text:
World Issues: A Geographic Analysis, World Vision International Partnership, Grade 12, University Preparation
Course Title: World Issues: A Geographic Analysis, Grade 12, University Preparation (CGW4U)
Course Name: World Issues: A Geographic Analysis, World Vision International Partnership
Course Code: CGW4U
Grade: 12
Course Type: University Preparation
Credit Value: 1.0
Prerequisite: Any university (U) or university/college (M) preparation course in social sciences and humanities, English, or Canadian and world studies.
Curriculum Policy Document: Canadian and World Studies, The Ontario Curriculum, Grades 11 and 12, 2015 (Revised)
Course Developer: Virtual High School in cooperation with World Vision International
Department: Canadian and World Studies
Department Head: Kayleigh M. McLean, B.Sc (Hon), B.Ed., OCT
Development Date: 2021
Most Recent Revision Date: 2021
Tuition Fee (CAD): $589
Fast track courses offer an accelerated assessment turnaround time which allows students the opportunity to move through the course at a faster pace.
Course Title: World Issues: A Geographic Analysis, Grade 12, University Preparation (CGW4U)
Course Name: World Issues: A Geographic Analysis, World Vision International Partnership
Course Code: CGW4U
Grade: 12
Course Type: University Preparation
Credit Value: 1.0
Prerequisite: Any university (U) or university/college (M) preparation course in social sciences and humanities, English, or Canadian and world studies.
Curriculum Policy Document: Canadian and World Studies, The Ontario Curriculum, Grades 11 and 12, 2015 (Revised)
Course Developer: Virtual High School in cooperation with World Vision International
Department: Canadian and World Studies
Department Head: Kayleigh M. McLean, B.Sc (Hon), B.Ed., OCT
Development Date: 2021
Most Recent Revision Date: 2021
Tuition Fee (CAD): $764
Course Description
In this course, students will address the challenge of creating a more sustainable and equitable world. They will explore issues involving a wide range of topics, including economic disparities, threats to the environment, globalization, human rights, and quality of life, and will analyse government policies, international agreements, and individual responsibilities relating to them. Students will apply the concepts of geographic thinking and the geographic inquiry process, including the use of spatial technologies, to investigate these complex issues and their impacts on natural and human communities around the world.
Resources required by the student:
Note: This course is entirely online and does not require or rely on any textbook.
Overall Curriculum Expectations
|A. Geographic Inquiry and Skill Development
|Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking when investigating world issues
|Developing Transferable Skills: apply in everyday contexts skills, including spatial skills, developed through geographical investigation, and identify careers in which a background in geography might be an asset
|B. Spatial Organization: Relationships and Disparities
|Natural Resource Disparities: analyse relationships between quality of life and access to natural resources for various countries and regions
|Population Disparities: analyse relationships between demographic and political factors and quality of life for various countries and regions
|Classifying Regions of the World: explain how various characteristics are used to classify the world into regions or other groupings
|C. Sustainability and Stewardship
|Strategies and Initiatives: analyse strategies and initiatives that support environmental stewardship at a national and global level, and assess their effectiveness in promoting the sustainability of the natural environment
|Population Growth: assess the impact of population growth on the sustainability of natural systems
|Caring for the Commons: analyse issues relating to the use and management of common-pool resources
|D. Interaction and Interdependence: Globalization
|Trade and Immigration: analyse the influence of trade agreements and immigration policies on global interdependence and the well-being of countries
|Impacts and Management: analyse issues relating to national and global impacts of globalization from a geographic perspective, and assess responsibilities and approaches for managing these issues
|Characteristics and Driving Forces: describe the major characteristics of globalization, and analyse factors that are driving the globalizing process
|E. Social Change and Quality of Life
|Leadership and Policy: analyse the influence of governments, groups, and individuals on the promotion and management of social change
|Agents of Change: analyse impacts of selected agents of change on society and quality of life
|Continuing Challenges: analyse issues relating to human rights, food security, health care, and other challenges to the quality of life of the world's population
Teaching & Learning Strategies:
The Canadian and world studies courses prepare students for a life of responsible citizenship. Students are trained to think critically about events as they are experienced in daily life. One of the goals of geography courses is to help students develop a sense of place. At their own pace, students will work towards:
- developing an understanding of the characteristics and spatial diversity of natural and human environments and communities, on a local to a global scale;
- analysing the connections within and between natural and human environments and communities;
- developing spatial skills through the use of spatial technologies and the interpretation, analysis, and construction of various types of maps, globes, and graphs;
- being responsible stewards of the Earth by developing an appreciation and respect for both natural and human environments and communities
Assessment, Evaluation and Reporting Strategies of Student Performance:
Our theory of assessment and evaluation follows the Ministry of Education's Growing Success document, and it is our firm belief that doing so is in the best interests of students. We seek to design assessment in such a way as to make it possible to gather and show evidence of learning in a variety of ways to gradually release responsibility to the students, and to give multiple and varied opportunities to reflect on learning and receive detailed feedback.
Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation techniques. There are seven fundamental principles that ensure best practices and procedures of assessment and evaluation by Virtual High School teachers. VHS assessments and evaluations,
- are fair, transparent, and equitable for all students;
- support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit;
- are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
- are communicated clearly to students and parents at the beginning of the course and at other points throughout the school year or course;
- are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
- provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
- develop students' self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.
For a full explanation, please refer to Growing Success.
The Final Grade:
The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills required for effective learning. The final percentage grade represents the quality of the student's overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. A credit is granted and recorded for this course if the student's grade is 50% or higher. The final grade will be determined as follows:
- 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student's most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.
- 30% of the grade will be based on final evaluations administered at the end of the course. The final assessment may be a final exam, a final project, or a combination of both an exam and a project.
The Report Card:
Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course. Each report card will focus on two distinct, but related aspects of student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student's strengths, areas for improvement, and next steps. Second, the learning skills are reported as a letter grade, representing one of four levels of accomplishment. The report card also indicates whether an OSSD credit has been earned. Upon completion of a course, VHS will send a copy of the report card back to the student's home school (if in Ontario) where the course will be added to the ongoing list of courses on the student's Ontario Student Transcript. The report card will also be sent to the student's home address.
Program Planning Considerations:
Teachers who are planning a program in this subject will make an effort to take into account considerations for program planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas.
