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I meant to watch it, but something else got in the way, I think it was the sunset or something.
But I remembered it when I got up this morning and thought I would put in a couple of cents worth of my opinion.
The last time we had a Republican president - George W Bush - here are some figures that should be of interest. He took over from Bill Clinton (Democrat) who left office with a budget SURPLUS!!! Unheard of. He also had in place a plan to pay off the National Debt within 10 years. Bush immediately sent everyone in the country a check for $300 (Remember his promise, "If you vote for me I will send everyone $300.00."?)
The Dow Industrial Average was 14,000 when Bush came in to office. It was 6,000 when he left. (It is now 12,000)
Gas was $1.25 when Bush came in and $4.10 when he left. (It is now $3.50)
The National Debt was $5.7 Trillion when he came in and $10.7 Trillion when he left - almost DOUBLE.(It is now $14 Trillion, a long way from double, and not even as much as Bush added to it)
The reason for such a disaster? He gave RICH people a HUGE tax cut - at least $1.3 Trillion, cut taxes to Big Business, gave free drugs to senior citizens and started two wars. He did all of these things and made NO provision to pay for ANY of them!
That was his huge failure, no provision to pay for any of his largesse. If you cut taxes in one area (Say to your rich friends) then you need to raise taxes on another sector (As the Republicans want to do - on the poor and the middle classes.) or you need to cut expenses elsewhere. (As the Republicans want to do by cutting services to the poor and the middle classes.
Bush cut taxes to the rich, on the theory that it would get the economy going again. It's been more than 10 years now and it has not worked. It never worked when tried in the past. The only thing that happens is that the very wealthy get even wealthier and the poor and middle class get poorer. Oh yes, and the greedy Politicians get rich too from a grateful bunch of rich people!
One final rant. The income gap in the US is bigger than it has EVER been, and not just here in the US but ANYWHERE, in other words the income gap HERE, in the US, NOW, is bigger than it has ever been at any time anywhere, including anywhere in the entire World!! The rich are richer than they have ever been at any time in our history AND they pay less in taxes than they have ever paid at any time in our history!! They pay less in taxes than you and I pay!! The top 1% to 2% in the US pay only 16% of their income in taxes while the average American pays 30% of their income in taxes!!!!! What kind of sense does that make? AND THE CONSERVATIVES WANT TO CUT TAXES TO THE RICH EVEN MORE!! They want to cut them even further! Insanity. These people are already obscenely rich and we want to give them even more of our money to make them even richer. Are we mad?
Tuesday, June 14, 2011
I missed the GOP debate last night.
Posted by David Liddle. at 5:29 AM
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Whatever happened to our sweet land of liberty? OPINION, by Warren B. Appleton
Sweet Land Of Liberty ? Liberty! A concept once revered by the pilgrims of Plymouth the patriots of Lexington. The official state motto of New Hampshire; "Don't Tread On Me!" reflected the attitude of the American people in better days. We used to sing; "My country 'tis of thee, Sweet land of Liberty, Of thee I sing. Land where my Fathers died, Land of the Pilgrim's pride, From every mountain side, Let Freedom Ring! Our Fathers' God, to thee, Author of Liberty, To Thee we sing, Long may our land be bright, With Freedom's holy light, Protect us by thy might, Great God, or King!" This was the the America we knew and loved. So what changed us into the godless and the craven? May I suggest that traitors were permitted to creep in to our highest places of authority to the point where they now control everything, from the White House down. These people hate America, and are doing everything possible to destroy it from within, as they strive for a one world Socialist totalitarian government to supplant the USA. It is happening right now in the halls of the US Congress. But you nor I have heard a word about it in the media, which is mainly under the ownership and control of the big bankers. The main organization responsible for this is the Council on Foreign Relations, or CFR, founded in 1921 after the failure of the League of Nations to achieve World Government, .It now has 4274 members as of their 2005 Annual Report. David Rockefeller is their Chairman Emeritus. The legislation now in Congress, promoted by President George Bush and the Republican Party, will merge our country with Mexico and Canada, if it passes. It will be the third traitorous "Fast-Track" unconstitutional law to be pushed through Congress, called the FTAA Treaty,(now SPP) which will become the law of our land, and could be passed any day now, after which it will be all over for the United States of America. It is hard to imagine, since no American ever dreamed that a President and Congress could do such a thing. The sponsor for this in Congress is none other than U.S.Representative Katherine Harris, who saved Bush's election in Florida, in 2004. The previous two unconstitutional bills were the NAFTA and the CAFTA treaties, both of which were also "fast track. The latter was decided on the basis of one vote, with the Democrats voting against it. Vice President Cheney was there, and the fifteen minutes allocated for voting were extended to over an hour, while he was busy bribing members to get the necessary votes to win. So, this is a sad example of our government at its worst, promoting the death of our national sovereignty, while the facts have been withheld from the people. But should they, the people become too unruly, Congress has provided the Police State laws called the Patriot Acts, and Homeland Security to crack down brutally on all opposition. The key man during the 9/11 disaster was Vice President Richard Cheney, a CFR agent who was playing war games in New York at that time. I suspect that he will be a key player in this coming potential disaster for America. We shall soon find out. To sum this up; We are right now facing a sellout of our country from the highest levels of the White House. Patriotic writers know that it is not healthy to write about it. The illegal immigration problem is promoted by the same mob. Yet, the worm is starting to turn. The popularity of their top man is at rock bottom, and if the facts above becomes known by a few million Americans, Bush and the CFR are gone. It is now a race for time between a tiny minority of conspirators in high places, and the millions of Americans who are only beginning to wake up, wondering, but still trusting those that they assumed were Patriots working for them. Every writer and citizen who is not taking part in this exposure of the CFR, is covering up for their dastardly part in the destruction of our country . The God of Heaven, knows all about it, and is able to save us if we repent and call upon him for our protection. Warren B. Appleton, Registered Professional Engineer, Retired.
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If you don't consult you don't obtainPosted: June 11th, 2019, by admin
If you don't consult you don't obtain
This is among my Dad's favorite dialogue and I think the principle to getting happy with men.
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The most significant place I depend on this mantra, though, is due to my matrimony.
If you'd like to give a man the most amazing gift, simply tell him what will allow you to happy. Now let him take action .
My husband, Lewis, is really damn user-friendly and repays better awareness of the world available him as opposed to most men. The guy also disburses special attention in my experience (almost all the time). However even the guy can't generally get it suitable when it comes to pleasing me. And it's really completely impractical to expect that.
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So as i want Lewis to do anything for me which happens to be important to everyone that he or she is not already doing
I tell him what I wish .
At times it's hard to ask for what you should want.
