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Math U See Algebra 1 and Math U See Algebra 2
or Math U See Algebra I and Math U See Algebra II, are the math curricula that go before and after Math U See Geometry. In other words, the normal sequence after arithmetic is Pre-Algebra, Algebra I, Geometry and Algebra II. These are critical years in an adolescent's development. This system is so well-designed and time-tested that almost all math students should follow this sequence, regardless of the curriculum used.
Did you come here to learn if Math U See Algebra is right for you?
If so, you're in the right place. I'm going to give you the standard overview I give with all curriculum reviews, then I'll elaborate a bit. If you still have questions – JUST ASK! If you leave a comment I will get back to you in less than eight hours – every single time.
Math U See Algebra 1 & Algebra 2
Math U See Algebra 1 and Math U See Algebra 2 are both complete in scope. They contain everything in a typical high school study of Algebra. Cooperatives love Math U See for it's innovative approach and the savings they can offer their members who need only buy the student pack to take the class. Math U See is entirely suited for homeschool use, having been designed for that purpose from the beginning. Independent Learners can be accommodated easily with this curriculum. Math U See is much easier to incorporate into multidisciplinary unit studies than the vast majority of other math curricula. Like all Math U See curricula, Math U See Algebra I and Algebra II are multisensory in their approach and work well for the vast majority of learners. Math U See is an excellent curriculum, it's competitively priced, re-usable and holds its value on the second hand market. These things make it a great buy.
Two Very Silly Questions Sensible People May Want to Skip Past
1. How do I FAIL With Math U See?
That's easy. In fact, people fail with good curriculum all the time. You fail by not using the curriculum as intended. To make the best use of Math U See you must choose the appropriate level, master the material in each unit before moving one, do the review exercises in each unit, and take the midterm and final exams seriously.
2. How Can I Blow the Math Section of My SAT Exam?
Don't prepare for it. Seriously, this works like a charm! If you don't want a good score, then do not take an SAT prep course of any kind. Even an inexpensive or free SAT Prep course will boost your score by hundreds of points. Most homeschool students are studying higher level math by the time their SATs roll around, and NEED TO REVIEW the more basic stuff for a week or so before their SAT exam.
Back to the Land of Common Sense
Using Math U See is not a magic talisman against the things parents most fear, but it is an excellent curriculum. Now that you're looking for an Algebra program for your student, you're not playing around any more – if you ever were. This is important and you know it. Let's get down to business.
Math U See Algebra is Complete in Scope
It is a complete High School Algebra Curriculum. If you take Algebra 1 and Algebra 2, you'll be getting the equivalent of a college level Algebra 1 course. Let that sink in a minute. That's right, college courses move faster and cover a lot more ground in a single semester. No, taking Algebra in middle school and high school doesn't mean you will necessarily skip it in college. It means that when you do take algebra again in college you'll have a much easier time of it. Some students skip merrily past college algebra to pre-calculus or calculus, but many more don't. Please be realistic in your expectations from the start.
One of the benefits of Math U See Algebra and Geometry is that they marry well with the typical high school science sequence. Typically kids study science in the following order: Physical Science, Biology, Chemistry and Physics. Math U See is designed to make sure students encounter the mathematics they'll need to perform well in chemistry and physics. The Math U See sequence is both complete and complementary to a typical course of study in science and social studies.
Works Well in a Cooperative Setting
Homeschool Cooperatives are one of the great ways that homeschool families pool resources, save money and find subject matter experts to teach topics they themselves don't feel confident teaching. Math U See works great in a cooperative setting, particularly from Pre-Algebra onward. Families realize significant savings when they only need to buy a student pack rather than an entire curriculum set. Each unit lesson can occur at a weekly cooperative, with students going home to complete their exercises.
There is one caveat: two hours a week of instruction time is needed for mathematics. Many cooperatives see determined to only give an hour to each subject. This does not work well for mathematics. The students need an hour for instruction and guided practice each week. There also needs to be a second hour for tests and remedial assistance. When this does not happen the results are less than optimal, regardless of the math curriculum selected.
Math U See Was Designed With the Home School Family in Mind
When I first started homeschooling I used quite a few curricula that were designed for schools. This turned out to be a mistake. These programs were more expensive, and they still had elements missing that were simply to expensive for a private person to afford. These enhancements were sold to entire school districts, and weren't accessible to homeschooling families. I learned a lot from these painful experiences. Now "Is it designed for homeschools?" is one of the first questions I ask.
Steve Demme created Math U See with the homeschool family in mind. He improved and expanded upon his original product until he had a series of curriculum for each school year, Pre-Kindergarten through to High School Graduation.
Math U See Algebra 1 & 2 Curriculum each consist of manipulatives, and Instruction Pack and a Student Pack. The Instruction pack consists of DVD lessons to teach the parent how to give each unit lesson and a Teacher's manual with a written explanation of the material in each lesson, extra exercises and all the answer keys. The Student Pack consists of the Workbook and Test Booklet. If a family has an additional student, all that is needed is an additional Student Pack.
Math U See Algebra I and II are complete. Everything a homeschool family needs is included, and because it's actually intended for home use, it works very well. The program is flexible and fits in well with many different styles of homeschooling.
Independent Learners
aren't frustrated by Math U See. What generally happens is that independent learners discover that the DVDs that are ostensibly intended to teach their parent how to deliver the lesson are the perfect way for the independent learner to start on his own. They are. Independent learners can and do simply watch the DVD, look at the material in the instruction book, try a few exercises and then begin their lessons.
Independent learners are like that. The point is, independent learners function well within Math U See. My children even took their tests within Math U See on the honor system and asked me to grade them when they were done.
Full disclosure – I'm an easy grader. I give half credit for any "do-overs" that are correct. This system means my independent learners are motivated to figure out what they've done wrong and bring the corrected work to me as fast as possible.
One warning, however. My web crawling research on the internet revealed that answers to Math U See Algebra tests are very popular searches! This means that some students are using the internet to answer their test questions, not their knowledge. Be a little suspicious if your kid doesn't show his work on an Algebra test!
Math U See is Not a Multidisciplinary Algebra Program.
Those are scarcer than hen's teeth! You might reasonably ask why I would have such an unreasonable evaluation rubric for a math curriculum. I'll tell you: I love a multi-disciplinary approach. It's my shtick. I know – based on extensive experience – that students learn better when mathematics, science and social studies are taught together. This post is too long, so I will simply say that Math U See is good for multidisciplinary unit studies because the material in Math U See is organized in a logical manner. It is much easier to take a unit from Math U See and use it to augment a unit study that includes a practical application of mathematics. Furthermore, Math U See does have a lot of direct practical application exercises in statistics, chemistry and physics.
If you love to combine subjects for greater efficiency and more effective learning, Math U See Algebra can be a good tool. Speaking of which, let's talk about
Different Learning Styles
Math U See incorporates a multisensory approach, complete with visual, aural and tactile modes of instruction. It doesn't get better than this. This curriculum is designed to work with all types of learners to optimize their success.
It's an Excellent Value
for all the reasons I've already given, but there's more. Of all the curricula I've ever bought, Math U See has held its value the best when it came time for me to resell it. That's right. Resell. I am a skinflint. I buy second hand when I can, and I resell curriculum when I'm finished.
I have also been able to use Math U See for more than one student. I do not permit my children to mark in workbooks. They do all their work in composition notebooks and keep their workbooks pristine for the next child. I have even loaned out my Math U See to another family for a year in exchange for something else I didn't want to have to buy. The dollars I've spent on Math U See have been really, really well spent.
Follow this Link for an Excellent Buy on Math U See Algebra
In addition, copy and use this coupon code for free shipping on orders over forty dollars: 376782
This offer expires very soon. (Not kidding!)
Copy and use this coupon code for free shipping on order over one hundred dollars: 376778
This offer expires on April 30th, 2017.
In Closing
Yes, I threw in some coupon codes for free shipping – but you really do have to buy now to take advantage of that. That's not a sales pitch – that's reality. It turns out that April is one of the slow months for book and school supply purchases. There are some minor and huge sales going on at Christianbook.com right now. Later in the year the deals won't be quite as good.
As always, please let me know if you have any questions, and if you've used this curriculum please leave a review. I love hearing from you!
All the best,