Planning Programs for Students with Special Education Needs
Virtual High School is committed to ensuring that all students, especially those with special education needs, are provided with the learning opportunities and supports they require to gain the knowledge, skills, and confidence needed to succeed in a rapidly changing society. The context of special education and the provision of special education programs and services for exceptional students in Ontario are constantly evolving. Provisions included in the Canadian Charter of Rights and Freedoms and the Ontario Human Rights Code have driven some of these changes. Others have resulted from the evolution and sharing of best practices related to the teaching and assessment of students with special educational needs.
Virtual High School pays particular attention to the following beliefs: (1) all students can succeed, (2) each student has his or her own unique patterns of learning, (3) successful instructional practices are founded in evidence-based research, tempered by experience, (4) an open and accessible learning environment with differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students, (5) classroom teachers are the key educators for a student's literacy and numeracy development, (6) classroom teachers need the support of the larger community to create a learning environment that supports students with special education needs, and finally, (7) fairness is not sameness.
The provision of special education programs and services for students at Virtual High School rests within a legal framework The Education Act and the regulations related to it set out the legal responsibilities pertaining to special education. They provide comprehensive procedures for the identification of exceptional pupils, for the placement of those pupils in educational settings where the special education programs and services appropriate to their needs can be delivered, and for the review of the identification of exceptional pupils and their placement.
If the student requires either accommodations, then Virtual High School will take into account these needs of exceptional students as they are set out in the students' existing Individual Education Plan. The online courses offer a vast array of opportunities for students with special educations needs to acquire the knowledge and skills required for our evolving society. Students who use alternative techniques for communication may find a venue to use these special skills in these courses. There are a number of technical and learning aids that can assist in meeting the needs of exceptional students as set out in their Individual Education Plan. In the process of taking their online course, students may use a personal amplification system, tele-typewriter (via Bell relay service), an oral or a sign-language interpreter, a scribe, specialized computer programs, time extensions, ability to change font size, oral readers, etc.
Accommodations (instructional, environmental or assessment) allow the student with special education needs access to the curriculum without changes to the course curriculum expectations. VHS will develop a Personal Education Plan (PEP) based on the student's existing Individual Education Plan.
Program Considerations for English Language Learners
This Virtual High School online course provide a number of strategies to address the needs of ESL/ELD students. This online course must be flexible in order to accommodate the needs of students who require instruction in English as a second language or English literacy development. The Virtual High School teacher considers it to be his or her responsibility to help students develop their ability to use the English language properly. Appropriate accommodations affecting the teaching, learning, and evaluation strategies in this course may be made in order to help students gain proficiency in English, since students taking English as a second language at the secondary level have limited time in which to develop this proficiency. Virtual High School determines the student's level of proficiency in the English Language upon registration. This information is communicated to the teacher of the course following the registration and the teacher then invokes a number of strategies and resources to support the student in the course. On a larger scale, well written content will aid ESL students in mastering not only the content of this course, but as well, the English language and all of its idiosyncrasies. Virtual High School has created course content to enrich the student's learning experience. Many occupations in Canada require employees with capabilities in the English language. Enabling students to learn English language skills will contribute to their success in the larger world.
Environmental Education
Helping students become environmentally responsible is a role assumed by Virtual High School. The first goal is to promote learning about environmental issues and solutions. The second goal is to engage students in practicing and promoting environmental stewardship in their community. The third goal stresses the importance of the education system providing leadership by implementing and promoting responsible environmental practices so that all stakeholders become dedicated to living more sustainably. Environmental education teaches students about how the planet's physical and biological systems work, and how we can create a more sustainable future. Good curriculum design following the resource document - The Ontario Curriculum, Grades 9-12: Environmental Education, Scope and Sequence of Expectations, 2011, will assist Virtual High School staff to weave environmental education in and out of the online course content. This ensures that the student will have opportunities to acquire the knowledge, skills, perspectives and practices needed to become an environmentally literate citizen. The online course should provide opportunities for each student to address environmental issues in their home, in their local community, or even at the global level.
Healthy Relationships
Every student is entitled to learn in a safe, caring environment, free from violence and harassment. Students learn and achieve better in such environments. The safe and supportive social environment at Virtual High School is founded on healthy relationships between all people. Healthy relationships are based on respect, caring, empathy, trust, and dignity, and thrive in an environment in which diversity is honoured and accepted. Healthy relationships do not tolerate abusive, controlling, violent, bullying/harassing, or other inappropriate behaviours. To experience themselves as valued and connected members of an inclusive social environment, students need to be involved in healthy relationships with their peers, teachers, and other members of the Virtual High School community.
The most effective way to enable all students to learn about healthy and respectful relationships is through the school curriculum. Virtual High School teachers can promote this learning in a variety of ways. For example, they can help students develop and practise the skills they need for building healthy relationships by giving them opportunities to apply critical-thinking and problem solving strategies and to address issues through group discussions, role play, case study analysis, and other means. Virtual High School can also have a positive influence on students by modelling the behaviours, values, and skills that are needed to develop and sustain healthy relationships, and by taking advantage of "teachable moments" to address immediate relationship issues that may arise among students.
At Virtual High School, all staff strive to create a climate of cooperation, collaboration, respect, and open-mindedness. These attitudes and attributes enable our students to develop an awareness of the complexity of a range of issues. Moreover, in examining issues from multiple perspectives, students develop not only an understanding of various positions on these issues but also a respect for different points of view. Virtual High School students will hopefully develop empathy as they analyse events and issues from the perspectives of people all over the world. These attitudes and attributes provide a foundation on which students can develop their own identity, explore interconnectedness with others, and form and maintain healthy relationships.
Equity and Inclusive Education
The Virtual High School equity and inclusive education strategy focuses on respecting diversity, promoting inclusive education, and identifying and eliminating discriminatory biases, systemic barriers, and power dynamics that limit the ability of students to learn, grow, and contribute to society. Antidiscrimination education continues to be an important and integral component of this strategy.
In an environment based on the principles of inclusive education, all students, parents, caregivers, and other members of the school community - regardless of ancestry, culture, ethnicity, sex, physical or intellectual ability, race, religion, gender identity, sexual orientation, socio-economic status, or other similar factors - are welcomed, included, treated fairly, and respected. Diversity is valued, and all members of the Virtual High School community feel safe, comfortable, and accepted. Every student is supported and inspired to succeed in a culture of high expectations for learning. In an inclusive education system, all students see themselves reflected in the curriculum, their physical surroundings, and the broader environment, so that they can feel engaged in and empowered by their learning experiences.