Even found in simple day after day life situations this can be very difficult. Do you say yes to the overcooked meal you paid $40 for and say 'thank you? ' Do you permit the customer service distributor to end the decision even though girl been inappropriate and has not even have answered your issue? Do you continue to keep allowing the pushy car salesman to call you instead of recommending him to please bide time until you to call up him?
We encourage you to knock the fact that shit away. Not only does that leave you with an unfulfilled need, you will absolutely left with rage and resentfulness piled on top of it.
Yah, my Dad is right on. Seeking what you want is critical to getting what you need and demand in life, and learning to get it done in a kind and comfortable way is among the strongest tools you can use.
And it is most important even though dating or in a relationship.
Think he must know steps to create you happy?
Even you're amazing with requesting to put the steak at the grill for a few more minutes as well as to move you to a dinner table further away from kitchen.
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In a word (or a few) that's hoke. And unfair to men.
News expensive #1: Men don't think just like us!
If you expect someone who is so primarily different than one to figure out what you must be pleased, you're surviving in a dream community. That's you trillion times more right if you're ready for this beginning from the first of all phone call or maybe date! (Don't just spend off the last longer sentence right here. Give it a handful thought. Can you be guilty of this? So many folks are. )
The guy should know it's not okay and keep texting everyone.
The guy should know it really is rude might to pick myself up at my place on a first date.
He might offer to select me to my family grassy without myself having to question.
I'm letting you know sister, it really is these downside to building expectations which have been the basis of millions of days going nowhere fast and if not good romances breaking up.
One of many top conditions made by guys about gals is that girls expect these types of read the minds. And, they say, in case that they attempt to get it wrong, we hold the idea against these individuals. (Right people? Are you at this time there? Chime on please. )
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If you want to present a man just about the most wonderful product, tell him and what will make you very happy. Then let him do it.
If a man cares for you or hopes to impress you, the guy wants to understand right. He wants one to clue him in to what clicks and what you need. And actually isn't that just what you're looking for a guy who wants to cause you to be happy?
And so when you're getting to know and someone asks what you hope to do on your evening out, don't hang something on him of being lazy or maybe not care enough to plan to start dating ?. There's a decent chance they've asking as they wants to require you to a place where you feel safe and that you will relish.
And when you sit around from him, smile, and think that 'thank you, I love this place! ' that dude will light up with take great pride in. He hopes to get it proper!
Principle #3 of Going on a date Like a Person is to take responsibility to your actions and outcomes. In order for to purchase what you want out of men, stick to that information.
Learn how to obtain what you want in a kind and nonthreatening means. This is absolute the best reward you can give to the nice gentleman you've only met internet based, the gentleman you're going out with for the third steps time, as well as your partner of decade.
Give it a try. Let me know how it goes.
If you want to grasp some particulars about how to ask for what you want, look for about it in this article.
Would like to learn more about men? I favor this article a man wrote telling you 10 points guys really want from you that they won't ask for. (Be guaranteed to read #1 carefully. It's not what you think that. And pay attention to #3. )


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Carlsbad Unified
Coronado Unified
Escondido Union
Escondido Union High
Fallbrook Union Elementary
Fallbrook Union High
Grossmont Union High
Jamul-Dulzura Union Elementary
Julian Union Elementary
Julian Union High
La Mesa-Spring Valley
Lakeside Union Elementary
Lemon Grove
Mountain Empire Unified
Oceanside Unified
Poway Unified
Ramona City Unified
San Diego County Office of Education
San Diego Unified
San Dieguito Union High
San Marcos Unified
San Pasqual Union Elementary
San Ysidro Elementary
Sweetwater Union High
Vista Unified
Warner Unified
San Francisco County
School Districts
San Francisco County Office of Education
San Francisco Unified
San Joaquin County
School Districts
Banta Elementary
Escalon Unified
Jefferson Elementary
Lammersville Joint Unified
Lincoln Unified
Linden Unified
Lodi Unified
Manteca Unified
New Hope Elementary
Oak View Union Elementary
Ripon Unified
San Joaquin County Office of Education
Stockton Unified
Tracy Joint Unified
San Luis Obispo County
School Districts
Atascadero Unified
Cayucos Elementary
Coast Unified
Lucia Mar Unified
Paso Robles Joint Unified
San Luis Coastal Unified
San Luis Obispo County Office of Education
San Miguel Joint Union
Shandon Joint Unified
Templeton Unified
San Mateo County
School Districts
Bayshore Elementary
Belmont-Redwood Shores Elementary
Brisbane Elementary
Burlingame Elementary
Cabrillo Unified
Hillsborough City Elementary
Jefferson Elementary
Jefferson Union High
La Honda-Pescadero Unified
Las Lomitas Elementary
Menlo Park City Elementary
Millbrae Elementary
Portola Valley Elementary
Ravenswood City Elementary
Redwood City Elementary
San Bruno Park Elementary
San Carlos Elementary
San Mateo Union High
San Mateo-Foster City
Sequoia Union High
South San Francisco Unified
Santa Barbara County
School Districts
Buellton Union Elementary
Carpinteria Unified
College Elementary
Cuyama Joint Unified
Guadalupe Union Elementary
Lompoc Unified
Los Olivos Elementary
Orcutt Union Elementary
Santa Barbara County Office of Education
Santa Barbara Unified
Santa Maria Joint Union High
Santa Maria-Bonita
Santa Ynez Valley Union High
Solvang Elementary
Vista del Mar Union
Santa Clara County
School Districts
Alum Rock Union Elementary
Berryessa Union Elementary
Campbell Union
Campbell Union High
Cupertino Union
East Side Union High
Evergreen Elementary
Franklin-McKinley Elementary
Gilroy Unified
Los Altos Elementary
Milpitas Unified
Morgan Hill Unified
Mount Pleasant Elementary
Mountain View Whisman
Mountain View-Los Altos Union High
Oak Grove Elementary
Palo Alto Unified
Santa Clara County Office of Education
Santa Clara Unified
Union Elementary
Santa Cruz County
School Districts
Live Oak Elementary
Pajaro Valley Unified
San Lorenzo Valley Unified
Santa Cruz City High
Santa Cruz County Office of Education
Scotts Valley Unified
Soquel Union Elementary
Shasta County
School Districts
Anderson Union High
Bella Vista Elementary
Castle Rock Union Elementary
Fall River Joint Unified
Gateway Unified
Grant Elementary
Happy Valley Union Elementary
Igo, Ono, Platina Union Elementary
Redding Elementary
Shasta County Office of Education
Shasta Union Elementary
Shasta Union High
Sierra County
School Districts
