solo; German flute concerto; tenth of Corelli.
July 9th.—. Overture to Tamerlane; song; twelfth of Corelli;
duet, violins, water music. 2nd Act. Overture to The Amorous
Goddess; second of Corelli; song; violin solo; Hasse’s grand
July 23rd.— First Overture to Admetus; fifth of Geminiani;
German flute solo; MS. concerto of Felton; tenth of Corelli.
2nd Act. Fifth grand concerto, Handel; German flute concerto;
harpsichord lesson; violin solo; twelfth concerto of Humphreys.
August 6th. — [No entry of “musick” for this concert.]
August 20th.— 1st Act. Overture to Esther; eleventh concerto
of Corelli; song; fifth organ concerto, Handel; first concerto of
Alberti. 2nd Act. Overture to ye sacred oratorio; song; hoboy
concerto; German flute solo; violin solo; overture to Deidamia.
Transcript, John Harland 1844


Angular (as well as other frameworks) provides this, primarily through some core fundamentals that are at the heart of the framework
In this book, you'll learn the fundamentals of React as well as a pragmatic approach to making web applications. You'll also learn how to choose the right tools for your needs. In the frst three chapters, we'll start by thoroughly covering basic React topics such as state, props, and JSX, as well as the more complex subject of forms and validation.
A fast-paced, hands-on guide to designing and building scalable and maintainable web apps with React 16
Angular by Google is a framework for building web applications. It is a completely new product as compared to AngularJS. AngularJS was known to have performances issues, and it's not necessarily very easy to get started with. Everything could go well as long as you knew the very specifics and potential bottlenecks of the framework. In addition, AngularJS was often seen as a big toolbox, with a lot of tools inside, letting you build applications in many different ways, ending in various implementat


Legal matters can be complex and overwhelming, but having a reliable and skilled attorney by your side can make all the difference. In this comprehensive guide, we delve into the realm of Bill Green, an injury lawyer known for his proficiency in navigating legal challenges. Let’s explore how Bill Green Injury Lawyer can be your trusted partner in seeking justice and compensation.
Understanding Bill Green’s Expertise
Bill Green’s Early Career Insights Embark on a journey through Bill Green’s early career, gaining insights into the formative experiences that shaped his approach to injury law. These experiences laid the foundation for his unwavering commitment to advocating for justice.
Landmark Cases Handled by Bill Green Explore notable cases that showcase Bill Green’s prowess in injury law. These real-life examples provide a glimpse into his courtroom strategies and the positive outcomes he has secured for his clients.
The Philosophy of Bill Green Injury Lawyer Delve into the principles that guide Bill Green’s legal practice. Learn how his client-centric approach, coupled with a dedication to ethical practices, sets him apart in the legal landscape.
Bill Green Injury Lawyer in Action
Personalized Legal Solutions Discover how Bill Green Injury Lawyer tailors legal strategies to the unique circumstances of each case. From meticulous case analysis to personalized representation, clients can expect a bespoke approach.
Client Testimonials: Voices of Satisfaction Read firsthand accounts from clients who have benefited from Bill Green’s legal expertise. These testimonials highlight not only successful legal outcomes but also the empathetic and supportive nature of Bill Green Injury Lawyer.
Navigating the Legal Maze: Bill Green’s Guidance Understand the complexities of personal injury law and how Bill Green simplifies the legal process for his clients. His guidance ensures clients are informed and empowered throughout their legal journey.
Bill Green Injury Lawyer Section
Bill Green: A Trusted Legal Ally In this dedicated section, delve deeper into what makes Bill Green a trusted legal ally. From his commitment to transparency to his track record of success, discover why clients rely on Bill Green for their legal needs.
In the realm of injury law, Bill Green stands as a beacon of expertise and reliability. His commitment to justice, personalized approach, and track record of success make Bill Green Injury Lawyer a top choice for those seeking legal representation. Trust Bill Green to navigate the complexities of your case with skill and compassion.


Mind’s Horizon: What They Don’t Know Might Kill Them
In a frozen Southern California, a group of survivors of the new ice age band together out of necessity. The cold is inhospitable, and food is scarce. Conflicting personalities and backgrounds threaten to undo the tentative teamwork of the assembled party as much as any of the elemental hardships, until Ira finds what may be a new haven. But what she uncovers may be worse than anything they have had to face in their new life.
Mind’s Horizon by Eric Malikyte is a cosmic horror narrative that is a gratifying homage to H. P. Lovecraft, and is fraught with tension and suspense akin to some of Dean Koontz’s early science fiction work. It is an intense blend of science and dark magic, and beyond the more fantastical elements is a cautionary tale of what world could easily succumb to.
The book is written in third person and switches points of view between the six survivors, but is told primarily through Ira’s perspective. Each of the character’s voices are unique and distinguishable from the others, and their individual motives and justifications make it possible for the reader to understand some of their more shocking decisions.
Ira is a protagonist that is easy for her audience to root for. Her story opens with her doing something reckless and plucky, giving the impression of a fearless adventurer. It’s only as the novel progresses that you learn how much she struggles to stand on her own two feet and oppose her brother Nico, the unofficial leader of their group, or how torn she is between Nico and her best friend Eddie, who fought on opposite sides of a second civil war before the ice overtook everything.
Mind’s Horizon is a very visual book, and the more horrific scenes are satisfyingly graphic. It is not for the faint of heart, but horror buffs will not be disappointed with this fast-paced post-apocalyptic suspense.