Virtual High School can give students a variety of opportunities to learn about diversity and diverse perspectives. By drawing attention to the contributions of women, the perspectives of various ethno-cultural, religious, and racial communities, and the beliefs and practices of First Nations, Mêtis, and Inuit peoples, teachers enable Virtual High School students from a wide range of backgrounds to see themselves reflected in the curriculum. It is essential that learning activities and materials used to support the curriculum reflect the multicultural nature of society that is Canada. In addition, Virtual High School differentiates the instruction and assessment strategies to take into account the background and experiences, as well as the interests, aptitudes, and learning needs, of all students.
Financial Literacy Education
Financial literacy may be defined as having the knowledge and skills needed to make responsible economic and financial decisions with competence and confidence. Since making financial decisions has become an increasingly complex task in the modern world, students need to have knowledge in various areas and a wide range of skills in order to make informed decisions about financial matters. Students need to be aware of risks that accompany various financial choices. They need to develop an understanding of world economic forces as well as ways in which they themselves can respond to those influences and make informed choices. Virtual High School considers it essential that financial literacy be considered an important attribute of a well-educated population. In addition to acquiring knowledge in such specific areas as saving, spending, borrowing, and investing, students need to develop skills in problem solving, inquiry, decision making, critical thinking, and critical literacy related to financial and other issues. The goal is to help students acquire the knowledge and skills that will enable them to understand and respond to complex issues regarding their own personal finances and the finances of their families, as well as to develop an understanding of local and global effects of world economic forces and the social, environmental, and ethical implications of their own choices as consumers. The Ministry of Education and Virtual High School are working to embed financial literacy expectations and opportunities in all courses as appropriate, as part of the ongoing curriculum review process.
Literacy, Mathematical Literacy, and Inquiry Skills
Literacy is defined as the ability to use language and images in rich and varied forms to read, write, listen, view, represent, and think critically about ideas. It involves the capacity to access, manage, and evaluate information; to think imaginatively and analytically; and to communicate thoughts and ideas effectively. Literacy includes critical thinking and reasoning to solve problems and make decisions related to issues of fairness, equity, and social justice. Literacy connects individuals and communities and is an essential tool for personal growth and active participation in a cohesive, democratic society. Literacy involves a range of critical-thinking skills and is essential for learning across the curriculum. Literacy instruction takes different forms of emphasis in different subjects, but in all subjects, literacy needs to be explicitly taught. Literacy, mathematical literacy, and inquiry/research skills are critical to students' success in all subjects of the curriculum and in all areas of their lives.
Many of the activities and tasks that students undertake in the Virtual High School courses involve the literacy skills relating to oral, written, and visual communication. For example, they develop literacy skills by reading, interpreting, and analysing various texts. In addition, they develop the skills needed to construct, extract information from, and analyse various types information presented in a variety of media forms. In all Virtual High School courses, students are required to use appropriate and correct terminology, including that related to the concepts of disciplinary thinking, and are encouraged to use language with care and precision in order to communicate effectively.
Inquiry and research are at the heart of learning in all subject areas at Virtual High School. Students are encouraged to develop their ability to ask questions and to explore a variety of possible answers to those questions. As they advance through the grades, they acquire the skills to locate relevant information from a variety of print and electronic sources. The questioning they practiced in the early grades becomes more sophisticated as they learn that all sources of information have a particular point of view and that the recipient of the information has a responsibility to evaluate it, determine its validity and relevance, and use it in appropriate ways. The ability to locate, question, and validate information allows a student to become an independent, lifelong learner.
Critical Thinking and Critical Literacy
Critical thinking is the process of thinking about ideas or situations in order to understand them fully, identify their implications, make a judgement, and/or guide decision making. Critical thinking includes skills such as questioning, predicting, analysing, synthesizing, examining opinions, identifying values and issues, detecting bias, and distinguishing between alternatives. Students who are taught these skills become critical thinkers who can move beyond superficial conclusions to a deeper understanding of the issues they are examining. They are able to engage in an inquiry process in which they explore complex and multifaceted issues, and questions for which there may be no clear-cut answers.
Students use critical-thinking skills in Virtual High School courses when they assess, analyse, and/or evaluate the impact of something and when they form an opinion about something and support that opinion with a rationale. In order to think critically, students need to examine the opinions and values of others, detect bias, look for implied meaning, and use the information gathered to form a personal opinion or stance, or a personal plan of action with regard to making a difference. Students approach critical thinking in various ways. Some students find it helpful to discuss their thinking, asking questions and exploring ideas. Other students, including many First Nations, Mêtis, and Inuit students, may take time to observe a situation or consider a text carefully before commenting; they may prefer not to ask questions or express their thoughts orally while they are thinking.
The development of these critical-thinking skills is supported in every course at Virtual High School. As students work to achieve the curriculum expectations in their particular course, students frequently need to identify the possible implications of choices. As they gather information from a variety of sources, they need to be able to interpret what they are listening to, reading, or viewing; to look for instances of bias; and to determine why a source might express a particular bias.
The Role of the School Library
The school library program in many schools can help build and transform students' knowledge in order to support lifelong learning in our information- and knowledge-based society. The school library program of these schools supports student success across the curriculum by encouraging students to read widely, teaching them to examine and read many forms of text for understanding and enjoyment, and helping them improve their research skills and effectively use information gathered through research. Virtual High School teachers assist students in accessing a variety of online resources and collections (e.g., professional articles, image galleries, videos, databases). Teachers at Virtual High School will also guide students through the concept of ownership of work and the importance of copyright in all forms of media.
The Role of Information and Communications Technology
Information literacy is the ability to access, select, gather, critically evaluate, and create information. Communication literacy refers to the ability to communicate information and to use the information obtained to solve problems and make decisions. Information and communications technologies are utilized by all Virtual High School students when the situation is appropriate within their online course. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any other course or any business environment. Although the Internet is a powerful learning tool, there are potential risks attached to its use. All students must be made aware of issues related to Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred.
The Ontario Skills Passport: Making Learning Relevant and Building Skills
The Ontario Skills Passport (OSP) is a free, bilingual, web-based resource that provides teachers and students with clear descriptions of the "Essential Skills" and work habits important in work, learning, and life. Virtual High School can engage students by using OSP tools and resources to show how what they learn in class can be applied in the workplace and in everyday life. For further information on the Ontario Skills Passport, including the Essential Skills and work habits, visit http://www.skills.edu.gov.on.ca.