Sierra-Plumas Joint Unified
Siskiyou County
School Districts
Big Springs Union Elementary
Butte Valley Unified
Butteville Union Elementary
Delphic Elementary
Dunsmuir Elementary
Dunsmuir Joint Union High
Gazelle Union Elementary
Grenada Elementary
Happy Camp Union Elementary
McCloud Union Elementary
Montague Elementary
Mt. Shasta Union Elementary
Scott Valley Unified
Seiad Elementary
Siskiyou County Office of Education
Siskiyou Union High
Weed Union Elementary
Willow Creek Elementary
Yreka Union Elementary
Yreka Union High
Solano County
School Districts
Benicia Unified
Dixon Unified
Fairfield-Suisun Unified
Solano County Office of Education
Travis Unified
Vacaville Unified
Vallejo City Unified
Sonoma County
School Districts
Cinnabar Elementary
Cloverdale Unified
Cotati-Rohnert Park Unified
Forestville Union Elementary
Geyserville Unified
Gravenstein Union Elementary
Guerneville Elementary
Harmony Union Elementary
Healdsburg Unified
Horicon Elementary
Mark West Union Elementary
Monte Rio Union Elementary
Oak Grove Union Elementary
Petaluma Joint Union High
Rincon Valley Union Elementary
Santa Rosa Elementary
Santa Rosa High
Sebastopol Union Elementary
Sonoma County Office of Education
Sonoma Valley Unified
Twin Hills Union Elementary
West Sonoma County Union High
Windsor Unified
Wright Elementary
Stanislaus County
School Districts
Ceres Unified
Denair Unified
Empire Union Elementary
Gratton Elementary
Hart-Ransom Union Elementary
Hickman Community Charter
Hughson Unified
Keyes Union
Knights Ferry Elementary
Modesto City Elementary
Modesto City High
Newman-Crows Landing Unified
Oakdale Joint Unified
Paradise Elementary
Patterson Joint Unified
Riverbank Unified
Salida Union Elementary
Stanislaus County Office of Education
Stanislaus Union Elementary
Sylvan Union Elementary
Turlock Unified
Valley Home Joint Elementary
Waterford Unified
Sutter County
School Districts
Brittan Elementary
Browns Elementary
East Nicolaus Joint Union High
Franklin Elementary
Live Oak Unified
Marcum-Illinois Union Elementary
Meridian Elementary
Pleasant Grove Joint Union
Sutter County Office of Education
Sutter Union High
Yuba City Unified
Tehama County
School Districts
Antelope Elementary
Corning Union Elementary
Corning Union High
Evergreen Union
Flournoy Union Elementary
Gerber Union Elementary
Kirkwood Elementary
Lassen View Union Elementary
Los Molinos Unified
Red Bluff Joint Union High
Red Bluff Union Elementary
Reeds Creek Elementary
Richfield Elementary
Tehama County Department of Education
Trinity County
School Districts
Burnt Ranch Elementary
Douglas City Elementary
Junction City Elementary
Lewiston Elementary
Mountain Valley Unified
Southern Trinity Joint Unified
Trinity Alps Unified
Tulare County
School Districts
Alpaugh Unified
Alta Vista Elementary
Buena Vista Elementary
Burton Elementary
Columbine Elementary
Cutler-Orosi Joint Unified
Dinuba Unified
Ducor Union Elementary
Earlimart Elementary
Exeter Unified
Farmersville Unified
Kings River Union Elementary
Liberty Elementary
Lindsay Unified
Monson-Sultana Joint Union Elementary
Oak Valley Union Elementary
Palo Verde Union Elementary
Pixley Union Elementary
Pleasant View Elementary
Porterville Unified
Richgrove Elementary
Rockford Elementary
Saucelito Elementary
Sequoia Union Elementary
Springville Union Elementary
Strathmore Union Elementary
Sundale Union Elementary
Sunnyside Union Elementary
Terra Bella Union Elementary
Three Rivers Union Elementary
Tipton Elementary
Traver Joint Elementary
Tulare City
Tulare County Office of Education
Tulare Joint Union High
Visalia Unified
Waukena Joint Union Elementary
Woodlake Unified
Tuolumne County
School Districts
Belleview Elementary
Big Oak Flat-Groveland Unified
Columbia Union
Curtis Creek Elementary
Jamestown Elementary
Sonora Elementary
Sonora Union High
Soulsbyville Elementary
Summerville Elementary
Summerville Union High
Twain Harte
Ventura County
School Districts
Conejo Valley Unified
Fillmore Unified
Hueneme Elementary
Mesa Union Elementary
Moorpark Unified
Oak Park Unified
Ocean View
Ojai Unified
Oxnard Union High
Pleasant Valley
Rio Elementary
Santa Paula Unified
Simi Valley Unified
Ventura County Office of Education
Ventura Unified
Yolo County
School Districts
Davis Joint Unified
Esparto Unified
Washington Unified
Winters Joint Unified
Woodland Joint Unified
Yolo County Office of Education
Yuba County
School Districts
Camptonville Elementary
Marysville Joint Unified
Plumas Lake Elementary
Wheatland Union High
Yuba County Office of Education
Level of School Connectedness
Data Type
Number of Times
0 Times
1 Time
2 to 3 Times
4 or More Times
Cyberbullying, by Level of School Connectedness
Related Data
Why This Topic Is Important
How Children Are Faring
Policy Implications
Research & Links
Estimated percentage of public school students in grades 7, 9, 11, and non-traditional programs who had mean rumors or lies spread about them on the internet by other students in the previous year, by number of occasions and level of school connectedness (e.g., in 2015-2017, an estimated 12% of California students in grades 7, 9, 11, and non-traditional programs with low levels of school connectedness were cyberbullied four or more times in the previous year).
Data Source:
California Healthy Kids Survey (CHKS)
Biennial State CHKS
. California Dept. of Education (Mar. 2019). As cited on
, a program of the
Lucile Packard Foundation for Children's Health
Years presented comprise two school years (e.g., 2015-16 and 2016-17 school years are shown as 2015-2017). County- and state-level data are weighted estimates; school district-level data are unweighted. Levels of school connectedness are based on a scale created from responses to five questions about feeling happy, safe, close to people, a part of school, and about teachers treating students fairly. Students in non-traditional programs are those enrolled in
community day schools
continuation education
. The notation S refers to (a) data for school districts that have been suppressed because there were fewer than 10 respondents in that group, and (b) data for counties that have been suppressed because the sample was too small to be representative. N/A means that data are not available.
Learn More About Bullying and Harassment at School
Measures of Bullying and Harassment at School on Kidsdata.org
On kidsdata.org, measures of bullying and harassment at school come from:
Student reports of being bullied or harassed on school property in the previous year for
any reason
or for
a bias-related reason
(i.e., on the basis of a physical or mental disability, gender, race/ethnicity or national origin, religion, or sexual orientation)
Student reports on the number of times in the previous year they were bullied or harassed at school on the basis of a
, their
, their
race/ethnicity or national origin
, their
, and
sexual orientation
Student reports on the number of times in the previous year they were
by other students
School staff reports of the extent to which
bullying or harassment among students is a problem at their school
Data based on student reports come from the
California Healthy Kids Survey (CHKS)
and are available by grade level (7, 9, 11, and/or non-traditional), gender, level of school connectedness,* parent education level, and sexual orientation.