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A 39-year-old G1P0 at 39 weeks gestational age is sent to labor and delivery from her obstetrician's office because of a blood pressure reading of 150/100 obtained during a routine OB visit. Her baseline blood pressures during the pregnancy were 100–120/60-70. On arrival to labor and delivery, the patient denies any headache, visual changes, nausea, vomiting, or abdominal pain. The heart rate strip is reactive and the tocodynamometer indicates irregular uterine contractions. The patient's cervix is 3 cm dilated. Her repeat BP is 160/90. Hematocrit is 34.0, platelets are 160,000, SGOT is 22, SGPT is 15, and urinalysis is negative for protein. Which of the following is the most likely diagnosis?
a. Preeclampsia
b. Chronic hypertension
c. Chronic hypertension with superimposed preeclampsia
d. Eclampsia
e. Pregnancy-induced hypertension (gestational hypertension)
the answer is below…
The United States Medical Licensing Examination, or USMLE for short, is a three-part licensing examination that is required in order to receive a license to practice medicine within the United States.
The USMLE assesses a physician's ability to apply knowledge, concepts, and principles, and to determine fundamental patient-centered skills that are important in health and disease and that constitute the basis of safe and effective patient care.Examination committees composed of medical educators and clinicians from across the United States and its territories prepare the examination materials each year.
This exam is designed by the Federation of State Medical Boards and the National Board of Medical Examiners to determine whether or not an individual understands and can apply the knowledge necessary to practice medicine safely and intelligently.
The USMLE is actually comprised of three different exams that are referred to as steps, which examine the individual's knowledge of specific topics related to the field of medicine such as basic science, medical knowledge, medical skills, clinical science, and the application of all of these skills and areas of knowledge in the medical field.
All three steps of the USMLE include a series of computerized multiple-choice questions, but the format of the exam and the information covered in each multiple-choice section is different for each step of the USMLE. The USMLE Step II also has a clinical skills portion that examines an individual's ability to work with real patients and the USMLE Step III has a computerized patient simulation portion in addition to the multiple-choice section of the exam. In order for an individual to receive a license to practice medicine, the individual must pass all three steps of the USMLE.
Medical doctors with an M.D. degree are required to pass this examination before being permitted to practice medicine in the United States of America
The correct answer is e; Pregnancy-induced hypertension (gestational hypertension).
Hypertension in pregnancy is defined as blood pressure of 140/90 mmHg or greater on at least two separate occasions that are 6 h or more apart. The presence of edema is no longer used as a diagnostic criteria because it is so prevalent in normal pregnant women. A rise in systolic blood pressure of 30 mmHg and a rise in diastolic blood pressure of 15 mmHg is no longer used, because women meeting this criteria are not likely to suffer adverse pregnancy outcomes if their absolute blood pressure is below 140/90 mmHg. In gestational hypertension, maternal blood pressure reaches 140/90 or greater for the first time during pregnancy, and proteinuria is not present. In preeclampsia, blood pressure increases to 140/90 after 20 weeks gestation and proteinuria is present (300 mg in 24 h or 1+ protein or greater on dipstick). Eclampsia is present when women with preeclampsia develop seizures. Chronic hypertension exists when a woman has a blood pressure of 140/90 or greater prior to the pregnancy or before 20 weeks gestation. A woman with hypertension who develops preeclampsia is described as having chronic hypertension with superimposed preeclampsia.

subset: commoncrawl


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This came across my Facebook feed and if I still taught 4th grade I would definitely be signing up. Apparently Mattel has a Speedometry set for free for 4th grade teachers that helps to teach math and science skills using hot wheels. What?!?! How awesome is that?!?! The set includes lesson plans to help teachers integrate hot wheels into the curriculum.
If you are interested you can sign up for your free kit here - http://www.hotwheels.com/en-us/speedometry.html.


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Classical Music Stations
Station InformationLocation: Ireland
Genres: Classical Music
Description: Welcome to KISS Classical, we play all the best in classical music 24/7/365..With no Dj's and little interruption, just pure classical music the way you want it.....
Language: English
Website: http://www.kissclassical.com/
Email: firstname.lastname@example.com
Station InformationLocation: London, UK
Genres: Classical Music
Networks: Global Radio
Description: Classic FM is the largest national commercial radio station in the UK, reaching 5.7 million people every week.
Twitter: @classicfm
Language: English
Contact: Classic FM 30 Leicester Square London WC2H 7LA 0845 7 49 1812
Website: http://www.classicfm.com/
Station InformationLocation: UK
Genres: Classical Music
Description: Linn Classical previews our range of award-winning classical albums. Immaculate recordings of the greatest performances.
Twitter: @LinnProducts
Language: English
Contact: 01413035027
Website: http://www.linnrecords.com/
Email: firstname.lastname@example.com
Station InformationLocation: United Arab Emirates
Genres: Classical Music
Description: Positivity Radio plays you the world's finest classical music 24/7
Twitter: @PositivelyRoyal
Language: English
Website: http://www.positivity.radio/
Email: email@example.com
Station InformationLocation: Minneapolis, US
Genres: Classical Music
Networks: American Public Media, Minnesota Public Radio, NPR, PRI
Language: English
Contact: 480 Cedar Street Saint Paul, MN 55101 1-800-228-7123
Website: http://classical24.publicradio.org/
Station InformationLocation: Block Island, US
Genres: Classical Music
Description: Classical 95.9-FM WCRI, Billboard Connection Providence & Cruise Planners are owned by Judson Group, Inc., a company that includes the son and grandsons of broadcasting pioneer Ted Jones, founder of Charles River Broadcasting Company and Boston's legendary classical music station, WCRB. Judson Group acquired Classical 95.9-FM WCRI from Charles River Broadcasting in 2006 and is committed to carrying on the Ted Jones tradition of radio excellence.
Language: English
Contact: 400 South Country Trail Suit A105, Exeter, RI 02822 401-294-9274
Website: http://www.classical959.com
Email: email@example.com
Upcoming Events
Latest News


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At the dental office of Dr. Grace-Mary Hume & Dr. Michael Carpentier, our team knows just how important a healthy and fully-functional smile is to your overall well-being and your everyday quality of life. Our restorative dental treatments use advanced technology and the highest quality of materials to transform your smile.
Contact our Walnut Creek dental team today to discover how our restorative dental care can give you your confidence back!
If you have serious dental problems of any kind, we encourage you to contact us so we can carefully create a corrective treatment plan to help restore your smile.
Whether you need restoration for a tooth that has been damaged by physical trauma or decay, or you have problems with missing teeth, schedule your examination and consultation with our team to find out what restorative treatment can do for you.
At the dental office of Dr. Grace-Mary Hume & Dr. Michael Carpentier, we proudly provide the following restoration options:
Although it is always encouraged to stay consistent with your oral hygiene routine in between dental visits, your smile is still vulnerable to conditions that could compromise its function and health, and sometimes, these situations are out of your control.
Dental restorations are carefully designed to address a wide range of issues including:
If you have any of these problems, there is a good chance there is a restoration treatment that can get you back to optimal oral health.
Dental Inlays are a type of indirect restoration used to efficiently repair cavities and tooth decay, primarily on the teeth where more chewing power is necessary. Indirect treatments mean that the inlay is fabricated outside of the mouth as a single, solitary piece, which fits the unique size and shape of your cavity.
Inlays are often ideal for restoring the surface of a tooth with minor damage due to decay. Once applied, inlays provide seamless sealing of the tooth's surface while preventing further damage.
Our inlays are made from porcelain materials that are incredibly durable and can last with proper care for up to two to three decades.
Each tooth in your smile is important and helps you chew, grind up food, speak clearly, and express yourself. Your teeth also play a key role in your facial structure and appearance. Not replacing even one tooth can cause neighboring teeth to shift out of correct alignment.
Our Walnut Creek dental office provides the following traditional and implant-supported restorations:
CEREC crowns can restore strength and longevity to a previously damaged tooth. With CEREC technology, porcelain crowns are created within a single visit for a perfect and natural-looking fit.
Fixed bridges can replace up to three missing teeth in a row. Unlike traditional bridges that are anchored by utilizing neighboring teeth, fixed bridges use dental implants as a foundation and is a complete tooth replacement option.
Full and partial dentures are intended to replace many teeth or up to an entire arch of missing teeth. These restorations match your gums and natural teeth. The traditional appliances are supported by metal brackets or dental adhesive and suction. Implant-supported dentures and partial dentures offer a secure, permanent solution to replacing multiple missing teeth.
Dental implants can be used with crowns, bridges, partials, and dentures to replace one or all missing teeth completely.
Dental implants use biocompatible titanium that is surgically inserted into the jawbone to fuse with living tissue and bone. Because implants replace the most pivotal part, the tooth roots, they have unmatched restorative abilities.
Dental implants consist of three essential parts, the titanium post, the abutment or "connector" that is responsible for connecting your restoration to the post, and the final restoration that is attached to the implant.
Since their accidental discovery in the 1950s, dental implants are still considered one of the most successful and beneficial methods for replacing missing teeth. They have been deemed by many dental professionals to be the next best thing to real teeth.
Below are five reasons why you might want to consider dental implants for replacing your missing or lost teeth:
It is a good idea to discuss it carefully with our dentists first if you are interested in dental implants. Treatment with dental implants may be an option for you if you are in good overall health. Your current oral health, gum health, and jawbone density should be evaluated to qualify you for implants.
Do you have a debilitating toothache that won't go away? Are your gums red and sore around the tooth in question? If so, chances are you have a dental abscess or infection.
Your teeth consist of several layers, including the protective enamel, the inner dentin, and the inner chamber known as the pulp. The pulp contains connective tissues, soft tissues, nerves, and blood vessels that are all vital to its health. The integrity of the tooth is jeopardized when the pulp becomes inflamed due to infection and may result in contamination spreading to other teeth and soft tissues. This is where root canal therapy comes in.
As your leading dental care providers, our priority is to save as much of your natural tooth structure as much as possible. We aim to achieve this by providing root canal therapy.
Although root canal therapy developed a negative reputation over many years, the procedure has dramatically improved. This treatment is designed and performed to alleviate pain, eliminate infection, and save your natural tooth or teeth. Our team takes the time to walk you through every aspect of your treatment, so there are no surprises or cause for fear.
The treated area is thoroughly numbed during each root canal treatment, alleviating any anxiety and maximizing your comfort.
Inner infection and inflammation can damage the tooth and, if left untreated, eventually lead to possible extraction. Modern procedures such as root canal therapy provide the opportunity to save your natural smile.
A notable advantage of undergoing root canal therapy is that it saves your teeth. The procedure can be completed comfortably by our experienced and qualified dentists.
Some of root canal treatment's many advantages include:
With over 30 years of restoring smiles, Dr. Grace-Mary Hume & Dr. Michael Carpentier proudly serve patients and families throughout Walnut Creek and the surrounding communities.
If you'd like to learn more about our restoration services can restore the health, beauty, and function of your smile, don't hesitate to contact us today!
Related Procedures
The woman who cleaned by teeth on Monday, July 9th (don't remember her name), was very kind, gentle, and supportive. For so many years (before I came to your office), I received harsh reports on my teeth--and how I was managing them- to the point of dreading the visits. The kindness I have received over the years at your office has encouraged me to make changes in the way I take care of my teeth. It has also taken away the dread of coming.
Ellen F.
As usal, I get the best care for my teeth here with Dr.'s Hume and Carpentier. In fact I drive for at least an hour to get here. They are proffessional and kind too. I am a bit phobic of dentists, but these two know how to help me relax. for instance I had a warmed neck pillow at my last visit. It really did help me relax for the teeth cleaning. Thanks Dr. Hume and Dr. Carpentier!
Maxine C.
Lets face it, saying you enjoy going to the dentist is like saying you enjoy chewing on tinfoil. But honestly, I actually LIKE going here. The staff is friendly and professional, the facility is clean and inviting (which is saying something, remember this if a dentists office!). And most importantly for me, Dr. Carpentier completely takes the fear factor out of every visit. He communicates clearly and explains whats what without scaring the hell out of you. Love this place!
Joel P.
My experience is that they always explain the procedure thoroughly, the costs thoroughly. They are competent dentists and will always refer you to another to perform work they are not comfortable with e.g. root canals. Waits are minimal. They have taken me on an emergency basis several times, which I am very thankful for.
Lynn G.
As always,my visit today was conducted in a very professional, comfortable manner. Tanya did an excellent job of cleaning my teeth and spent time researching to see if the polish was gluten free. Always a pleasure to see Dr Hume. Thank you for the good care.
Elizabeth B.
I've been using Foothills Dental Care for 7 years and wouldn't go anywhere else. They are friendly, great at putting nervous patients at ease by explaining what they are doing and checking I am comfortable. I've always been happy with the treatment I've received there and with the referrals they've given me for orthodontia.
Jaqueline W.
Contact Us