Education and Career/Life Planning
As online students progress through online courses, teachers are available to help the student prepare for employment in a number of diverse areas. With the help of teachers, students will learn to set and achieve goals and will gain experience in making meaningful decisions concerning career choices. The skills, knowledge and creativity that students acquire through this online course are essential for a wide range of careers. Throughout their secondary school education, students will learn about the educational and career opportunities that are available to them; explore and evaluate a variety of those opportunities; relate what they learn in their courses to potential careers in a variety of fields; and learn to make appropriate educational and career choices. The framework of the program is a four-step inquiry process based on four questions linked to four areas of learning: (1) knowing yourself - Who am I?; (2) exploring opportunities - What are my opportunities?; (3) making decisions and setting goals - Who do I want to become?; and (4) achieving goals and making transitions - What is my plan for achieving my goals?
Cooperative Education and Other Forms of Experiential Learning
By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in the world in which they live. Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields. In addition, students will increase their understanding of workplace practices and the nature of the employer-employee relationship. Virtual High School will try to help students link to Ministry programs to ensure that students have information concerning programs and opportunities.
Planning Program Pathways and Programs Leading to a Specialist High Skills Major
Virtual High School courses are well suited for inclusion in Specialist High Skills Majors (SHSMs) or in programs designed to provide pathways to particular apprenticeship, college, university, or workplace destinations. In some SHSM programs, courses at Virtual High School can be bundled with other courses to provide the academic knowledge and skills important to particular economic sectors and required for success in the workplace and postsecondary education, including apprenticeship training.
Health and Safety
In order to provide a suitable learning environment for the Virtual High School staff and students, it is critical that classroom practice and the learning environment complies with relevant federal, provincial, and municipal health and safety legislation and by-laws, including, but not limited to, the Workplace Safety and Insurance Act, the Workplace Hazardous Materials Information System (WHMIS), the Food and Drug Act, the Health Protection and Promotion Act, the Ontario Building Code, and the Occupational Health and Safety Act (OHSA). The OHSA requires all schools to provide a safe and productive learning and work environment for both students and employees.
Virtual High School courses provide varied opportunities for students to learn about ethical issues and to explore the role of ethics in both public and personal decision making. During the inquiry process, students may need to make ethical judgements when evaluating evidence and positions on various issues, and when drawing their own conclusions about issues, developments, and events. Teachers may need to help students in determining appropriate factors to consider when making such judgements. In addition, it is crucial that Virtual High School teachers provide support and supervision to students throughout the inquiry process, ensuring that students engaged in an inquiry are aware of potential ethical concerns and address them in acceptable ways. Teachers at Virtual High School will ensure that they thoroughly address the issue of plagiarism with students. In a digital world in which there is easy access to abundant information, it is very easy to copy the words of others and present them as one's own. Students need to be reminded, even at the secondary level, of the ethical issues surrounding plagiarism, and the consequences of plagiarism should be clearly discussed before students engage in an inquiry. It is important to discuss not only dishonest plagiarism but also more negligent plagiarism instances. Students often struggle to find a balance between writing in their own voice and acknowledging the work of others in the field. Merely telling students not to plagiarize, and admonishing those who do, is not enough. The skill of writing in one's own voice, while appropriately acknowledging the work of others, must be explicitly taught to all Virtual High School courses. Using accepted forms of documentation to acknowledge sources is a specific expectation within the inquiry and skill development strand for each course.


text:
After Alys
It's hard to explain but the best I can say about Alys' visit is that a switch was flipped and I saw a light at the end of a very dark tunnel. Clearing so much out of my line of sight seemed to lift a weight off of my shoulders. After a short rest, I walked into my organized sewing room and got to work.
All my projects were listed in order of priority. I started with making the kitchen curtains from fabric given to me by my sewing friends. They were coming to my house for sewing that week. It had been laying across the curtain rod since I decided that's what I wanted to do with the fabric.
Then came a machine embroidery, quilted for a friend who I felt could use a little lift. I had planned to mail it as soon as I finished it but as I finished the binding at my sewing group, my friend Patti said she needed it for the Senior Center's quilt show because they didn't have enough to show. It was a fund raiser for the Senior Center and Meals on Wheels. How could I say no?
Next came the shirt Patti asked me to make for her almost 10 months ago. She gave me the fabric and I had to decide how to piece this puzzle together. It's the first one I've made in at least 10 years. Patti seemed happy with it. It's called a Big Shirt to be worn over another like a light jacket and this one is made of flannel.
I made a cover for the pillow I need in my car. The old one had long gone to the trash and I had a new form in my closet and even had the cover cut out. That's as far as it got until the shirt was finished.The serger was out and ready for the shirt so pillow cover was next in line. I'm a little taller in the seat again now.
Since they were all sorted and sitting in a reusable zip lock I started on bowl cozies that had been waiting not nearly so long. Batting was already cut so I just cut fabric and marked it for stitching. They go quickly but not quickly enough for me to make for sale. I sew to make gifts. It's not an easy way to make a living especially if you don't see well and sew like I walk, wobbly.
So now there is only one project that I've procrastinated on for well over a year, as the pattern is one I've never used and directions are sketchy. I'll tackle that next week when the rain starts again. I expect a few uninterrupted days together to get started now that my courage is up there.
I've spent time working in my yard pulling weeds which always makes me feel calmer. That's the plan as long as the rain holds off. bumble bees are working hard out there already so I have to time my work carefully. I'll keep you posted but it's already looking much better.
Does organization make you more productive?
Happy Easter to everyone or happy spring.
From my heart to yours,
Marlene Herself

subset: commoncrawl


text:
Born on September 20, 1864 in Stoney Creek, a township of Madison County, Indiana, Katie Blazer, would barely remember her father. Frank Blazer died when she was just five years old leaving her mother to raise three sons and three daughters under the age of 14. Katie's grandparents, John and Martha Goul, lived nearby and quite possibly her grandfather was her father-figure as she grew.
At the age of 19, on the Fourth of July, 1883, Katie married John Lafayette Johnson. A wedding photo shows Katie standing next to her husband in the stereotypical picture of the times. She was tall and thin with her black hair piled on top of her head. Her dress was dark, probably the one good dress she owned. Owing to the holiday, there were probably more family members and neighbors able to attend the nuptials.