State-level CHKS estimates, although derived from the Biennial State CHKS, may differ from data published in
Biennial State CHKS reports
due to differences in grade-level classification of students in continuation high schools.
*Levels of
school connectedness
are based on a scale created from responses to five questions about feeling safe, close to people, and a part of school, being happy at school, and about teachers treating students fairly.
Related Data
Bullying and Harassment at School
Bullying/Harassment, by Grade Level
by Gender and Grade Level
by Level of School Connectedness
by Parent Education Level
by Race/Ethnicity
by Sexual Orientation
Bias-Related Bullying/Harassment, by Grade Level
by Gender and Grade Level
by Level of School Connectedness
by Parent Education Level
by Race/Ethnicity
by Sexual Orientation
Disability as Reason for Bullying/Harassment, by Grade Level
by Gender and Grade Level
by Level of School Connectedness
by Parent Education Level
by Race/Ethnicity
by Sexual Orientation
Gender as Reason for Bullying/Harassment, by Grade Level
by Gender and Grade Level
by Level of School Connectedness
by Parent Education Level
by Race/Ethnicity
by Sexual Orientation
Race/Ethnicity or National Origin as Reason for Bullying/Harassment, by Grade Level
by Gender and Grade Level
by Level of School Connectedness
by Parent Education Level
by Race/Ethnicity
by Sexual Orientation
Religion as Reason for Bullying/Harassment, by Grade Level
by Gender and Grade Level
by Level of School Connectedness
by Parent Education Level
by Race/Ethnicity
by Sexual Orientation
Sexual Orientation as Reason for Bullying/Harassment, by Grade Level
by Gender and Grade Level
by Level of School Connectedness
by Parent Education Level
by Race/Ethnicity
by Sexual Orientation
Cyberbullying, by Grade Level
by Gender and Grade Level
by Level of School Connectedness
by Parent Education Level
by Race/Ethnicity
by Sexual Orientation
Student Bullying/Harassment Is a Problem at School (Staff Reported)
Children's Emotional Health
Hospitalizations for Mental Health Issues, by Age Group
Depression-Related Feelings, by Grade Level
by Gender and Grade Level
by Level of School Connectedness
by Parent Education Level
by Race/Ethnicity
by Sexual Orientation
Youth Needing Help for Emotional or Mental Health Problems
by Receipt of Counseling (California & L.A. County Only)
Students Who Are Well-Behaved (Staff Reported)
Student Depression or Mental Health Is a Problem at School (Staff Reported)
School Emphasizes Helping Students with Emotional and Behavioral Problems (Staff Reported)
Pupil Support Services
Number of Pupil Support Service Personnel, by Type of Personnel
Ratio of Students to Pupil Support Service Personnel, by Type of Personnel
School Provides Adequate Counseling and Support Services for Students (Staff Reported)
School Provides Services for Substance Abuse or Other Problems (Staff Reported)
School Collaborates with Community Organizations to Address Youth Problems (Staff Reported)
School Safety
Perceptions of School Safety, by Grade Level
by Gender and Grade Level
by Level of School Connectedness
by Parent Education Level
by Race/Ethnicity
by Sexual Orientation
Fear of Being Beaten Up at School, by Grade Level
by Gender and Grade Level
by Level of School Connectedness
by Parent Education Level
by Race/Ethnicity
by Sexual Orientation
Perceptions of School Safety for Students (Staff Reported)
School Attendance and Discipline
Reasons for School Absence in Past Month, by Grade Level
by Gender and Grade Level
by Level of School Connectedness
by Parent Education Level
by Race/Ethnicity
by Sexual Orientation
Truancy (Student Reported), by Grade Level
by Gender and Grade Level
by Level of Connectedness to School
by Parent Education Level
by Race/Ethnicity
by Sexual Orientation
Truancy or Cutting Class Is a Problem at School (Staff Reported)
Youth Suicide and Self-Inflicted Injury
Suicidal Ideation (Student Reported), by Grade Level
by Gender and Grade Level
by Level of School Connectedness
by Parent Education Level
by Race/Ethnicity
by Sexual Orientation
Self-Inflicted Injury Hospitalizations
by Age Group
Number of Youth Suicides, by Age Group
by Gender
by Race/Ethnicity
Youth Suicide Rate
School Climate
School Connectedness (Student Reported), by Grade Level
by Gender and Grade Level
by Parent Education Level
by Race/Ethnicity
by Sexual Orientation
School Supports (Student Reported), by Grade Level
by Gender and Grade Level
by Parent Education Level
by Race/Ethnicity
by Sexual Orientation
School Fosters Youth Resilience or Asset Promotion (Staff Reported)
Students Respect Each Other's Differences (Staff Reported)
Cultural or Racial/Ethnic Tension at School (Staff Reported)
Why This Topic Is Important
Bullying is considered a significant public health problem
(1, 2)
. National estimates indicate that between 20 and 30 percent of children and youth are bullied at school each year, with certain vulnerable groups at even higher risk, including students with disabilities and LGBTQ youth
(1, 2)
. This aggressive behavior, which may be physical, verbal, or social—and may occur in person or online—can have long-term harmful effects
(1, 2)
. In addition to the risk of physical injury, victims of bullying are at risk for depression, anxiety, suicidal behavior, physical health problems, substance abuse into adulthood, low academic achievement, and poor social and school adjustment
(1, 2)
Any involvement in bullying, whether as a bully, victim, or witness, is associated with negative outcomes
(1, 2)
. Youth who bully others are more likely to experience depression and engage in delinquent and suicidal behavior than non-bullies, and those who report being both a bully and a victim are at even higher risk for suicidal behavior
(1, 2)
. Further, youth who only witness bullying are more likely to report feelings of helplessness and other negative feelings than those who have not witnessed bullying
(1, 2)
. Even the fear of being bullied or harassed may disrupt a child's ability to excel in school and life
For more information on bullying and harassment at school see kidsdata.org's
Research & Links
Sources for this narrative:
1. National Academies of Sciences, Engineering, and Medicine. (2016).
Preventing bullying through science, policy, and practice
. National Academies Press. Retrieved from:
2. National Center for Injury Prevention and Control. (2014).
The relationship between bullying and suicide: What we know and what it means for schools
. Centers for Disease Control and Prevention. Retrieved from:
How Children Are Faring
According to 2015-2017 estimates, more than one in four California youth in grades 7, 9, and 11 had been bullied or harassed at school in the previous year, and around one in five had been cyberbullied by other students. During the same period, school staff reports that bullying/harassment among students was a moderate or severe problem ranged from 22% of responses from elementary school staff to 44% of middle school staff reports. In each grade level, estimates of bullying and cyberbullying tended to be higher among girls than among boys in 2015-2017. Across all types of bullying and harassment, gay, lesbian, and bisexual students and those with low levels of school connectedness were more likely to be victimized than their straight and more connected peers.