text: What a hilarious name, the Pickle Queen! I'm pretty sure I've been called a pickle queen before which is hilarious. I am OBSESSED with pickles and all things pickled. The Pickle Queen has an earring subscription that they send you 2 pairs of stud earrings monthly. Funny as I never used to be able to put earrings in or wear them, I actually had to wear stick on earrings in high school! Then my mom tried to pierce my ears and I blacked out! So happy I can finally wear earrings, and nice ones at that! The little package that they send is adorrrrrable! It's this little 3-D triangle with a message that you pull out to unravel, I don't know how they do it, but it's just the most creative thing. (Teach me how!) Okay, now for the earrings! Sorry I like to ramble sometimes! They have super cute themed earrings, in this month they have the little watermelon's for a BBQ and a pair of cute orangey pink ones too. Some other favorites I found on their site are the rain/cloud, the pickles of course, the jar of pickles are hilarious and they also have other cute items like necklaces and push pins made of polymer clay. Order here for under $9 a month with shipping;


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Can you believe it? I sure can't! It amazes me how fast my blog is growing. I feel like just the other day I was celebrating 300 hundred and now I'm at 400. That's so crazy! I want you all to know how grateful I am for this blog and blogging community. You are all so supportive of me and my hard work. I appreciate all of you who take the time to read my posts, comment such thoughtful things, and giving me the chance to get to know all of you a little more. So thank you all so much!
I decided to celebrate with some ice cream. I got a scoop of chocolate chip and my roommate for mint chip. I'm not sure why but I never really liked mint. Only for gum or mint chocolate. But not ice cream. Just feels weird. I also decided to skip another weekly inspiration post. I'll post again next week so no worries! Also, do you guys like my series? I can't really tell anymore. I'd love to read your thoughts.
Seriously though, I need some ideas because I'm running low! I need your help so tell me what you'd like to see me write about. Or list a few things you really like writing about. Be specific even. Get to know me's, relationship advice, favorite beauty products. Anything will do really. Just help a girl out will you 🙂


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Bricks Pattern JPG Image
This is the vector web art of bricks pattern. The bricks are placed in an orderly fashion to form a wall. The nodes in the image could be edited using the image editor and could be downloaded as per your requirements. This image could be used in your web pages wherever appropriate.


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Ends: 11/30/2020
Tucked away amid towering pine trees adjacent to the Omni Grove Park Inn is one of Asheville's hidden gems. Known today as Grovewood Village, this historic site once housed the weaving and woodworking operations of Biltmore Industries, a groundbreaking enterprise in the history of American craft and textiles. The 11-acre property, celebrating its centennial this year, is listed on the National Register of Historic Places and includes Grovewood Gallery, working artist studios, a sculpture garden, Golden Fleece restaurant, the Biltmore Industries Homespun Museum, and Asheville's only antique car museum. Grovewood Village is only 2.5 miles from downtown! Free parking is available on-site.
111 Grovewood Road
Asheville, NC 28804
Contact Person
- Parking: Free


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MMA event UFC 232 features a pair of championship bouts held at T-Mobile Arena in Las Vegas on December 30 (AEST). Jon Jones tops the fight-bill facing off Alexander Gustafsson for the second time in a light heavyweight title fight.
In the co-main event Cris Cyborg defends her women's featherweight belt against the current bantamweight titleholder Amanda Nunes. The pair meets in a highly anticipated Champion vs. Champion encounter.
On Tuesday the promotion presented an official poster for the event (via Twitter). It features all four fighters partaking in the headline-bouts.
Among other matchups featured on the card BJ Penn takes on Ryan Hall at lightweight, and Megan Anderson faces Cat Zingano at women's featherweight. In addition, a welterweight bout between Siyar Bahadurzada and Curtis Millender has been reportedly booked for the event. The current lineup can be found below.
The poster you've been waiting for!@JonnyBones vs. @AlexTheMauler II
🏆 @CrisCyborg vs. 🏆 @Amanda_Leoa #UFC232 pic.twitter.com/d08xd1JqYf
— UFC (@ufc) October 30, 2018
UFC 232 fight card
Light Heavyweight Jon Jones vs. Alexander Gustafsson
Women's Featherweight Cris Cyborg vs. Amanda Nunes
Light Heavyweight Corey Anderson vs. Ilir Latifi
Welterweight Michael Chiesa vs. Carlos Condit
Women's Featherweight Cat Zingano vs. Megan Anderson
Bantamweight Tom Duquesnoy vs. Nathaniel Wood
Lightweight Ryan Hall vs. B.J. Penn
Middleweight Uriah Hall vs. Bevon Lewis
Heavyweight Andrei Arlovski vs. Walt Harris
Korean Zombie vs. Rodriguez headlines UFC Denver
UFC celebrates its 25th anniversary with Fight Night 139 held at Pepsi Center in Denver on November 11 (AEST). A previously announced main event bout between Chan Sung Jung and Frankie Edgar fell off when the latter was forced to withdraw due to injury. On Tuesday the promotion announced Yair Rodriguez as a replacement opponent facing off "Korean Zombie".
In addition, a statement was made regarding Polo Reyes (Marco Leopoldo Reyes) who accepted a six-month USADA suspension for violation of UFC Anti-Doping Policy.


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How does it work? Each author answers the same ten questions (or variations thereof), then turns the spotlight on a pair of others who then pick up the torch. In other words, it's a global game of "Tag, you're it." For my part, I'll be highlighting my nonfiction book about robots before tagging the work of two honored Colorado authors Gary Raham and Hazel Krantz.
What is the title of your book?
The Fascinating, Fantastic Unusual History of Robots.
Where did the idea come from for the book?
Straight from the desk of the very smart, very cool Carrie Braulick Sheely, Managing Editor at Capstone Press. It's part of their Velocity series that grabs young readers with high-interest topics woven into great graphics.
What genre does your book fall under?
Middle grade nonfiction.
What actors would you choose to play the part of your characters in a movie rendition?
As nonfiction, it would have to be a documentary. And the best voice I can imagine narrating the history of robots would be Anthony Daniels, the actor behind C-3PO of Star Wars fame. I'm guessing R2-D2 would also lend his talents and maybe Wall•E could put in a cameo.
What is the one-sentence synopsis of your book?
Robots have existed in the human imagination for centuries, but now they have become not only real but common—helping people complete boring and dangerous tasks, learn about the world, and even explore the universe.
Who is publishing your book?
Capstone Press published it in 2012, and I cannot say enough good things about the work they do. Their books are beautiful, kid-reader friendly, and way smart.
How long did it take you to write the first draft of the manuscript?
Including research, writing, and feats of procrastination, about one month.
What other books would you compare this story to within your genre?
This belongs in the "survey book" genre of middle-grade nonfiction—taking a broader topic then cracking it into smaller pieces. In this book, that includes early concepts of robots, robots on the job, robot risk takers, etc. As part of a series, I'd liken it to Scholastic's Discover More books , National Geographic Learning's Theme Sets™, and Learning A–Z's online library of downloadable nonfiction books.
Who or what inspired you to write this book?
I am a big science-fiction fan, and most anyone who loves science fiction is fascinated by the myths and ideas behind robots. They fascinate, inspire—and in the case of Terminators and Decepticons—also frighten us. What are the ethics behind their development and use? Is there a limit to what they can be programmed to do? Will they grow more capable of learning and perhaps even achieve a level of consciousness? Writing nonfiction is a delightful way to explore the past, present, and future of this dynamic meld of engineering and science.
What else about the book might pique the reader's interest?
I think few people realize how quickly the robotic revolution is changing our day-to-day lives. From factory robots, to robots capable of milking cows and picking fruit, to robots that are already patrolling battlefields—a next generation of machines capable of perceiving, interpreting, and responding are already here, and they will only grow more capable, helpful, and powerful--for better or worse.
Thank you to The Next Big Thing. Next up, a week from today: Gary Raham will discuss A Singular Prophecy, his YA science fiction adventure that ties paleontology to ancient alien visitors to the fate of our planet.
In two weeks, Hazel Krantz steps in with her timely historical middle-grade fiction In the Garden of the Caliph. It tells a tale of friendship between two 12-year-old girls—one Jewish, the other Muslim. It is "set in Cordoba, Spain, in 100 AD, the Golden Age when Jews and Muslims together created a beautiful civilization."
How's that for variety?!