The couple's first child, Letis, was born almost four years later. In childhood he developed epilepsy which caused horrific seizures and an "insane" quality to his behavior. A mother watching her son spiral out of control would have lent a pall over the happiness of the family. What gossip was spreading throughout the township and nearby towns? Katie had a very difficult time conceiving another child, and Letis was 11 when his brother, Glen, was born.
The younger boy became the object of Letis' violence. He tried to cut off the younger boy's ear and another time through a brick through the chicken coop. His actions were most likely due to not being able to control the violence of the seizures and feeling as if he was being swept down into a whirlpool of despair. Katie and John, obviously alone in what they were feeling and dealing with, placed Letis in the Indiana School for Feeble Minded Youth, hoping that their family life would find some normalcy.
Eight years after Glen was born, the couple had the baby girl that Katie had always dreamed of having. Unfortunately, Katie's joy was short lived. Mary lived only 7 months. Their baby girl was gone – forever.
A few moths later a miracle came into their midst in the form of an angel appearing as a young, unwed mother. The young woman had delivered a baby girl on the Interurban car in Fortville, Indiana. At St. John's hospital where she was taken after the birth, this girl saw Katie, who was visiting someone. She pleaded with the dark-haired mother of two sons, to please raise her daughter. The Catholic nuns allowed Katie and John to become the infant's foster parents, although they never could adopt her. The baby's name became Eva – the baby girl Katie had waited for was finally hers.
Five years after Eva arrived as their child, their first born son died at the Home of pneumonia. Not only had they buried an infant daughter but now they had to bury their son. Did they have immense guilt over his death or relief that he wasn't suffering from the seizures and violence any longer?
Sometime between late 1921 and 1923, after her granddaughter, Mary, was born, Katie was driving a horse and buggy with her grandchild along side her when the buggy overturned. The baby was fine but Katie broke her back. Luckily, she wasn't paralyzed but she had to remain bedridden in a back cast for a long time.
While she was unable to move or get up, "gypsies" came in and cut off all of her long hair. No one else was at home and able to stop them. It's unknown exactly what they wanted to do with it – other than sell it.
When Katie was finally able to get out of bed, she had a corset "cast" made that she wore to keep her back straight. Unfortunately she wasn't able to walk without the aid of crutches. The granddaughter who was with her on that fateful buggy ride, remembers that when she and her older siblings got into mischief, Katie would charge after them waving her crutches around and sometimes connecting crutch to child. Her body may have been injured but her spirit wasn't. It is told that she could move as fast as any football running back even on crutches. She also didn't let the fact that she was a woman in the early 20th century stop her from doing exactly what she wanted.
After being up and around for awhile, she applied for a driver's license. Apparently she was through riding in a buggy! She fought and won the right to be granted her license and then drove from Indiana to Ohio to visit her brother. She was a woman ahead of her time.
Not many years later, in the early spring of 1930, she and her husband moved to the small town of Fairfield, Ohio. The town subsequently merged with the neighboring town, Osborne, in Greene County, to become the city of Fairborn. They moved into the home of their son, Glen, and his family. Possibly Katie knew what no one else did at that time. That she was dying. Stomach cancer was going to kill her as that buggy accident couldn't.
As she lay in bed unaware of her surroundings during the last days or weeks of her illness, the story was told that downstairs off the kitchen, the door kept swinging open and shut. When her son, Glen, or her husband would check to see if someone had come in, they found not a single person. Locking the door and returning upstairs to the bedroom where Katie lay, it wasn't long before the door began swinging open and shut again making a banging noise. It was thought that the spirits of her deceased parents could be coming for her to take her to the world beyond the living.
Katie died a couple months after arriving in Ohio – May 20, 1930. She was laid out in the parlor of the funeral home in Fairfield for the local relatives and friends to pay their respects before she was taken to the place she had called home, Madison County, Indiana. There she was buried in Maple Wood Cemetery near her oldest son and infant daughter and where her husband would join her in eternal rest nine years and eight days later.
Katie lived and died on her terms – not those set down by society or her family. She will be remembered as a strong and determined woman – a woman that her great-granddaughter wishes she could have met.


text:
Here's a thing: We made the mighty 'Zon almost £15,000 in May of 2011 with sales for 'Sugar & Spice'. We got next to nothing.
I wonder if I went to my boss at my day job and said, "I tell you what, I'm gonna work these four weeks for free. I don't want paying. Well, I DO want paying, but I'll give you 110% commitment and you just give me a third of my wages.OKAY?"
You'd think I was crazy, right? Yeah, so would he.
Hang on a minute, let's add something else to the mix here: "I know, not only will I work those weeks (and every other week that comes after it) for 30% of what I'm worth, BUT, I also want you to discount all the great things that my peers, colleagues and customers say about me. Right? Forget them. Wipe them from your mind like they were never uttered in the first place. Are we on the same page here?"
I can see the grin splitting my boss's face in half right now. I bet it's not as wide as the smile on Amazon's face/packaging…
I wonder what our customers would say if I rang them up and the tele-con went like this:
Me: "Hi, how are you? Having a good day?"
Customer: "Yeah, great, thanks."
Me: "Good. Listen, I'm really sorry to spoil it, but you know that 25 tonne of plastic compound you bought from us last month (bear with me here, we can't all be stay-at-home-full-time-writers. Got bills to pay etc), well, I kinda want it back."
Customer: "Sorry?"
Me: "Yeah, I know how it sounds, but my boss has decided that it doesn't matter if you paid for it and then told everyone how great it was, you're in the same industry as us, so your purchase doesn't count."
Customer: "I'm really confused."
Me: "Yeah, me too. But hey, he's the boss. So what he says, goes. We're only the little people, right? Hope we can still be friends? Oh, and I almost forgot; I hope you didn't get any of give any of your family and friends to buy that compound and let them use it either, 'cos if you did, we're gonna need that back too."
Customer: "Right, I'm hanging up now. Please don't be offended."
Yup. Wouldn't be in business for very much longer would we? (Oh, and my boss wouldn't have his dangly bits for too long either!) 😉
But wait. Hang on, there's more: What if a rival competitor of ours PAID some of his customers to take our compound and tell everyone how wonderful it was? Or, better still, what if we just pretended to be a customer and told everyone how brilliant our stuff was? Is that ok?