When students are bullied or harassed at school, it is most often for reasons of bias (related to disabilities, gender, race/ethnicity or national origin, religion, or sexual orientation). In 2015-2017, an estimated 25% of 7th graders, 24% of 9th graders, 23% of 11th graders, and 14% of non-traditional students statewide were bullied or harassed in the previous year for one or more bias-related reasons. The prevalence of bias-related bullying/harassment varied widely depending on the reason for bias and the group affected. For example, bullying and harassment for reasons related to race/ethnicity or national origin were twice as common among Asian (27%), African American/black (22%), and Native Hawaiian/Pacific Islander (22%) students when compared with their white counterparts (10%). Among students identifying as gay, lesbian, and bisexual, almost half (45%) were bullied or harassed because they were, or were thought to be, gay or lesbian.
Policy Implications
Bullying and harassment at school have come under closer scrutiny by schools and policymakers in recent years (1, 2). Bullying is pervasive in schools nationwide and can have lasting harmful consequences on child health and well being (1, 2, 3). Although any student can be a victim, certain groups are at higher risk for being bullied or harassed, such as LGBTQ youth and students with disabilities (1, 2).
California has enacted laws to address bullying and cyberbullying, and state and federal policies provide guidance on effective school discipline strategies (4, 5). In particular, schools are required to use alternatives to suspensions and expulsions, as overuse of these practices has not resulted in safer schools or improved student behavior (3, 4). State and federal policies also encourage schools to teach students social and behavioral skills and to create positive, supportive school environments (4). Comprehensive strategies that focus on building protective factors (e.g., social skills, caring relationships with adults, student connectedness to school, etc.) and addressing bullying in tandem with other negative behaviors, such as substance use and violence, are most likely to succeed (1, 3, 6).
Policy and program options that could prevent and address bullying/harassment at school include:
Incorporating anti-bullying efforts into a comprehensive, well-coordinated school-wide system supporting student needs and creating positive school climates, as supportive school atmospheres are linked to lower bullying rates and other positive outcomes (1, 3, 6)
Engaging all school stakeholders—leaders, teachers, students, families, community members, and others—to develop and disseminate shared anti-bullying mission statements, codes of conduct, school policies, and bullying reporting systems (3, 6, 7)
Providing training for staff (e.g., teachers, coaches, counselors, nurses, administrators, etc.), students, parents, and others on how to deal with bullying incidents, focusing in particular on empowering bystanders to prevent bullying (3, 6)
Following state and federal law, implementing prevention-oriented school discipline policies that are clear, fair, consistent, and promote a positive learning environment; such policies should be based on a tiered system of appropriate responses to misconduct that keep students in school when possible, and should include clear, equitable classroom behavior management practices (4, 8)
Ensuring that school policies and practices are responsive to the diverse cultural norms of students/families and include a focus on reducing harassment of vulnerable populations, including youth with disabilities and LGBTQ youth; this may involve staff training, student support, information sharing, and public position statements (3, 6)
Ensuring that anti-bullying efforts address the wide array of settings where incidents may occur, e.g., hallways, restrooms, buses, routes to and from school, and online (1, 3, 7)
Providing opportunities for students to develop social and behavioral skills (such as self-regulation, problem solving, relationship building, and decision making) and to build connections with adults fostering supportive relationships and high expectations (1, 3, 6)
Encouraging social media companies to publish anti-bullying policies on their websites and to implement, evaluate, and strengthen methods of preventing and addressing bullying online (1)
Find more policy ideas and information at the California Department of Education's
School Health Office
and the U.S. government's
. Also see Policy Implications on kidsdata.org under
School Climate
Pupil Support Services
, and
School Attendance and Discipline
Sources for this narrative:
1. National Academies of Sciences, Engineering, and Medicine. (2016).
Preventing bullying through science, policy, and practice
. National Academies Press. Retrieved from:
2. National Center for Injury Prevention and Control. (2014).
The relationship between bullying and suicide: What we know and what it means for schools
. Centers for Disease Control and Prevention. Retrieved from:
3. American Educational Research Association. (2013).
Prevention of bullying in schools, colleges, and universities: Research report and recommendations
. Retrieved from:
4. Public Counsel. (n.d.).
Fix School Discipline: Toolkit for educators
. Retrieved from:
5. Cyberbullying Research Center. (n.d.).
Bullying laws in California
. Retrieved from:
6. David-Ferdon, C., & Simon, T. R. (2014).
Preventing youth violence: Opportunities for action
. National Center for Injury Prevention and Control. Retrieved from:
7. StopBullying.gov. (2019).
How to prevent bullying
. U.S. Department of Health and Human Services. Retrieved from:
8. Morgan, E., et al. (2014).
The school discipline consensus report: Strategies from the field to keep students engaged in school and out of the juvenile justice system
. Council of State Governments Justice Center. Retrieved from:
Research & Links
Websites with Related Information
Adolescent Violence Prevention: Professional Resource Guide
, Maternal and Child Health Digital Library
Bullying and Hate-Motivated Behavior Prevention
, California Dept. of Education
California Safe and Supportive Schools
, WestEd
California Safe Schools Coalition
Community Matters
Cyberbullying Research Center
Gay, Lesbian and Straight Education Network (GLSEN)
National Center for Injury Prevention and Control: Preventing Bullying
, Centers for Disease Control and Prevention
National Center on Safe Supportive Learning Environments
, American Institutes for Research
School-Wide Positive Behavioral Interventions and Supports
, U.S. Office of Special Education Programs
, U.S. Dept. of Health and Human Services
Williams Institute
, UCLA School of Law
, Interagency Working Group on Youth Programs
Key Reports and Research
2017 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation's Schools
, 2018, Gay, Lesbian and Straight Education Network (GLSEN), Kosciw, J. G., et al.
Adult Psychiatric Outcomes of Bullying and Being Bullied by Peers in Childhood and Adolescence
, 2013, JAMA Psychiatry, Copeland, W. E., et al.
Advances in Research with LGBTQ Youth in Schools
, 2016, Psychology of Sexual Orientation and Gender Diversity, Heck, N. C., et al.
Bullying Gets Under Your Skin: Health Effects of Bullying on Children and Youth
, 2015, StopBullying.gov, Vaillancourt, T., & Edgerton, E.
California School Climate, Health, and Learning Surveys (CalSCHLS) Reports and Data
, WestEd
Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings from the School Survey on Crime and Safety
, 2019, U.S. Department of Education, National Center for Education Statistics, Diliberti, M., et al.