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Tuesday, November 24, 2015
Sunday, November 15, 2015
Labels: Arc De Triomphe, Champs Elysees, Eiffel Tower, Grand Paris, Invalides, Les Paris, Notre Dame, Palais, Paris, Place De La Concorde, Pont Alexander 111, Rue Foyatier, Sacre Cour, The Louvre, Tuleries Gardens
Sunday, November 1, 2015
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How to Use the Music in Hebrew in HarmonyWritten by Behrman House Staff, 03 of October, 2017
Hebrew in Harmony Taps Music as the Source of Kavanah
Day 1: A Lesson to Introduce Students to Hebrew in Harmony
Music is the core of Hebrew in Harmony. It's what caught the eye of educators at Temple Chai Religious School in Phoenix.
"The music will reach students in their hearts," says Ariela Ben-Dor, co-principal of the school. "It touches kids on a more emotional level than the cut and dry of teaching the mechanics of prayer."
Hebrew in Harmony is a course for 4th-6th graders that harnesses the power of music to engage students with prayer. Each prayer module—15 available now, the final 7 coming in January—features several related songs as well as a traditional melody sung by today's top musicians.
The course is designed specifically to be taught by educators, not musicians, though you can certainly involve your song leader, if you have one. Lessons contain directions for which songs to play and when to play them. The music serves many purposes within the lessons: students learn the words of the prayer by singing the songs, and they gain a deeper appreciation of music by analyzing the instrumentation, tempo, rhythm, and other musical elements.
To get started:
Download the music onto any device. All the music in the course is provided in MP3 format. You can download these MP3s onto a tablet or smartphone, or play them from a laptop or computer. You can also stream the music directly off any wifi-enabled device. Students can also download the music onto their own devices and listen to the music that way. (You can find the music at behrmanhouse.com/hih on the bottom right "All the music")
The Curriculum Core provides numerous techniques for using the music and tying it in with the student journal in each prayer module. Here are additional strategies:
1. Ensure you give the children a good music experience.
Whether you download or stream the music, play it using powerful, loud speakers. Let the music envelop the class. Listen together. You can also have students listen in pairs or small groups on individual devices. Then have students complete the music activities in the journals. (They are denoted int the journals with this music note icon.) This actively engages students with the music and students see it as integral to the program.
2. Play the music in the background.
Have music playing as students arrive, whether it's from the prayer you plan to teach that day or a random selection of songs from other prayers. Repeated exposure to the music will help it become part of students' deep memory.
3. Listen to the traditional recordings and practice the choreography.
In Avot V'imahot for example, a section called "Chanting and Moving" focuses on when and how to bow. By hearing the music while becoming physically engaged, students are more likely to remember the traditional movements. This need not be limited to choreography. For example, in L'chah Dodi, an activity called "Let's Listen" has students singing and dancing to the music outside their usual learning space.
4.Use call-and-response when singing together.
Students find the word easier to remember when we break down the prayer into smaller, more manageable pieces. Play the cantors' recordings of the traditional melodies and have children follow along in their journals (on occasion the complete prayer is reprinted in the Curriculum Core). Pause the music after each line for students to repeat the line after the cantor's singing.
5. Use the lyric sheets for prayer exploration.
Help students gain a deeper understanding of prayer themes through the lyrics. Make copies of the lyrics included in the Curriculum Core. Have students work in pairs or small groups to answer questions you post on the board or a flip chart. Discuss together as a group.
6. Move creatively to the music.
Research shows that movement is one of the best ways to get all children to engage with and retain what they are learning. Have students stand in an open space with enough room to move. Invite them to start walking through the space in their regular way. Play the MP3 for the prayer you are teaching. Ask students to change the way they walk to reflect the instruments, tempo, volume, and spirit of the music—as they perceive it. After a minute, instruct students to make their motions bigger. If students are up for it, you can ask them to exaggerate their motions even more.
As the song winds down, have them go back to walking before coming to a stop at the end of the song. Discuss with the students how their movement changed and why. What was it about the music that made them move like that?
7.Have the cantor or song leader teach students songs to present to parents at a community Shabbat dinner, family service, retreat.
This type of engagement will integrate your learning space with real-life worship, it puts the learning into practice, and it gives parent a window into their children's studies.
By using these techniques, and others of your own design, you'll be able to do just what Temple Chai educators are most interested in doing in grades 5–6: "maximizing the music."
For more information about Hebrew in Harmony, click here.