Apparently so. Apparently, also, integrity and talent is no longer a pre-requisite for success. You've only got to watch X Factor to affirm that.
John Locke made millions from paying for people to review his books, and then, guess what? He wrote a book about it? (this should really be on my Banning the Bullshit blog) You can get it here if you really want to make a complete tw@t of yourself/
take the piss out of the buying public and other species, like desperate writers…
So, what is this rant about huh? Well, let me tell you.
On Friday afternoon, we had 263 reviews for 'Sugar & Spice', 45 for Snow White and ELEVEN five star reviews for Anca's Story. I could go on.
Take a look now. It's a mystery.
Whodidit? Who decided that because my sister bought, read and loved a book that I had spent two years writing and voiced her opinion and pride on Amazon for all the world to see, that she had a 'financial connection' with the author and her comments weren't valid?
What about the other writers that I know who coughed up two quid of their hard-earned dosh and spent three or four hours that they will never get back reading my wares and felt inclined to pass judgement on it?
You know what? THEY. DON'T. MATTER.
Writers/minions – know your place.
You weren't traditionally published and we can't force you to set the price, so we don't love you any more. In fact, we never did.
How do you know? (It's not you, it's me)
Well, if we're gonna argue: You made a huge tech-error when our book was riding high in the charts and it disappeared for almost five weeks with NO explanation, but I wasn't allowed to ask… I don't want to drag up the past, but in case you forgot about your failures, you can read about it here. Oh, and then there was the day (days) when apparently, my book wasn't selling. You know, despite the fact that it has sold roughly the same amount for the LAST TWO YEARS and then I saw this little pearler: 'We apologise for the delay, but your sales figures are currently not updating.'
Huh? So, you could be making money on my book and I just have to take your word for it that the numbers are right? Hmm, I don't think this relationship is working out. Do you?
One more thing: You can't seem to pay me directly into my bank account for foreign currency, so after I have taken my share of the royalties, I'm gonna make sure that you get charged again for depositing a dollars cheque into a UK bank account. So there! Bam! Take that sucker!
I think we're over.
But wait. No, please don't call time on us. Surely we're worth more than that? And anyway… I NEED you.
Nope. Not interested. Not listening. You've served your purpose. I can discard you like a rusty old bike wheel and not give you a second thought and don't you DARE ask questions. Do you know who I am?
Everyone likes a good mystery (I mean, look at the 'Zon's bed-buddies, Blake and Crouch. Talk about sleeping with the enemy) but usually, the villain is caught.
This one, Clarice, has a different ending. The world is a much nicer place with you in it. But is doesn't mean I won't rock up for some dinner, washed down with a nice Chianti. fffffffffff…
Saffi (at your sevice) Desforges


text:
Making salt-dough decorations is a fun and inexpensive way to get festive with family or friends. It's become a bit of a tradition, and every year we look forward to it.
You might be wondering how we could be making these decorations for a third year in a row, but keep in mind : primo – We had almost no decorations when we first started; secondo – They don't only hang on the tree! We've got decorations hanging around the windows, picture frames, even random nails that were left in the walls by our home's former occupant.
We don't make a huge amount each time, and there is always some "spoilage", ornaments that break from years past.
All this blathering on, but not telling you why I'm blogging about them, again. Simply put, I've come up with a better formula that I find makes for more sturdy, beautiful ornaments. Additionally, I've got an improved drying technique that I think has allowed for thicker decorations, allowing for more fragile design reinforcement.
Just like last week's ornaments, for these you'll need minimal supplies :
- Cookie cutters! If you're thinking "I don't have any cookie cutters, Shellyfish!", just hold your horses. Bowls, juice glasses, etc. make wonderful circles, and I'll bet your kids or nephews or sibs have some fun shape-making gear they use with their Play-Doesque toys. Look around, you'd be surprised what you'll find with an open imagination. Libby, dinosaurs are wonderful here, too, obviously!
- Flour! This is not the time for your organic, whole wheat variety. Save that for your cookies. Use the cheap-o white bleached stuff, or get creative with buckwheat (pretty colour) or corneal (fun texture) and regualr flour combos.
- Salt! This year I got crazy and used large sea salt, mostly because I wanted to change-up the texture. I liked the results, but regular fine salt will give you a more classic, less rustic, look.
- Glycerine or heavy, neutral oil. If you have some glycerine, often used in home cosmetics, it's the best choice, however, don't get frowny-faced if you don't. Heavy oils like apricot would work well, but regular vegetable will work in a pinch.
See the lovely salt? You could add food coloring to the dough, and it would look lovely with the large bits of sea salt mixed in, I think.
This project is best spread out over several days. Your first day is making the dough and cutting out your shapes, the next few days will be for drying out the ornaments (depending on which technique you use, more on this below), then painting and drying, and finally an optional painting session for adding detail or a second coat of paint. This is important to keep in mind if you'll be working with children. Depending on their ages (or temperaments) you could do the cutting and drying first, then allow them to paint, or break the project up into multiple days, which is what I did with Guppy.
Better Salt-Dough Decorations
1 part salt (I used a glass to measure)
1 part flour
3/4 parts warm water
2 to 4 tablespoons glycerine or vegetable oil
Food colouring (optional)
Mix the salt and flour in a bowl, then add the water, a little at a time until you get a smooth dough, not too sticky (add more flour if need be) and not too stiff (add more water). Add the glycerine and optional food colouring, and knead until it's well blended and sleek and pretty. Now set aside, loosely covered, for about an hour.
Now roll out your dough as if it were cookie dough (but don't eat it, blek!) on a piece of parchment paper, or just form into objects if you'd like. Once you've rolled out your dough and cut out your shapes you'll need to let them dry. It's important to let them dry out really well before painting, because if they continue to dry once you've applied paint it could crack and not look as you'd hoped. Just keep in mind that the thicker your dough, the longer it will need to dry.
Please, before you begin drying your ornaments, be sure to remember to poke a small hole using a toothpick or knitting needle or whatever so that you can hang them up. Once they're dry, it's too late.
Drying Method 1) Place your decorations on a radiator or furnace register and leave them there for a day or two (or in my case, leave them for about 4 days). I cut out the shapes while Guppy was sleeping and when she woke the next morning she declared "Mumma, you've decorated the radiators!". See, you're already decorating and they've not been painted yet!
Drying Method 2) Bake your decorations on parchment paper-lined baking sheets at about 80°c/175°f for a few hours. You don't want your oven hot, because it will cause the decorations to crack or bubble up – not good, unless that's what you're going for.