Cyberbullying Identification, Prevention, and Response
, 2019, Cyberbullying Research Center, Hinduja, S., & Patchin, J. W.
LGBTQ Youth in California's Public Schools: Differences Across the State
, 2017, Williams Institute, Choi, S. K., et al.
Prevalence of Childhood Exposure to Violence, Crime, and Abuse: Results from the National Survey of Children's Exposure to Violence
, 2015, JAMA Pediatrics, Finkelhor, D., et al
Preventing Bullying Through Science, Policy, and Practice
, 2016, National Academies of Sciences, Engineering, and Medicine
Prevention of Bullying in Schools, Colleges, and Universities: Research Report and Recommendations
, 2013, American Educational Research Association
Proposition 8 and Homophobic Bullying in California
, 2019, Pediatrics, Hatzenbuehler, M. L., et al.
Relationship Between Peer Victimization, Cyberbullying, and Suicide in Children and Adolescents: A Meta-Analysis
, 2014, JAMA Pediatrics, van Geel, M., et al.
Singled Out: Islamophobia in the Classroom and the Impact of Discrimination on Muslim Students
, 2019, Council on American-Islamic Relations – California
Social Bullying: Correlates, Consequences, and Prevention
, 2013, National Center on Safe Supportive Learning Environments, Stuart-Cassel, V., et al.
The Relationship Between Bullying and Suicide: What We Know and What it Means for Schools
, 2014, Centers for Disease Control and Prevention, National Center for Injury Prevention and Control
The Role of Technology in Youth Harassment Victimization
, 2016, U.S. Dept. of Justice, Office of Justice Programs, Mitchell, K. J., et al.
County/Regional Reports
Santa Monica Youth Wellbeing Report Card
, Santa Monica Cradle to Career
More Data Sources For Bullying and Harassment at School
California School Climate, Health, and Learning Surveys Public Dashboards
, WestEd & California Dept. of Education
Child Trends Databank: Bullying
Indicators of School Crime and Safety
, National Center for Education Statistics
Youth Risk Behavior Surveillance System (YRBSS)
, Centers for Disease Control and Prevention
Look up my districts
State Assembly Districts
State Senate Districts
U.S. Congressional Districts
Note: These data represent the most recent legislative district boundaries.


text:
Activity 2: Introducing Margaret Fuller
Activity time: 20 minutes
Materials for Activity
- Handout 1, Introducing Margaret Fuller
- Story, "Margaret Fuller's Mystical Experience"
- Leader Resource 1, Margaret Fuller Portrait
- Participant journals
- Variety of writing and drawing implements
- Timepiece (minutes)
- Optional: Bell or chime
- Optional: Microphone
Preparation for Activity
- Review the story so you can present it effectively.
- Copy Handout 1 and the story for all participants.
- Prepare to project or make copies of Leader Resource 1.
- Arrange for two volunteers to read the story, one serving as the narrator and the other reading the excerpts from Fuller's own writings. If possible, provide the story to volunteers before the workshop.
Description of Activity
Project or distribute copies of Leader Resource 1. Introduce Margaret Fuller, using these or similar words:
Margaret Fuller (1810-1850) was a prolific and talented writer, a creative thinker, and one of the pre-eminent United States human rights advocates. She was the first editor of The Dial, the Transcendentalist's literary magazine. She was the first major American foreign correspondent and the first literary editor of a major U.S. metropolitan newspaper (the New York Tribune).
Margaret's upbringing sheds important light on her later work. Her father, Timothy Fuller, Jr., was also her tutor. He was a staunch, old line Unitarian rationalist and a public figure. He tyrannically ruled over every aspect of Margaret's life and endeavored to educate her as the boy he had wanted in his oldest child. Paternal love from this man was earned rather then freely given. Fuller conformed. Biographer Joel Myerson notes that by age fifteen, her scholarly routine, including reading literary and philosophical works in four languages, lasted from five in the morning until eleven at night. The result: extreme achievement.
Like father, like daughter. As she grew up, she was popularly stereotyped as "habitually sneering, scoffing, and arrogant."
Fuller was a person with a brilliant mind who struggled with cultural notions that women could not be intellectual. As she matured, her life experiences led her both to feel compassion for others and to understand the ways in which she needed to embrace both her emotional life and her intellectual gifts. She was keenly aware of the limits placed on women in the society in which she lived and in 1845 published the feminist classic, Women in the Nineteenth Century. As Fuller succeeded in joining head to heart through mystical experiences, she became an international advocate for human rights. She called for a new humanity for her colleagues and peers, the hyper-rational Boston Unitarian elite. A critic of both traditional and transcendental Unitarian dogma, Fuller preached liberal religious freedom, saying "I have pledged myself to nothing. God and the soul and nature are all my creed, subdivisions are unimportant.... I act for myself, but prescribe for none other."
Fuller had heartfelt hope, transformed into action. And so she said, "the soul says to us all: Cherish your best hopes as a faith, and abide by them in action. Such shall be the effectual fervent means to their fulfillment."
Distribute Handout 1, which contains more detail about Fuller's life, and invite participants to read it at home.
Distribute the story and invite participants to listen as the two volunteers read it aloud. After the reading, ask participants to reflect in silence on the events of Fuller's life and her account of her mystical experience. Ask them to consider these questions in the silence of their own thoughts or to respond in their theology journals:
- Which parts of the narrative resonate for you?
- Which parts challenge or trouble you?
- Have you ever had what you would describe as a mystical experience?
- Have you ever experienced a moment that changed the direction of your life?
Allow five minutes for this reflection.
Now explain to participants that the stage had already been set for Fuller to look to her heart for her religion, using these or similar words:
By the time she recounted her earlier mystical experience, Fuller had already rejected the cold rationalism of the traditional Unitarian religious services as well as the ungrounded sentiments of her Transcendentalist friends who seem to have little sympathy with mere life and did not "seem to see the plants grow, merely [to] rejoice in their energy." She had also stripped away the theological overlays of the revivalist preachers and Baptist enthusiasts. What remained for Fuller was a profoundly personal sense that feelings were not criminal. She knew that thoughts and feelings are linked.
Her writings including Women in the Nineteenth Century, and the life experiences into which she threw herself reflected her new understanding. She brought both her intellectual gifts and her compassion to her writing and speaking, becoming a strong advocate for liberation and civil rights for all.


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Administrators to close a further 125 Comet stores
Up to 2,500 jobs to go as Deloitte administrators look to close 125 stores
Up to 2,500 jobs to go as Deloitte administrators look to close 125 stores
DELOITTE ADMINISTRATORS are to close 125 Comet stores and a distribution centre, putting between 2,000 and 2,500 jobs at risk.
Neville Kahn, Nick Edwards and Chris Farrington, all from Deloitte, were appointed joint administrators to the retailer, which is headquartered in Rickmansworth, on 5 November.