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1. INTRODUCTION - BACKGROUND 1.1. Programme/Legal base
This call covers a Preparatory Action requested by the European Parliament within the meaning of Article 54(2)(b) of Regulation (EU, EURATOM) 2015/1929 of the European Parliament and of the Council of 28 October 2015 amending Regulation (EU, EURATOM) No 966/2012 on the financial rules applicable to the general budget of the Union.
The preparatory action is called "Reactivate" and is aimed to test an intra-EU labour market activation measure to support the inclusion of EU unemployed citizens aged 35+ in the labour market.
1.2. Background
Since the outbreak of the financial and economic crisis, unemployment has been particularly high among young people and long-term unemployed in most EU Member States leading to a sharp deterioration in their labour market. The age group over 35 has also been severely touched by the crisis and the job destruction, in particular those affected by lay-offs as a consequence of business downsizing, industrial decline, globalisation and delocalisation of manufacturing activities.
Many workers, with strong skills based on work experience, find themselves excluded from the labour market given the lack of job opportunities in their regions or countries. Other long-term unemployed people generally characterised by low employability and/or multiple disadvantages have also been strongly affected e.g. workers with low or redundant skills or qualifications, young people and older workers (>50 years old), persons with disabilities and disadvantaged minorities.
Those cohorts are often supported through national active labour market measures (ALMPs) (e.g. vocational training and re-skilling, self-employment schemes, etc.) but their chances of faster work inclusion depend often on both their participation in national learning/training programmes and the job opportunities available in a limited geographical job market. ALMPs have a positive effect on people by helping them to move from unemployment to employment and also to find better quality jobs and improve their skills but their coverage varies widely between Member States ranging from around 5% to 50% or more and overall EU coverage has declined since 20091.
At the same time, there are many vacancies across Europe that remain unfilled due to skills shortages, but the potential of intra-EU labour mobility, combined with up- skilling and inclusion measures to help unemployed adults, remains under-exploited.
In the light of the above, the European Parliament proposed a new intra-EU job mobility scheme called "Reactivate", in the form of a preparatory action. The scheme aims to support unemployed citizens in the 35+ age group, including long-term unemployed, to help them finding a job or apprenticeship (minimum 6 month duration) or traineeships (minimum 3 month duration) in another Member State.
Building on the features of the "Your first EURES job" (YFEJ) mobility scheme2 (help young jobseekers under 36), "Reactivate" aims to be a pilot extension of that scheme. Similar to YFEJ, it will be featured as an intra-EU labour market activation measure, combining tailor-made recruitment, matching and placement services with financial support for jobseekers and employers (SMEs).
President Juncker stressed in his political guidelines that this Commission will promote labour mobility not only as a right to free movement of workers, but also as an economic opportunity - especially in the face of persistent vacancies, skills mismatches and globalised economy challenges.
The EU's economy continues its expansion with nearly all Member States reporting increasing output, although growth remains uneven. In 20163,the EU employment rate for 20-64 year-olds has increased consistently for two and a half years now. At 70,8%, it is just above its 2008 level, but remains more than 4 pp below the Europe 2020 target of 75% for people aged 20-64. Large disparities in employment rates remain: in many Member States, employment rates have still some way to go to recover from the crisis ranging, for example, from 56% in Greece to 81% in Sweden.
The unemployment rate in the EU continued steady but shows moderate decline since mid-2013 to its lowest recorded rate (8.2%) since February 2009 for all age groups, still affecting around 20.1 million people in the EU. Rates decreased in twenty-four Member States, but increased in four Member States over the year to December 2016 (CY, IT, EE and DK).
Long-term unemployment (unemployment duration in excess of one year) remains an important challenge in spite of being receding for more than two years. It still affects about 9.3 million Europeans, including 5.9 million in unemployment for more than two years. Still, the overall unemployment rate remains high and particularly so in certain countries, with Spain (18.4%)and Greece (23%) registering the highest rates.
Moreover, despite public perceptions, labour mobility is low in the European Union. Only around 3.7% of the EU population aged between 15 and 64 years are living in an EU Member State other that their country of birth (mobile EU people) representing around 11,3 million people4. EU-28 movers are in general younger than nationals. Evidence-based analysis shows that high unemployment and low labour mobility within and between countries co-exist with skills and labour shortages in some countries and regions. Intra-EU labour mobility can help to address labour market imbalances and improve labour market's efficiency. It can contribute to improving the allocation of resources and serve as an adjustment mechanism for unbalanced labour markets whilst enabling economies to cope better with economic shocks.
Several EU legal and operational initiatives already focus on supporting the exercise of the individual right to free movement of EU citizens. The most relevant are the following (mainly for workers, employers and students):
Clarification and completion of articulation of rights (Enforcement Directive on free movement of workers making information and legal advice tools available for migrant workers; recognition of qualifications, supplementary pension's rights5). Other legislative instruments are currently being revised and/or consolidated such a proposal on the revision of the Posting of Workers Directive, the revision of the Social Security Coordination rules or the creation of the European Pillar of Social Rights (a framework to screen the employment and social performance of Members and to strengthen the process of convergence across Europe6).
EURES7 (European Employment Services), i.e. the network between the Public Employment Services of Member States, other member organisations (social partners) and the European Commission, giving information and assistance to job seekers and employers on respectively the available job vacancies and living and working conditions in Member States as well as on matching these jobs vacancies with profiles of job seekers interested in finding employment in another EU country.
The EURES Regulation8 to reinforce the organisation and activities of the EURES network. It aims at improving the transparency of the European labour market, facilitating online skills-based matching across borders, enhancing workers' access to mobility support services across the Union and reinforcing cooperation and information exchange on mobility. This is a key EU instrument for promoting the opportunities free movement of workers offers in accordance with Article 45 TFEU.
Drop'pin, a web-based platform embedded in the EURES portal that connects young people with training, up-skilling and mobility opportunities across Europe offered directly by employers, SMEs and NGOs in order to boost their employability and skills.
Support mobility programmes for young students (Erasmus+), for entrepreneurs (Erasmus for entrepreneurs) or for young jobseekers (YFEJ).
The EURES Regulation in particular is a key instrument to achieve the reform and modernisation of EURES. It introduces obligations to set up systems in Member States to open up the network to other actors than the public employment services, to provide access to mobility support services in Member States, to increase transparency on job vacancies on the European labour markets and to improve the information exchange on labour shortages across the EU.
Besides the above EU instruments, the Commission proposal for a Council Recommendation on long-term unemployment9 calls on Member States to identify jobseekers' needs (individual assessment) and to propose them a job integration plan. This should consist of a tailor-made plan, involving measures such as mentoring, job search support, further training, health care or family support. It should be delivered through a single point of contact to ensure the continuity and consistency of the support.
In spite of the measures in place as above, before the kick-start of Reactivate in 201610 there was no EU initiative to address specifically the needs of the age group over 35 willing to experience cross border mobility for finding employment or a work trial in another Member State. The business communities in Member States, and in particular the small and medium-sized companies (SMEs), may also find interest in having access to a wide pool of mobile workers and enhanced support to help them address skills shortages and skill mismatches.
The EURES network already provides information and placement support to all jobseekers interested in moving and working in another Member State, irrespective of the age group. At Member State level this support is often complementary to national activation measures implemented by the Public Employment Services (PES).
However, many Member States have not yet equipped their Public Employment Services fully with tailor-made services and financial support measures adapted to the individual needs of jobseekers and employers interested in intra-EU labour mobility.
3.1. The example and lessons from YFEJ
The Commission tested the YFEJ mobility scheme during three consecutive budget years (2011-2013) as a preparatory action. The scheme aimed to help young EU-28 citizens aged 18-30 to find a job, traineeship or apprenticeship in another Member State (remunerated, minimum 6 months contract). It also supported employers (SMEs with up to 250 employees) to find workers in another EU country for their hard-to-fill vacancies. The scheme combined the provision of information, recruitment, matching and placement services with EU financial support, based on a mix of simplified cost options and reimbursement of actual declared costs. A total of fifteen projects were selected through three calls for proposals with an overall budget of ca EUR 12 Mio. All projects together resulted in 4251 work placements.
The findings of the YFEJ interim evaluation (2014) outline in particular the relevance, EU added value and complementarity of the scheme with EURES. A study on the YFEJ mobility scheme and options for future EU measures on youth intra-EU labour mobility was completed in December 2016. The study comprised both a retrospective and a prospective dimension. Under the retrospective dimension, the study carried out the ex-post evaluation of the YFEJ mobility scheme, building on the findings of the interim evaluation. Under the prospective dimension, the study examined potential future policy options to support youth intra-EU labour mobility for the European Commission. The ex-post evaluation strengthened the conclusions of the interim evaluation and pinpointed the need to upscale the scheme and improve its operational capacity for gaining effectiveness and efficiency. The options for the future varied from the continuation of the current management model (baseline) up to the inclusion within one of the existing EU mobility programmes e.g. Erasmus + or the ESF. A report will be made public in the course of 2017.
As of 2014, YFEJ is continued as a Targeted Mobility Scheme under the EU Programme for Employment and Social Innovation11, covering the EU/EFTA countries (EU 28, Norway and Iceland) and the age group 18-35. Four projects are currently rolling on, based in consortia led by the EURES members in Sweden, Italy, Germany and France. Their overall quantitative target is to ensure at least 3600 work placements until the end of 2018.
3.2. Improving access to intra-EU labour markets
In order to tackle intra-EU mobility challenges, jobseekers - low skilled or long-term unemployed people in particular - need a package of support services to succeed their endeavour. Both YFEJ and "Reactivate" are conceived as inclusive schemes. They can play the role of intra-EU active labour measures in support of workers and employers contributing to a more effective implementation of the EURES Regulation, notably the strengthening of the provision of support services12. "Reactivate" in particular can offer the age group 35+ an unprecedented opportunity to benefit from tailor-made employment support, acquire diversified knowledge and skills, learn new languages and strengthen their EU citizenship values.
Guidelines on the implementation of the action are laid down in the following annexes:
ANNEX I: Implementing Guidelines
ANNEX II: Financial Guidelines for Applicants
4.1 Objectives - Priorities
The objective of the call is to ensure the continuity of the preparatory action for the second year. The action aims to test the feasibility of an intra-EU job mobility scheme for the age group above 35 for the placement of EU citizens over 35 years in jobs, traineeships or apprenticeships in an EU country other than their country of residence.
The action will prioritise citizens who are in a vulnerable situation in the labour market, notably unemployed people, including long-term unemployed.
Projects can cover all economic sectors and types of occupations, though specific sectors may be given priority by the applicant organisations in accordance with the demand side or the supply side needs.
Applicant organisations are free to choose the activities, methods and tools etc. to implement their action, on condition that they comply with the mandatory framework for the provision of assistance and financial support to target groups laid down in Annexes I and II.
4.2 Type of action
All projects under this call shall be named "Reactivate" (mandatory).
Applicant organisations are invited to find inspiration from YFEJ mobility scheme to elaborate the concept of their projects for "Reactivate" and the corresponding set of measures13.
The action supported by the projects shall
carry out outreach and information activities towards target groups and in particular to employers and other stakeholder organisations interested in sharing opportunities, offers or job vacancies with the consortium;
provide information on the Reactivate work opportunities and support available to the EU citizens over 35 years;
establish cooperation with other organisations willing to act as information multipliers on Reactivate e.g. trade unions, employers' associations, chambers of commerce, vocational and education organisations, etc.
develop and deliver a comprehensive, tailor-made package of mobility services, combining customized activation measures with direct financial support to both the target group of EU citizens over 35 years of age and employers (in particular SME's);
include at least, as activation measures within this package, information and assistance with offers and vacancies, matching these with candidates and the preparation of the placement/recruitment in a number of Member States involving jobs, apprenticeships and/or traineeships;
provide one or more items of direct financial support to both the target group of EU citizens over 35 years of age and employers (in particular SME's) in accordance with the five pre-defined items in this call (Annex I);
In the light of the above, applicants shall submit proposals focusing on
If applicant organisations do not deal with traineeships and/or apprenticeships or are not experienced in this field, they could include in the project other public or private co-applicant or associate organisation(s) with proven knowledge and experience in this domain e.g. Vocational Education and Training (VET) providers or Chambers of Commerce. The projects may include further measures such as post-placement support (welcome and integration services) and other tailor-made support like coaching packs for trainees and apprentices, combined (or not) with the above mentioned direct financial support.
4.3 Expected outputs/results
The action is quality-oriented and outcome-driven: the scheme aims to deliver quality placements to ensure candidates' skills development/reactivation and employability. Applications shall clearly indicate the expected number and nature of placements (jobs, traineeships or apprenticeships) as well as the targeted recruiting sectors.
4.4 Monitoring
The awarded projects shall monitor closely their activities. They will report results on the basis of a minimum number of common indicators on outreach activities, the measures provided to the target groups, the direct financial support provided and the resulting placements. Applicant organisations shall provide regularly (in principle twice a year), either directly to the Commission or to an authorised contractor, data in accordance with the list indicated in Annex I. This data may be analysed and compiled in a monitoring report.
The Commission will monitor the implementation of the preparatory action as a whole and promote networking among the project beneficiaries. To that end, at least three meetings will be held with the Commission in Brussels (one meeting every six months). The purpose is to provide guidance and take stock of progress made. The lead applicant must nominate the project coordinator, who will participate in the networking meetings with the Commission. The Commission may also be invited to participate in at least one strategic meeting of the consortia e.g. the project kick-off meeting.
Lead applicants may also be invited to other ad hoc meetings or events during the lifetime of the action. These venues can be an opportunity for raising awareness to the action and disseminating information.
The estimated budget should include provisions for participation in the monitoring activities and meetings above as well as in, at least, one EU level event (for further information, see section 16).
Deadline for proposal submission: 23 June 2017
Date or indicative period
Publication of the call for proposals
March 2017
Deadline for submitting applications
23 June 2017
Evaluation period (indicative)
July – September 2017
Signature of grant agreement (indicative)
September - October 2017
Starting date of the action (indicative)
November 2017 – January 2018
5.1. Starting date and duration of the projects
The actual starting date of the action will either be the first day following the date when the last of the two parties signs the grant agreement, the first day of the month following the date when the last of the two parties signs or a date agreed upon between the parties. In the interest of applicant organisations, they are invited to indicate their starting month preferably within the period November 2017 - January 2018.
Applicants should note that if their project is selected, they may receive the grant agreement after the start date of the action that they have indicatively set in the application form. It is therefore advisable to number the months in the work programme instead of indicating the name of the months, for ease of reference.
Any expenditure incurred before the signature of the Grant Agreement will be at the applicant's risk. No expenditure can be incurred before the deadline for submission.
The indicative duration of projects should be 18 months.
6.1. Available Budget
The total budget earmarked for the EU co-financing of projects under this call is estimated at EUR 2,500,000.
The Commission expects to fund 1 to 4 projects. For illustrative purposes, the Union funding per project is indicatively estimated to be not less than EUR 500,000.
The Commission reserves the right not to distribute all the funds available.
6.2. Co-financing rate
Under this call for proposals, the EU grant may not exceed 95% of the total eligible costs of the actions. The applicants must guarantee their co-financing of the remaining amount covered by the applicants' own resources of from other sources other than the European Union budget15.
Applications must be sent no later than the deadline for submission referred to in section 5;
Failure to comply with the above requirements will lead to the rejection of the application.
Applicants are encouraged to submit their project proposal in English, French or German in order to facilitate treatment of the proposals and speed up the evaluation process. It should be noted, however, that proposals in all official languages of the EU will be accepted. In this case, applications should be accompanied by an executive summary in English, French or German (checklist point 3).
8.1. Eligibility of applicants (lead and co-applicants) and affiliated entities
a) Place of establishment
Legal entities properly established and registered in the following countries are eligible as lead applicants and co-applicants:
- EU Member States
b) Type of entities
To be eligible, lead applicants must be a:
To be eligible, co-applicants must:
Applicants and co-applicants may be profit or non-profit making entities c) Consortia17
To be eligible, actions must have the involvement of a minimum of three (3) organisations [i.e. lead applicant and at least two (2) co-applicants] established in at least three (3) different Member States.
If the lead applicant is not considered to be eligible, the application will be rejected.
If a co-applicant is considered not to be eligible, this organisation will be removed from the consortium and the eligibility of the modified consortium will be re-evaluated. In addition, the costs that are allocated to a non-eligible co-applicant will be removed from the budget. If the modified consortium is still eligible, the application will be evaluated on that basis. If the application is accepted for funding, the work plan will have to be adapted as appropriate.
d) Affiliated entities
Legal entities having a legal or capital link with applicants, which is neither limited to the action nor established for the sole purpose of its implementation and which satisfy the eligibility criteria, may take part in the action as affiliated entities, and may declare eligible costs.
For that purpose, applicants shall identify such affiliated entities in the application form.
8.2. Eligible activities
a) Geographical location
To be eligible, applications must demonstrate that the proposed activities will be implemented in at least the three (3) Member States where the applicant organisations are established.
b) Types of activities
The grant will finance the activities indicated in section 4 of this document. c) Coreactivities
The following activities are considered to be core activities and may not be subcontracted:
- Project coordination and management. d) Financial support to third parties
Financial support to third parties as defined in point 3 of the Financial Guidelines is eligible under this call provided that the overall amount allocated to this type of support does not exceed EUR 30 000 per third party (see also section 16.1.3). For further details on applicable ceilings, an exhaustive list of types of activities for which a third party may receive financial support and related award criteria please refer to Annex I.
Applicants (lead and co-applicants) must sign a declaration on their honour certifying that they are not in one of the situations referred to in article 106(1) and 107.1(b) and (c) of the Financial Regulation concerning exclusion and rejection from the procedure respectively, using the relevant form attached to the application form available at https://webgate.ec.europa.eu/swim/external/displayWelcome.do.
The same exclusion criteria apply to any affiliated entities.
Only proposals which comply with the requirements of the above eligibility and exclusion criteria will be considered for further evaluation.
10.1. Financial capacity
Applicants (lead applicants and co-applicants) must have access to solid and adequate funding to maintain their activities for the period of the action and to help finance it as necessary. The verification of financial capacity will not apply to public bodies.
The applicant's (lead and co-applicants) financial capacity will be assessed on the basis of the following supporting documents to be submitted with the application:
- Declaration on honour (section 16, checklist, point 4).
- The annual balance sheet and profit and loss accounts available from the last
financial year (section 16, checklist, point 14).
- Profit and loss accounts and balance sheet summary for the lead and co-
applicant organisations (section 16, checklist, point 15).
- For grants of EUR 750 000 or more, an audit report produced by an approved
external auditor certifying the accounts for the last financial year available (see section 16, checklist point 19).
10.2. Operational capacity
Applicants (lead and co-applicants) must have the professional competencies as well as appropriate qualifications necessary to complete the proposed action. In particular, applicants (lead and co-applicants) must have:
- a strong track record of competence and experience in the field and in particular in the type of action proposed.
- the necessary operational resources (technical, management) to carry out the action.
The operational capacity of the applicant (lead and co-applicant) to complete the proposed action must be confirmed by the submission in the proposal of the following:
- A list of the main projects carried out, if any, in the last three years relating to the subject of the call (section 16, checklist, point 17);
- The curriculum vitae of the persons responsible for managing the action and the persons who will perform the main tasks (section 16, checklist, point 16);
If the lead applicant is considered not to have the required financial or operational capacity, the application as a whole will be rejected. If a co-applicant is considered not to have the required financial or operational capacity, this co-applicant will be removed from the consortium and the application will be evaluated without this co- applicant18. In addition, the costs that are allocated to the non-selected co-applicant will be removed from the budget. If the application is accepted, the work programme will have to be adapted as appropriate.
Only proposals which comply with the requirements of the above selection criteria will be considered for further evaluation.
18 This includes a re-evaluation of the eligibility of the modified consortium.
The proposals which fulfil the eligibility and selection criteria will be assessed according to the following award criteria:
Relevance of the proposal to the call (max. 25 points)
The degree to which the proposal meets the objectives of the call, in particular the minimum requirements for ensuring application by the action of the common scheme as indicated in Section 16 below and in Annex I.
The degree to which the set of activation measures proposed for the action is suitable in light of the specific needs and obstacles assumed to affect the target group(s) of the 35+ age group and employers specifically chosen in the proposal.
The innovative dimension of the package of services, combining activation measures and items of direct financial support, in light of the objectives of the call.
Quality of the project design and implementation methodology (max. 25 points)
Clarity and consistency of the proposed project.
The coherence of the distribution of tasks, responsibilities, resources and management tools among the members of the consortium (lead and co-
The extent to which the methodology and proposed activities are adequate to ensure an efficient delivery of services to the target groups.
The methods and procedures for securing effective and prompt direct financial support for target groups, for monitoring the overall budget expenditure for all forms of financial support and for ensuring sound financial
The measures to ensure adequate quality control relating to the information
and assistance with offers and vacancies, matching these with candidates and
the preparation of the placement /recruitment.
The consistency of the planned timetable for activities.
Expected impact of the proposal (max. 20 points)
The added value, geographical coverage, transnational dimension and expected impact of the project at both national and EU level.
The extent to which the proposed action is likely to ensure the project's expected number of work placements in other Member States, in light of inter alia the distribution of the roles of the members in the partnership involved with the scheme and the resources allocated for its implementation.
Visibility of the action (max. 20 points)
The quality and potential multiplier effect of the outreach activities towards the target groups.
The appropriateness of the activities involving evaluation of the project and the dissemination of its final results.
Clarity and consistency of the estimated budget description and justification of costs.
The clarity, consistency and soundness of the calculation of the funding modalities applicable to financial support to third parties (i.e. jobseekers/ employers).
The degree to which the amount of the requested grant is proportional to the scale and scope of the project.
Applications will be ranked according to the total score awarded. Taking into account the available budget, the proposals with the highest total scores will be recommended for award, on condition that:
The total score reaches at least of 70% of the total available points.
In the event of a grant awarded by the Commission, a grant agreement, drawn up in euro and detailing the conditions and level of funding, will be sent to the beneficiary, or to the coordinator in the case of multi-beneficiary grant agreements.
The 2 copies of the original agreement must be signed by the beneficiary, or the coordinator in the case of multi-beneficiary grant agreements, and returned to the Commission immediately. The Commission will sign it last.
The grant agreement may include corrections and deletion of ineligible costs or activities made by the Commission – therefore the applicant should carefully read the whole agreement before signing and returning the copies to the Commission.
A model Grant Agreement is published on the Europa website under the relevant
call: http://ec.europa.eu/social/main.jsp?catId=629&langId=en.
Please note that the award of a grant does not establish an entitlement for
subsequent years.
Details on financial provisions are laid out in the Financial Guidelines for Applicants and the model Grant Agreement, both published on the Europa website under the relevant call: http://ec.europa.eu/social/main.jsp?catId=629&langId=en.
The above-mentioned documents, together with Annex I (Implementing Guidelines) to the present call for proposals provide more details for the applicant organisations, especially guidelines for presenting the proposals' provisional budget along with the rules governing which categories of expenditure are eligible and which are not.
The procedure to submit proposals electronically is explained in section 14 of the "Financial Guidelines for Applicants". Before starting, please read carefully the SWIM user manual: http://ec.europa.eu/employment_social/calls/pdf/swim_manual_en.pdf
Once the application form is filled in, applicants must submit it both electronically and in hard copy, before the deadline set in section 5 above.
The SWIM electronic application form is available until midnight on the day of the submission deadline. Since the applicants must first submit the form electronically, and then print, sign and send it by post service or hand delivery by the submission deadline, it is the applicant's responsibility to ensure that the appropriate postal or courier services are locally available on the day of the deadline.
The hard copy of the proposal must be duly signed and sent in duplicate (one marked "original" and one marked "copy"), including all documents listed in section 16, by the deadline (the postmark or the express courier receipt date serving as proof) to the following address:
European Commission
Call for proposals VP/2017/012 – DG EMPL.D.1 J-27 – 05/050
B-1049 Brussels
Please send your proposal by registered post, express courier service or by hand delivery only. Proof of posting or express courier receipt should be kept as it could be requested by the European Commission in cases of doubt regarding the date of submission.
Hand-delivered proposals must be received by the European Commission before 4 p.m. on the date of the deadline for submission as indicated in section 5 at the following address:
European Commission
Service central de réception du courrier Call for proposals VP/2017/012 – DG EMPL.D.1 Avenue du Bourget, 1
B-1140 Evere
At that time the European Commission's Mail Service will provide a signed receipt which should be conserved as proof of delivery.
If an applicant submits more than one proposal, each proposal must be submitted separately.
Additional documents sent by post, by fax or by electronic mail after the deadlines mentioned above will not be considered for evaluation unless requested by the European Commission.
The applicant's attention is also drawn to the fact that incomplete or unsigned forms, hand-written forms and those sent by fax or e-mail may not be taken into consideration.
The information contained in the present call document together with the Financial Guidelines for Applicants provides all the information you require to submit an application. Please read it carefully before doing so, paying particular attention to the priorities of the present call.
All enquiries must be made by e-mail only to: email@example.com
For any technical problems please contact: email@example.com
Questions may be sent by to the above address no later than 10 days before the deadline for the submission of proposals.
The Commission has no obligation to provide clarifications to questions received after this date.
Replies will be given no later than 5 days before the deadline for submission of proposals. To ensure equal treatment of applicants, the Commission will not give a prior opinion on the eligibility of applicants, or affiliated entity(ies), an action or specific activities.
No individual replies to questions will be sent but all questions together with the answers and other important notices will be published (FAQ in EN) at regular intervals on the Europa website under the relevant call: http://ec.europa.eu/social/main.jsp?catId=629&langId=en.
The Commission may, on its own initiative, inform interested parties of any error, inaccuracy, omission or clerical error in the text of the call for proposals on the mentioned Europa website. It is therefore advisable to consult this website regularly in order to be informed of any updates and of the questions and answers published.
No modification to the proposal is allowed once the deadline for submission has elapsed. If there is a need to clarify certain aspects or to correct clerical mistakes, the Commission may contact the applicant for this purpose during the evaluation process. This is generally done by e-mail. It is entirely the responsibility of applicants to ensure that all contact information provided is accurate and functioning. In case of any change of contact details, please send an e-mail with the application VP reference and the new contact details to (enter e-mail address).
In the case of consortia, all communication regarding an application will be done with the lead applicant only, unless there are specific reasons to do otherwise.
Applicants will be informed in writing about the results of the selection process. Unsuccessful applicants will be informed of the reasons for rejection. No information regarding the award procedure will be disclosed until the notification letters have been sent to the beneficiaries.
16.1. Instructions for the presentation of the proposal
The application comprises an application form including the budget, a description of the action and work plan plus a series of other required documents (see section 16.2).
The description of the action and work plan must be written using the template available in SWIM (see checklist, point 12) which follows the structure of the Award Criteria indicated in section 11 (the corresponding sections in the SWIM application form can therefore be kept rather succinct). All the information related to the description of the action and the work plan must be presented in one single document. The budget must be presented using the application form in SWIM.
In the description of the action, the role of all applicants and any affiliated entities or associate organisations must be clearly explained.
In case of subcontracting any tasks comprising part of the action (see the Financial Guidelines) is foreseen, the description of the action must provide details on the tasks to be subcontracted and the reasons for doing so and these tasks must be clearly identified in the budget. Core tasks as defined in section 8.2(c) of the call cannot be subcontracted.
Proposals should include inter alia the following mandatory activities in the description of the action and the work plan and foresee the corresponding expenditure in the budget estimate.
16.1.1. Travel and subsistence costs
As indicated in section 4.4, applicant organisations must include in their budget proposal a provision to cover the costs for the participation of:
the lead applicant in the meetings with the Commission in Brussels (three meetings over the lifetime of the action, and maximum two attendants/two days);
the lead applicant (maximum two persons, project coordinator included) in one communication or large public event at European level during the lifetime of the project (two days). This event shall be included in the budget proposal, indicating 'EU level event in Brussels or another European city19';
other staff travel and subsistence needs required by the action as, for instance, national visits or working groups with co-applicants in other project countries;
16.1.2. Online information
Applicant organisations must include an estimate of costs to create a project webpage or a dedicated website. This requirement is mandatory for the lead applicant.
Co-applicants must also ensure online information, either through a specific project webpage or through links to the lead applicants' web address.
Further information on the above is provided in Annex I.
16.1.3. Support to target groups
Applicant organisations must earmark and specify the requested amount for direct financial support to jobseekers and SMEs, as well as any other services provided to those groups (e.g. training) under the heading 'Costs of services', item 'Other services' of the estimated budget in SWIM (see section 14). The application must provide, in the description of the action, a detailed breakdown of costs per support measure and direct funding, in line with the guidelines set out in Annexes I and II.
16.1.4. Monitoring of activities
Applicant organisations must make a provision in their budget proposal for the costs of staff involved in the monitoring of activities (see section 4.4 and Annex I).
16.1.5. Other costs
According to the project needs, applicants may also consider budget entries to cover the costs of videoconference interviews for pre-selected candidates as well as other communication material and/or translation of online/printed contents or other eligible project needs (e.g. final evaluation).
Applicants are reminded to, in setting up the project, budget the necessary funding for the final reporting (final technical implementation report and final financial statement) to the Commission (please see Annex I).
16.2. Required documents
The table in annex includes the documents that should be provided including the documents mentioned in 16.1. Except for items 7, 10 and 1120 which can be submitted only for successful applications, please note that all other documents are necessary either for the admissibility (see section 7) or for the analysis of the eligibility (see section 8) or selection criteria (see section 10). It also indicates where originals are required. We recommend that applicants use the table as a checklist in order to verify compliance with all requirements.
While some information must be supplied using the templates available in the SWIM, other documents may need to be completed and/or attached electronically, usually either administrative documents or free format text descriptions. The SWIM application indicates in each section where SWIM templates should be used as well as which and where free format documents can be uploaded electronically.
Copies of the signed originals will be accepted for most of the documents to be submitted by the co-applicants. However, the lead applicant shall keep the original signed versions for its records, because originals may have to be submitted for certain documents at a later stage. If the lead applicant fails to submit these original documents within the deadline given by the Commission, the proposal will be rejected for lack of administrative compliance.
Regarding the compilation of the application file, it is recommended to:
1) follow the order of documents as listed in the checklist (and attach a ticked checklist as below to the proposal);
2) print the documents double-sided;
3) use 2-hole folders (do not bind or glue; stapling is acceptable).