I decided to start the 25 Notable Las Vegas Women publication to accomplish three important purposes:
“The first purpose is to acknowledge the achievements and the life histories of 25 outstanding women whose contributions to our community have made a significant difference in Nevada, and that the book will become a permanent piece of history for Nevada.
My second purpose with the book was to inspire young Nevada women to set and reach their goals by reading the life stories of these 25 accomplished women.
They can learn what motivated them and what choices eventually led them to the successes they have achieved today.
The third purpose was to support the Carole Bellmyre Distinguished Scholarship Fund that I established at UNLV & CSN in 2000. Book sales of this first edition of 25 Notable Las Vegas Women will benefit the Scholarship Fund to help Nevada students in need of financial help to continue their education.
~ Carole Bellmyre


A Cockatoo history book has been shortlisted for a prestigious statewide community history award.
Cockatoo – Voices from the Past, a book that outlines the rich and diverse history of Cockatoo, is in the running to win the Victorian Premier’s Community History Award.
More than 37 years ago, historian Dot Griffin felt the need to preserve Cockatoo’s past.
After Ash Wednesday devastated the small country town in 1983, she came to the realisation that a lot of Cockatoo’s history had been physically lost.
“I realised that a lot of the town’s history had been lost due to the destruction of hundreds of buildings,” she recalled.
“Particularly our community hall which had housed for many decades, minute books and photographs of former committee members, as well information about other groups which had existed during the early years of Cockatoo’s growth.
“Also, many people left the area immediately after the fire and with them went their memories and photographs.”
Ms Griffin took it upon herself to collect as much early history as she could from older residents who remained in Cockatoo and from those who had moved away.
She visited about 17 families over two decades, from 1983 to the early 2000s.
Using an old tape recorder, she interviewed the community members to collate as much historical information as possible.
“I started to transcribe the tapes but soon realised that with the continual stop start of the cassette player that I was stretching the reels and destroying the history,” she said.
“So I just put them away in a box as I didn’t know how else to transcribe them.”
In 2011, she met Arthur Wintle, a history teacher who lived in Cockatoo.
Ms Griffin recalled Mr Wintle believing the tapes were too valuable to leave and that they warranted transcription.
He applied for a Public Record Office grant to have the tapes professionally digitised for preservation and then transcribed.
Mr Wintle met Ruth South that same year when the community was fighting to save the old Cockatoo Kindergarten from being demolished.
A keen photographer and Mr Wintle asked Ms South to join him at a Victorian Collection workshop run by Museums Victoria.
From there, Ms South began uploading photos of Cockatoo and a few donated historic items onto the Victorian Collections website.
The passionate photographer collected hundreds of photographers along the way, is the curator of the photographic collection, and chose the photographs and designed the front cover for Cockatoo – Voices from the Past.
A Facebook page, called Cockatoo History and Heritage Group, was also established by Ms Smith.
About a year later, in 2012, Ms Griffin spoke with Jan Shaw, a passionate amateur historian.
She offered Ms Shaw the opportunity to help with a short, one-off project, cutting pasting articles into a scrapbook from local newspapers.
Ms Shaw agreed, completed the project, met Mr Wintle and Ms South and during the course of the year, found herself doing the formatting and layout of the transcriptions.
Originally, Ms Griffin’s said the project’s purpose was just to collect and preserve Cockatoo’s history.
“But the typed interviews became so interesting and such a great read that it was only in recent years we decided to publish a book,” she said.
The winner of the Victorian Premier’s History Award will be announced online in October as part of History Month.
Ms Griffith said she, and the group, felt “very excited” to be shortlisted for the awards.
“We were all very excited as this was a project started 37 years ago and was never intended to be a book,” she said.
“Even four years ago we didn’t think of turning it into a book but now to see that it is shortlisted, well, we’re thrilled.
“Personally, I am blown away but as a group of four non-professional writers, we are all very proud that the committee thought our book was worthy of shortlisting.”


Everyone with ideas and ambitions knows that making plans is the crucial step between imagination and realisation. A sound plan makes the difference between dreaming and doing. With the book ‘Sticky Sentence – and 50 other tips for sound plans’ Johan Idema presents tips, ideas and strategies for making and presenting successful plans. Including many cases from museums, theaters and festivals, ‘Sticky Sentence’ offers invaluable practical advice for both artists and arts institutions. Everyone who wants to see their plans rewarded should read this book.