An announcement from the administrators said they will a further 125 stores in addition to the 41 closed earlier this month.
Prior to its collapse, Comet operated out of 236 stores and employed 6,611 full- and part-time staff, which is equivalent to 4,683 full-time staff.
On 30 November it is proposed that the Harlow-based distribution centre is due to close – however, the Skelmersdale base will continue to support the store network.
The remaining 70 stores will remain open until all of the remaining stock is sold.
Farrington said: "We remain in discussions with a small number of interested parties and hope that a positive outcome can still be achieved. Should any acceptable offers be received for stores, we will delay the closure process.
"Unfortunately, in the absence of a firm offer for the whole of the business, it has become necessary to begin making plans in case a sale is not concluded. If a sale is not possible, we would envisage stores to begin closing in December."


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Pi-hole takes over the local DNS service and may conflict with existing DNS services on your server. Ubuntu 18.04 currently uses systemd-resolv to server DNS and needs to be configured to either give up port 53 or be disabled.
Netplan setup
On Ubuntu 18.04 and newer you will have
netplan controlling your network and should see https://netplan.io/ for examples on how to configure it. You need to set your nameserver to use your LAN's DNS or a public DNS such as
188.8.131.52 before proceeding with any instructions below.
On Ubuntu 18.04, resolvconf was removed as the default means to control DNS. In addition to the settings mentioned regarding netplan, we recommend setting up resolvconf.
To install run
sudo apt install resolvconf
/etc/resolvconf/resolv.conf.d/head using sudo and enter
nameserver 220.127.116.11 on the first uncommented line.
Restart the service
sudo service resolvconf restart
Stop systemd-resolv from listening on port 53
/etc/systemd/resolved.conf and set
DNSStubListener=no (make sure it is not commented out with a
# at the beginning of the line) and then run
sudo systemctl restart systemd-resolved
If that does not work you can try the following:
Stop and disable systemd-resolv (only if the above does not work)
sudo systemctl stop systemd-resolv.service
sudo systemctl disable systemd-resolv.service
Name resolution for localhost
In most cases it might be required to set your localhost name in
127.0.0.1 machinename.localhost machinename
127.0.0.1 domain.com


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What you will need:
8 ounces cream cheese, softened
16 ounces frozen whipped topping, thawed
1 cup orange juice
1 (4 ounce) box instant vanilla pudding
1 (3 ounce) box orange gelatin
2 (6 ounce) prepared graham cracker crusts
How to Make It:
-Soften cream cheese at room temperature starting a couple hours before making your pies; the cream cheese must be super soft in order to avoid lumps in the pie filling.
-Blend cream cheese and frozen whipped topping well; add orange juice and beat with mixer until very creamy; stir in pudding then gelatin and blend well.
-Divide filling between graham crusts; chill at least 3 hours before serving.
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The people of Byers have spoken. They don't want Riot Fest in their small town East of Denver. But the good news for all you Riot Fest fans is that the three-day event is "moving to its alternate location in the Denver area."
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Since they'll announce this mysterious new location early next week, we can spend our weekend speculating where Riot Fest Denver will end up. Our staff here at Reverb put their heads together to come up with 10 locations we'd love to see it move to and 10 we would hate. Feel free to share your own suggestions in the comments.
10 locations we would love:
1. Washington Park (really any Denver park: Civic Center Park, City Park, Cheesman Park)
2. Gates Rubber Plant area
3. Rail yards West of the 10th and Osage Light Rail station
4. Under the DIA Devil Horse
5. Auraria Campus
6. Cherry Hills Country Club
7. South Park
8. Red Rocks
9. Canyon City Prison Auditorium, cafeteria and/or Yard
10. Lakeside Amusement Park
10 locations we would hate:
1. Sports Authority Field at Mile High parking lot
2. The fields at Dick's Sporting Goods Park
3. Fiddler's Green Amphitheatre
4. 1stBank Center
5. Pepsi Center
6. Rocky's Auto parking lot
7. National Western Complex
8. Behind the Highlands Ranch Outback Steakhouse
9. Mile High Flea Market
10. Byers
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Asthma medications 'may suppress children's growth'
The height of children who take inhaled corticosteroid (ICS) drugs is reduced by an average of half a centimetre in the first year of taking the drug, concludes a gold-standard evidence review.
Two reviews published by the Cochrane Library today looked at the available evidence and concluded that only the 'minimal effective dose' of ICS is used in children with asthma until further data becomes available.
The first review looked at 25 trials involving 8,471 children with mild to moderate persistent asthma. The trials tested six of the seven ICS drugs available worldwide, excluding triamcinolone.
Researchers found that while the average growth rate in control groups was around 6cm to 9cm, children who took daily ICS drugs grew 0.5cm less than their peers on placebo or non-steroidal drugs.
The reviews' lead author, Dr Linjie Zhang, associate professor at the Federal University of Rio Grande in Brazil, said that the effects on growth were 'minor' compared to the known benefits of the drugs for controlling asthma.
Dr Zhang also noted that the effect on growth suppression did not appear to be cumulative, and is less pronounced in subsequent years of taking ICS drugs.
A second systemic review, also published today, looked at data from 22 trials on the effects of ICS dosage on growth. Researchers found that children with mild to moderate asthma who took a low to medium dose of inhaled steroids (about one puff less per day) grew on average a quarter of a centimetre more than those on higher dosages.
The authors of the reviews are now calling for further trials that directly compare different ICS drugs and dosages. Professor Francine Ducharme, professor of paediatrics at the University of Montreal, who co-authored both reviews, said that it was a 'matter of major concern'.
She said: 'Only 14% of the trials we looked at monitored growth in a systematic way for over a year. We recommend that the minimal effective dose be used in children with asthma until further data on doses becomes available.'
Readers' comments (3)
Am I getting old but what is new about this reseach? Iremember getting taught this in the 1980's? 0.25 cm is a 'major concern'! What do they class repeated infections, exacerbations and admissions as? Because that is what will happen once the Press twist this bit of research.
..........Just in case, anyone want to do some research, what is that hot thing that seems to go down in the west at night?
Prepare for a summer of nocturnal asthma attacks - headline in Daily Mail - Asthma Inhalers stunt growth. To be fair, they do go into detail about how this is a small price to pay, but the stunting message will no doubt be the one heard. I seem to remember being taught this at medical school over 30 years ago!
This is always a difficult area and it poses problem if a child's asthma is severe enough warranting higher doses of inhaled steroids .All these combined preparation like Symbicort, Fostair, Seretide etc are not licensed for <12 years old primarily because of this stunted growth .
I must say I have a lower threshold to use leukotriene receptor antagonist like Montelukast otherwise.
Again letting your patient/parents to understand the concept of benefit against risk especially in brittle case, is vital. Steroid phobia should not prevent life saving in asthma .