Drying Method 3) This is the method I would recommend as it seems to work the best for us. Simply combine methods 1 and 2! I suggest starting by drying the decorations on the radiator or similar surface for at least 24 hours, then baking them.
Decorating is fun and also can be as sophisticated or basic as you choose. We start with some paint – you can use anything, really, markers work well, too. Once the first coat of paint has dried you can add details, or go the way of the glitter. Painting on glitter is easy : My method is using common white household glue and mixing it with glitter and applying it with a paintbrush. When the glue dries it leaves behind a lovely shine and glitzy glitter. Gold or sliver spray paint would also be fun. I have some and hope to play with it a little if I have time…
Just remember to have fun, no matter which technique you use!
* A special danke to Mihl & P for sending us some really special cookie cutters. They made this year's decoration creation session extra special!


text:
From the above-linked NYT obituary:
Judge Bork, a bear of a man with a scraggly red beard and untamed frizz on a balding pate who liked to eat, drink and smoke for much of his adult life, handled himself poorly in front of the [Senate Judiciary] committee and failed to give doubters confidence. As Tom Shales, the television critic for The Washington Post, wrote of his testimony: "He looked, and talked, like a man who would throw the book at you — maybe like a man who would throw the book at the whole country."See that's what I was just talking about: Liberals used to express abhorrence of law-and-order types.
The NYT obit refers to "the notion that the nominee was somehow unfeeling as a judge." Somehow... a notion... Where, oh, where could it come from?!
This [notion] was amplified when, asked by a sympathetic senator, Alan Simpson, Republican of Wyoming, why he wanted to serve on the Supreme Court, Judge Bork replied that it would be "an intellectual feast."And that was it, the worst answer ever given to any question in the history of the United States. Intellectual feast! The feast turned out to be a feeding frenzy for the liberal media. Why, they're still picking kinky reddish beard hairs out of their back molars! Burrrrp! Tasty! What a time! And no Supreme Court nominee has said one interesting thing since. Every single one has promised to be a good little judge who would never ever do anything but serve humbly and modestly deciding the cases according to the law.
You think it was interesting that John Roberts said he saw himself as an umpire, calling balls and strikes? That proves my point! I know, Clarence Thomas, "high-tech lynching," but that wasn't about doing the judicial work, so I'm excluding that from the point, which is that they all learned what not to do from Bork. Presidents learned to avoid even picking someone Borkish, so no one was allowed to look weird, speak quirkly, seem like an intellectual with ideas of his own, it would just be bland blandness served atop a steaming pile of blandness. That is: Not tasty! As a live-blogger of nomination hearings, I want to know: Where's my intellectual feast?
ADDED: When C-SPAN put its entire archive up on-line, the first thing I looked up to relive was the Bork hearings:


text:
See also apartment near Lomonosovskiy prospekt:
Move-in ready flats, closest to Lomonosovskiy prospektsee other apartment
Apartments for gourmets
Company benefits
Real estate investments
When buying an investment apartment, the main criterion is its liquidity. The apartment should be in an ideal location, in a brick or monolithic house with quality repair, then sell her guaranteed
Architectural design
Each repair is performed on a unique design project performed under the supervision of a professional designer with specialized education
The quality of the repair
the proposal Avangard77 is unique in today's real estate market, because we GUARANTEE the quality of our repairs for 1 year
Assistance in obtaining a mortgage
Customers Avangard77 have preferences in partner banks in the form of lower rates on loans, longer maturity and short time of loan application
Transactions for cash and cashless payments
Clearing relieves the customers from possible risks associated with the storage, conversion and transportation funds. This is especially useful for buyers from distant cities
Registration for 3 days
Such a short term of paperwork related to the fact that all the apartments belong to a legal entity. In these apartments no one lives, they are totally free


text:
Today's News: Our Take - Is Fox's Animation Domination High-Def Challenging Adult Swim?
It should come as no surprise that Fox's new Saturday night animated comedy block is dubbed ADHD.
Animation Domination High-Def is the network's new alternative animated programming block, featuring quarter-hour series like Axe Cop and High School USA! The quick-fire offerings also include gifs and other short-form animated projects geared toward the niche audience, which are likely college students craving Cheetos, if you know what we mean. The form is similar to that of Cartoon Network's late-night programming block Adult Swim, though ADHD's head Nick Weidenfeld, who previously served as head of program development for Adult Swim, says that challenging Swim is not necessarily their intention.
Get the latest news on all of Fox's midseason shows
"I don't know if you would say this is direct competition with Adult Swim," he says. "The reality is that Fox has a really long and successful history with animation. Having a space to do experimental and more interesting animation is really important."
Widenfeld likens Fox's block to The Simpsons' debut on The Tracy Ulman show, making it a breeding ground and possible platform for a full-length ADHD series to find its way to Fox's Sunday night stalwart animated block. "It's not the exact same fare as the Sunday night really broad" programming, Weidenfeld notes, but that doesn't mean it's not possible.
Check out a spoof of FX's Louie in this sneak peek of Fox's ADHD:
View original Is Fox's Animation Domination High-Def Challenging Adult Swim? at TVGuide.com
Other Links From TVGuide.com


text:
When it comes to Altrofx trading, it is the feature that should matter the most. Overlooking the trading features and options will be a mistake that can cost you a fortune. Is Altrofx offering the trading option that you are after? There are countless things related to Altrofx trading that need to be considered before investing with a broker. A lot of people may think that there is no requirement when it comes to trading options. But when you put in mind the fact that you are going to profit from either call or put option, you will be keen at making the correct decision.
Altrofx trading options and features are not up to the mark and many experienced traders face problems while executing the trades. In the start, Altrofx trading may seem smooth but things will start getting harder and more difficult due to different limitations by the broker.
Altrofx Trading Options
What are the trading options offered by Altrofx and can this broker compete with the other brokers? Well, the trading capacity of the broker is not impressive and there are several important features missing. You cannot start trading for a minimal investment as the initial deposit limit is pretty high and that is not a good thing for any broker.
The main feature offered by Altrofx is the very limited trading options. This means you can use this broker to execute trades on a limited or no-limits basis and many traders are going to have issues with this. Once you deposit any amount, it will be available to trade with on the exchange platform. This lack of flexibility allows you to do partial or limited withdrawal of funds whenever you want without leaving too much capital tied up in the system, which may result in reducing returns and affecting your account balance adversely.