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The Explorer of the Seas will be going in for a major refurbishing after Royal Caribbean introduces Quantum of the Seas near the end of 2014.
Having been on Explorer of the Seas, we have five unsolicited suggestions on what to change — and five on what not to change — when this beautiful, 13-year-old ship gets a facelift.
1. Stairway of the Stars: As artwork on ships goes, this is fascinating for our demographic. It was not just photos and artifacts of "stars" like Bruce Springsteen, the McCartneys and The Rolling Stones, it was also items like a self-portrait by Peter Falk and paintings by Herb Alpert.
2. Promenade: It's not likely to change much because it's a staple on Royal Caribbean ships now and it (almost) always gives you an idea exactly where you are on the ship, and it exposes the heart of the ship from several perches on the floors above.
3. Ice Rink: Having an ice rink on a cruise ship is cool and, besides being a double-entendre, that makes it unique in the industry.
4. Quality of food and servers: We ate in the main "My Time" dining room every night on this 9-day cruise…because that's where we wanted to be. The servers — Tankica Gogova and Vivek Golsalves — became friends and the head waiter (Balachandran Sankaranutty) was exceptional. The food was so good we didn't dare take a chance on missing the new items each night.
5. A changing day-of-the-week inserted in carpet in elevator: Hey, it's a small thing, but doesn't everybody forget what day it is when you're on a cruise?
What to change:
1. Spanish omelette on the breakfast menu in the dining room: This creation is eggs, potatoes and onion…no ham, no peppers, no spices. Even in Spain, they call that a potato omelette. One of the staff said "Don't have it" — too late.
2. Room 9514, and any others like it: This room is directly below the bridge, on the starboard side, which is fine. It has an ocean-view window and if you walk over to take a look at the view, anybody over five feet tall is certain to bump your head on the curved ceiling.
3. Internet: Always an issue on cruise ships, this one only had hot spots and, in this day and age, having it everywhere on the ship is becoming the common practice. As an aside, and this doesn't apply just to Explorer of the Seas, don't you wonder if cruise staff who depend on Internet connections, too, have the same slow speed as passengers who pay 75 cents a minute? Just wondering…
4. Televisions: This is certainly a no-brainer, because almost nobody has what one Explorer staffer said his daughter called "fat TVs" nowadays. The fat shall become flat. However, when the renovators get rid of the old TVs, they should make sure that access to CNN doesn't go with them.
5. Window tables for two: For those of us who enjoy "My Time Dining" and who enjoy each other's company because cruising is not a mission to make new friends, getting stuck under a staircase or against the back wall at every meal is unacceptable when there are many tables for four not being used by the windows.
Royal Caribbean Rhapsody of the Seas
7 nights
July 7, 2013
Seattle (return): Juneau, Skagway, Tracy Arm, Victoria
Inside: $799
Cost per day: $114