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'You Will Make Me Full of Joy'
...in the world, in Creation, in the church-family and in me. But then I look to Christ. And like through a mirror, not dimly, but truly, I see it in Him. It is in Him that all my Desires and Joys abide. He is the Resurrection and the Life. Where everything else fails, He does not. Friends, loved ones, hopes and dreams, ambitions, pleasures... they all disappoint. He does not. I am not saying that following Him is easy, or that life's problems fix themselves over. Oh, no! It is the way of Calvary, after all. But - it is worth it. Because He is there, His Spirit abiding in us - we die to self, and live in Him! And like the Apostle Paul, 'as dying, and behold we live; as chastened, and yet not killed; as sorrowful, yet always rejoicing...'


text: Home Dierks Sports Dierks Outlaw signs up with HSU Reddies SportsDierks SportsNews Dierks Outlaw signs up with HSU Reddies By Nashville News Leader - February 15, 2018 2556 0 Facebook Twitter Google+ Pinterest WhatsApp SIGNING WITH HSU. Dierks Outlaw Jarett Fox signed a letter-of-intent to play football for the Henderson State University Reddies during a ceremony held Monday morning at Dierks High School. He was joined by his parents, Tanya and Brian Fox; siblings, Bryce and Alexa; grandparents, Beverly and Jerry Fox; and coaches Jonathan Bates, Kevin Alexander, Caleb Garrick and Jarod Fannin. Like this:Like Loading... Related


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Monday, August 12, 2013
Truck Stop Gets New Life
Posted by Acadia News at 6:41 PM
Payne Sentenced To 90 Days
Posted by Acadia News at 4:57 PM
More Building Permits For July
Posted by Acadia News at 4:15 PM
The Mystery Remains...Who Killed Shannon Hogan?
Posted by Acadia News at 3:53 PM
Library Out With Strat Plan
Posted by Acadia News at 1:48 PM
NAN Chiefs Meeting This Week
Posted by Acadia News at 1:31 PM
Wright To Oversee FedNor
|Mark Wright
Rickford has been busy being briefed on his new duties as Minister of Science and Technology and Minister responsible for FedNor. Rickford says that includes the hiring of new staff including Thunder Bay's Mark Wright who will oversee Fednor
Posted by Acadia News at 12:34 PM
Labels: Photo supplied
More ELA Alarm Bells
The transfer of the Experimental Lakes Area east of Vermillion Bay continues to hit road blocks. The government had plans to keep research uninterrupted this year while it handed the area to private hands. Peter Kirby is with the group Save ELA and says that the delay has halted research at the facility. Kirby also says the science team that ran the ELA is moving onto other jobs and might not be able to come back.
Posted by Acadia News at 11:56 AM
Girls Get Dirty To Fight Cancer
Posted by Acadia News at 10:48 AM
Labels: Photo: Matthew Goertz
Tournament Raises Big $
Officials at the George Jeffery Children's Centre are still basking in the glow of a successful golf tournament. The second Patrick Sharp Tourney raked in an impressive 115 thousand dollars for the organization.
Posted by Acadia News at 10:03 AM
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Hosts of the show, has unveiled a 34-year-old member of the popular contest.
"Eurovision" is, without a doubt, one of the most favorite contests of the inhabitants of our planet. Every year it is attended by more and more countries (this time in the show program, 42 States). And no wonder! The contest becomes a kind of demonstration of the best and most modern achievements in the world of show business.
In the latter, we can hardly doubt. The performance of the Russian musician Sergey Lazarev in the semi-finals already recognized as the most spectacular in the history of the competition. Moving scenery and lighting effects made a huge impression on the audience (read more here).
But it's not all good news for the current semi-finals. During the speech participants, representing Malta, it became known about the upcoming addition to her family. 34-year-old Ira Losco declassified Russian speakers, who said that the singer is on the fourth month of pregnancy.
Ira Losco, recall, appeared on the show at number 18. In Stockholm she performed with the song "Walk on water".
First results: what are the odds to win, in your opinion, Sergey Lazarev?
- Stand in the top three: unlikely to allow Russia to win
- Ukraine didn't make the final, really, put aside politics and appreciate the song? Then we have all the chances to win!
- His room was the best, by far, will win!
- Likely to be in the top five and win Netherlands
- Write your variant in comments


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The current lot size regulations date back to 1967. The council report cites three reasons to review the zoning bylaws: the population of the city has doubled since 1967, households are smaller, and there have been "dramatic" increases in the cost of owning a home. The proposed changes stem from the city's Housing Action Plan.
The new zoning proposals will allow single-family lots to be subdivided with a minimum lot frontage of 10 metres, and duplex lots with a minimum lot frontage of 7.5 metres. If passed, this bylaw would eliminate lot size requirements for all single-family and duplex lots.
Council dealt with the proposal at the June 25 meeting and passed the bylaw's first and second reading; next it will go to public hearing.
Changes proposed include creating smaller single-family and duplex lots, allowing basements in coach houses for storage, changing setbacks "to promote outdoor living areas and enhance the streetscape." Coach houses won't be higher, but there will no longer be a 45-degree-angle requirement on the second floor; rather the second floor would be limited to 60 per cent of the size of the main floor.
Staff also recommended streamlining development applications for homes and duplexes to improve efficiency.
The 2016 census showed the City of North Vancouver is comprised of 47 per cent renters, and many of them live in secondary suites in low-density neighbourhoods.
As the lots become smaller, the houses built on them would be also be on a scale that suits the new lot size.
Continue reading City of North Van considers small lot infill areas for added housing at Vancouver Courier Website


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Automatic Transmission Pressure Test
Most transmission cases have test ports to retrieve hydraulic pressure readings for the line, clutch, and servo circuits. The transmission's service manual provides these test port locations. They have bolt-like plugs screwed into them. Locate the desired port and screw the pressure fitting in where the plug was. A pressure test will indicate if line pressure is too high or low, or if a clutch or servo is leaking and losing pressure. Perform a pressure test on an automatic transmission when it suffers from hard shifting or poor shift timing.
Before diagnosing and troubleshooting a transmission, the vehicle's engine must be operating correctly. If the line pressure is low at idle, the pump or pressure relief valve is most likely the problem. Check to see if line pressure increases when the engine is idled up. Electronically controlled transmissions incorporate an electronic pressure control solenoid to control line pressure. The EPC solenoid can be monitored with a scan tool and tested with a multimeter.
Two 400 psi gauges are used to test a hydraulic clutch or servo circuit. Connect one to line pressure and the other to the holding device's circuit; this way, both gauges can be monitored simultaneously. A pressure difference beyond specifications, usually 8-15 psi indicates a leak in the circuit. Check the manufacturer's specifications before proceeding.