Content management and workflow system typically makes use of a backend database for storing and
managing resources. As a technology, document management has considerably enhanced the capabilities
of a computer's file system by enabling users to characterize their documents, promoting great
efficiency and ease of use, retrieval, and storage of documents more easily and efficiently.
TopSolutions has a proven track record developing open, scalable, and integrated content and
workflow management solutions which allow users to locate, control, review, revise and distribute
up-to-date information, critical to the success of mid-size and large enterprises. The TopSolutions
team has successfully accomplished a variety of projects in the development and implementation of
document management systems for enterprise networking usage, covering the creation, storage,
retrieval and re-use of documents.
TopSolutions products include development of Content management and Workflow
System on platforms:
- Documentum ©
- Hummingbird ©
- OpenCMS ©
- Exchange ©


TLC: a non-constructive library for Coq
TLC is a general purpose Coq library that provides an alternative to Coq's standard library.
- TLC takes as axiom extensionality, classical logic and indefinite description (Hilbert's epsilon). These axioms allow for significantly simpler formal definitions in many cases.
- TLC takes advantage of the type class mechanism. In particular, this allows for common operators and lemma names for all container data structures and all order relations.
- TLC includes the optimal fixed point combinator, which can be used for building arbitrarily-complex recursive and co-recursive definitions.
- TLC provides a collection of tactics that enhance the default tactics provided by Coq. These tactics help constructing more concise and more robust proof scripts.
TLC is used in particular in CFML and FormalMetaCoq.
- The source files are available from TLC's GitHub repository.
git clone https://github.com/charguer/tlc
- For installation instruction, check the README file.
- Disclaimer: to allow improving the design of TLC, backward compatibility is in no way guaranteed.
- TLC can be used in conjonction with the standard library, although TLC redefines a number of operations in order to keep the dependencies onto the standard library to the minimum.
- All the files are distributed under the MIT X11 license.
ITP: International Conference on Interactive Theorem Proving, July 2010


New Study on the Experiences of Native American Women Attorneys
The National Native American Bar Association (NNABA) collaborated with the ABA Commission on Women in the Profession (Commission) to publish the study report, “Excluded & Alone: Examining the Experiences of Native American Women in the Law and a Path Towards Equity.” The report documents the stories of Native American women attorneys’ experiences navigating their pursuit of a legal education and their careers in the legal profession. NNABA is grateful to the Native American women who generously shared their experiences, and to the Firekeepers Circle, an advisory council comprised of NNABA and American Bar Association (ABA) representatives, including Native American attorneys, focused on ensuring solution-focused recommendations resulting from the study.
This study is the first national study known of Native American women attorneys, and only the second study dedicated to Native American attorneys. The first study was published in 2015 by NNABA. ABA President Mary Smith (Cherokee), the first Native American to lead in this role and Past NNABA President when the 2015 study published, remarked in the new study that, “this research builds on the 2015 NNABA study, delving deeper into the unique experiences of Native American women who navigate the intersection of tribal identity, race, and gender in the legal profession. This study also explores the generational perspectives of Native American women and illustrates that, while progress in advancing Native American women in the legal profession is evident, it proceeds at a glacial pace.”
The release of the report coincided with President Smith’s Presidential Speaker Series webinar with Deb Haaland, U.S. Secretary of the Interior, and a panel of other Native American women “firsts” including Abby Abinanti (Yurok), Chief Judge, Yurok Tribe and First Native American Woman to pass the California Bar Exam; Kimberly TeeHee (Cherokee),first Delegate-designate to the U.S. House of Representatives from the Cherokee Nation and former senior policy advisor for Native American affairs in the White House; Stacy Leeds (Cherokee), Willard H. Pedrick Dean and Regents Professor of Law, Sandra Day O’Connor College of Law, and first Native American woman to serve as a law school dean; and Valerie Nurr’araluk Davidson (Yup’ik), President/CEO of the Alaska Native Tribal Health Consortium; interviewed by Makalika Naholowa’a (Native Hawaiian), NNABA President, who is the first Native Hawaiian to lead the NNABA.
President Naholowa’a states in the report: “[W]e must recognize that as a profession, we thrive only when all voices are heard and valued. Native American women in the legal profession bring unique perspectives, strengths, and resilience that enrich the tapestry of our field. It is our collective responsibility to ensure that Native American women are not alone in their journey. By listening to the stories of Native American women, we are all better prepared to support them as our colleagues at the bar and important members of the profession that we critically need.”
Recommendations from the research include:
- Do not relegate Native American women to meaningless footnotes in research studies.
- Continue to support and expand pre-law programs to encourage Native Americans to consider and get admitted into law school.
- Train law school faculty and administration on the needs of Native American students, especially Native American women.
- Ensure inclusive mental health support services for Native American students in law schools.
- Improve data collection and communication on where Native American lawyers are working and how they advance within various workplaces.
- Integrate information about inclusion of Native Americans into all diversity, equity, and inclusion trainings conducted by bar associations, judicial organizations, and other groups.
- Create cross-generational mentoring circles for Native American women that cut across geographical boundaries and practice areas.
To view the full report, go to www.ambar.org/nativewomen
Founded in 1973, NNABA serves as the national association for American Indian, Alaska Native, and Native Hawaiian attorneys, judges, law professors and law students. NNABA strives for justice and effective legal representation for all American indigenous peoples; fosters the development of Native American lawyers and judges; and addresses social, cultural, and legal issues affecting American Indians, Alaska Natives, and Native Hawaiians.