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You are here
Musk outlines plan to get into the brick-making business
[SAN FRANCISCO] Move over, candy and flamethrowers. Elon Musk tweeted out plans Monday for yet another side venture: alleviating the nation's housing crisis.
"The Boring Company will be using dirt from tunnel digging to create bricks for low-cost housing," he wrote in a tweet about his nascent tunnelling enterprise.
A company spokesman confirmed the plans, saying the bricks will come from the "excavated muck," and that "there will be an insane amount of bricks." Musk has also suggested he has plans to sell them, and the company said future Boring Co. offices will be constructed from the company's own bricks. How many affordable housing units those bricks will create, though, is a different matter, says Juan Matute, a lecturer at the University of California, Los Angeles, and associate director of UCLA's Institute of Transportation Studies.
Musk's tweet "assumes that housing costs are driven by construction materials, and particularly, construction materials that can be replaced by bricks," Matutue said. "That's not the case." At least in California, the only state where Boring Co. has started digging a tunnel, land and labor drive prices more than anything else.
Going forward, a spokesman said, the company plans to make bricks out of excavated mud from all Boring Co. tunnels, not just the one currently under construction in Hawthorne, California, on land owned by Musk's Space Exploration Technologies Corp.
When it comes to actual housing construction, bricks tend to be expensive, in part because assembling brick walls takes more work than other options, such as putting up panels. And because bricks don't stand up well to earthquakes, a major concern in fault-riddled California, building codes typically require buttresses such as reinforced steel and rebar when bricks are used. On its website, Boring Co. says bricks could potentially also replace concrete in a portion of its tunnels' linings, which it says would help the environment as concrete production creates significant greenhouse gas emissions.
Musk seemed well aware of the possible risks in a separate plan for tunnellings byproduct that he tweeted out in March. Boring Co. could soon sell "life-size LEGO-like interlocking bricks made from tunnelling rock that you can use to create sculptures and buildings," he wrote. "Rated for California seismic loads, so super strong." Another potential hurdle: Chemicals have contaminated much of the land under Los Angeles. Any contaminants showing up in the excavated Boring Co. soil would complicate efforts to make that material into bricks used for housing.
Challenges around the idea may not prevent Musk-who has a track record of delivering on projects that others dismiss-from getting it done, Matuta said.e "That doesn't mean the Boring Company can't buy some land and build a few low-cost houses, with a partner like Habitat for Humanity," Matuta said. "And say,look's what we did.e"
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No offense was taken and there have been alot of assumptions and what ifs but for now I am going to go withCatticus wrote: ↑Tue Jan 14, 2020 6:32 pmNo offense is intended by this post to our wonderful Danielle, or any Mods or members.
IF a company has no qualms about selling simulated stones to a buyer under the guise of the stones being authentic, what good is a certificate of authenticity from the same company?
If they would lie about a stone, they'll have no problem with sending a "certificate" stating it's authentic, since they ALREADY lied, by stating it was authentic on air and online.
I don't understand the reason for wanting a certificate from any untrustworthy seller? The certificate won't change a stone from a simulated one to an authentic one.
Am I misunderstanding something?
'Innocent Till Proven Guilty ' when it comes to the gemstones. And IF it turns out the gemstones are "fake" or "simulated " then I will take what action I feel is necessary . But I'm still trying to hear all sides and gather all facts


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S1CS (known as Jeff or Jeffrey) is the founder and chancellor of the city-state of Staufenberg. His United Island citizenship was revoked on February 4, 2017 following the secession of Staufenberg from the country. S1CS first logged on to the server the day it was generated: December 14, 2016, and he was one of the first settlers of the United Island. He was anointed into the New Church of Bailey on December 22, 2016 by MayorSamuel at Eden Church of the Revelation. S1CS is widely known for planning and designing the city of Staufenberg. His primary style of building is often described as medieval German, Gothic, and Romanesque. On January 7, 2017, S1CS completed the largest building in the world: the Bailist Cathedral of the Holy Mother.
On February 3, 2017, S1CS made history by declaring Staufenberg independent from the United Island. As of February 10, he remains the only player without U.I. citizenship.
On February 16, 2017, a battle now known as the Battle of Thursday broke out between Staufenberg and the U.I. when S1CS stole resources from Synyster_Sl0th's skeleton spawner in Slothville, in violation of the Citizenship Act. S1CS was later assassinated by MayorSamuel and Synyster_Sl0th, but he soon drove out the invaders. He then banned all non-citizens from entry into Staufenberg.
Notable BuildsEdit
- City-state of Staufenberg
Updated February 17, 2017
Community content is available under CC-BY-SA unless otherwise noted.


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Private One-on-One Lesson: Create A Mexican Mask with an Esteemed Folk Artist
Receive an education in the ancient tradition of Mexican mask-making. Renowned Bay Area fine artist Diego Marcial Rio is making house visits and will work with you on creating your own at a venue of your choice.... more less
Simply viewing Diego Marcial Rios' intricately painted masks is an exceptional experience. Imagine creating one with him. In this experience, Diego will come to your home or venue of choice and you'll spend two insight-filled hours with the artist, working one on one. Begin with an introduction to the history of papier-mâché and the type of mask you'll be creating. Then you'll spend about 110 minutes working with the master mask maker, whose work channels Aztec and Mayan cultures. Choose between two styles, Dia de los Muertos (Day of the Dead) or Sacred Heart. And Diego will be there with you every step of the way. When you're finished, he'll give you a signed certificate and photos of yourself and him, together — proof to your friends you really collaborated with an esteemed artist.
- Private, one-on-one traditional mask-making lesson taught by Diego Marcial Rios at a venue of your choice within a 50-mile radius of Fremont
- This experience is for 1 guest
- Diego will provide supplies and tools for the class
- Experience provided in English (US)
- By clicking Waitlist, you agree to all our Terms Of Use
Fine Print
- Will be scheduled on a mutually agreeable date and time, based on luminary's availability
- This experience is non-refundable after scheduling is complete
How It Works
Provide Details
Details Confirmed


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I have wanted to be a teacher for as long as I can remember. I started my tutoring experiences in high school, 10th grade, and have continued each year and throughout high school and college. I recently graduated cum laude from Lebanon Valley College with a degree in Chemistry, but I also have taken many courses in Biology, History, Language, Education, and other subjects that I am knowledgeable in and able to help people with. I also am active in sports and music as well, having played tenni... ... More
I am a classically-trained pianist with a special interest in contemporary classical music. I am the founder and director of a new music ensemble based in Lancaster, PA, that commissions and promotes works by living composers. I have 20+ years' of teaching and performing experience. I have performed with orchestras in Europe and the U.S. and tour with chamber groups and as a soloist. My teaching and performing take me to Italy, England, Taiwan, Japan, and the U.S. every year.
As an educ... ... More
I took organic chemistry I and II at Millersville University and did very well in both subjects. I helped my friends do well in these classes through frequent study sessions throughout the year. I have tutored many students in chemistry through WyzAnt, it is one of my subjects I tutor most frequently. I prepare for all my tutoring sessions and I have already been preparing for this subject. ... More
I have been a therapist for about 20 years, working with children, adolescents and adults. I hold a BA in Psychology, an MS in Counseling, and an ABD for a PhD in Psychology. I can assess and treat ADHD, and can tutor people who have it.
Nancy ... More
I am a freelance graphic designer and illustrator with a studio in my home. As a student I will teach you with a strong emphasis in drawing. With this foundation you then can apply it to all aspects of Art. I have experience in teaching and turoring both children and adults drawing, lettering, graphic design, fine crafts (such as mask making, mobiles, paper mâché).
Whether you are an adult striving to learn more, a parent home schooling your child and need help in the art fields or a stud... ... More
I have been an adjunct instructor with Baltimore City Community College since 2002. Having worked with some of the more challenging adult learners, I have come to recognize that an individualized approach based on the learner's strengths, as well as his learning style, are essential to allow he or she to progress, and then achieve mastery in a given subject. Student success means he or she must also commit to regular attendance and timely completion of all homework assignments. Above all ... ... More