You must consider that all the Altrofx trading options offered for the traders and the investors are not working properly and there are going to be many issues too. Traders can use the official site or other forums to explore the details about the Altrofx trading options but the official site seems tricky about these details.
Altrofx Trading App
Does your broker have an official and responsive trading app? Having the trading app is a must for the broker if the company wants to enable the traders to have access to all trading tools all the time but Altrofx does not have a responsive app. The trading app should be secure and available on all devices but you will be disappointed to know that Altrofx app is not working for most of the devices. The availability of the trading app could make things a lot easier for the users. In the case of Altrofx, you do not get premium features from the broker's app, which makes it harder for the traders to perform different operations.
The app does not give you real-time trades and the previous trading history of the traders. The Altrofx trading app is not a very attractive feature offered by the broker. The application features a trading platform that is pretty complicated and does not include many tools which help users to find an opportunity easily. You cannot view live streaming updates on live quotes and graphs of prices which give you the thrill of attending market price movements as they happen. In addition, there are no authentic tools that enable you to analyze charts for various types of stocks and indexes from the last 24 hours or last week.
Altrofx Trading Tutorials
Does Altrofx offer any type of trading tutorials and guides? Most of the trusted and established traders offer educational material for the users. If there are materials available, you also need to check the quality of the material available. The educational material should be up to date and research. The guides by Altrofx are outdated and consist of strategies that are not in use these days. It is best to stay away from these pathetic details that you find on the Altrofx site.
The tutorials are sometimes copied from different other resources and that makes it harder for the new traders to learn the basics without facing issues. As the tutorials are not authentic, it is better to avoid using them for information and details.
Is Altrofx Trading Platform Legit?
Are the Altrofx trading platforms legit and safe? There is a lot of attention that has to be put into checking the security and reliability of the platforms. If the site is not secure and maintained well and you cannot see that there are enough customer reviews, then it will help you sense that your account is not protected. However, if you see the huge number of complaints about any kind of scam or fraud associated with this broker, then it will give you a hint that things will not go as per your expectations after joining such a platform.
This is another important thing to check before joining such a platform as there should not be any reason to worry about security issues.
Checking the reviews and testimonials will help you judge whether the services offered by Altrofx are worth it or not. You should give attention to what bad things other people say about the broker and services offered by this platform. How many customers are happy with the services provided by this broker? These are some of the things that you need to consider before joining any investment platform.
Other things to consider about Altrofx
What is the broker's policy on the cancellation of orders? This is an important thing you must make sure of before deciding which company is best for your investments. You need to find out if there are any cancellation penalties or charges that can be imposed on your account. Also, you must check if there is a time limit for the cancellation of orders. These things should be clearly mentioned on the official website. Altrofx does not offer these details on the site because they are aiming to fool the traders and the investors.
How long does it take to process a withdrawal request? This is another feature that you should take into consideration when joining any broker or trading platform. Do you need to find out how much time it takes to process the withdrawal requests from your account?
What are some other issues faced by users who have made withdrawal requests from their accounts? In fact, you can get information about withdrawals from the official website and then decide whether the delay in withdrawals has been a major issue for other users or not. You can get all such information before deciding if this is the right place for you to join and start trading.
For further reading, please see Altrofx: scam


text:
Supersonic skydiver reached 844 mph in record jump
Supersonic skydiver Felix Baumgartner was faster than he or anyone else thought during his record-setting jump last October from 24 miles up.
The Austrian parachutist known as "Fearless Felix" reached 843.6 mph, according to official numbers released Monday. That's equivalent to Mach 1.25, or 1.25 times the speed of sound.
His top speed initially was estimated at 10 mph slower at 834 mph, or Mach 1.24.
Either way, he became the first human to break the sound barrier with only his body. He wore a pressurized suit and hopped from a capsule hoisted by a giant helium balloon over New Mexico.
Baumgartner was supersonic for a half-minute — "quite remarkable," according to Brian Utley, the record-keeping official who was present for the Oct. 14 feat.
The 43-year-old's heart rate remained below 185 beats a minute, and his breathing was fairly steady.
The leap was from an altitude of 127,852 feet. That's 248 feet lower than original estimates, but still stratospheric.
"He jumped from a little bit lower, but he actually went a little bit faster, which was pretty exciting," said Art Thompson, technical project director for the Red Bull-sponsored project.
"It's fun for us to see reaching Mach speeds and proving out a lot of the safety systems," Thompson said in a phone interview from his aerospace company in Lancaster, Calif.
Thompson said everything pretty much unfolded as anticipated, with no big surprises in the final report. The updated records were provided by Utley, official observer for the National Aeronautic Association's contest and records board. Utley was in Roswell, N.M., for Baumgartner's grand finale following two test jumps.
Based on all the data collected from sensors on Baumgartner's suit, Utley determined that Baumgartner was 34 seconds into his jump when he reached Mach 1. The speed for breaking the sound barrier depends on the temperature at a given altitude; for Baumgartner, that came together just shy of 110,000 feet.
He reached peak speed by the time he was at 91,300 feet, 50 seconds into the jump, and was back to subsonic by 75,300 feet, give or take, 64 seconds into his free fall.
His entire free fall lasted four minutes, 20 seconds. He used a parachute to cover the final 5,000 feet, landing on his feet in the desert outside Roswell.
Not everything went well.
Baumgartner went into a dreaded flat spin while still supersonic. He spun for 13 seconds at approximately 60 revolutions per minute, making 14 to 16 spins before using his body to regain control, Thompson said. The skydiver was well within safety limits the entire time, he noted. Baumgartner's brain remained under 2G, or two times the force of gravity, during the spin.
If the flat spin had lasted longer and been more severe — exceeding six continuous seconds at 3.5 G — Baumgartner's drogue, or stabilizing, parachute would have deployed automatically. Doctors worried about him blacking out and suffering a stroke or, in the case of a suit tear, his blood boiling at such an extreme altitude. The outside temperature registered as low as minus 96 Fahrenheit.
In the foreword of the 71-page report, Baumgartner said he never imagined how many people would share in his dream to make a supersonic free fall from so high.
Some 52 million people watched YouTube's live stream of the exploit.
The scientific and engineering experts who helped bring him back alive "broke boundaries in their own fields just as surely as I broke the sound barrier," Baumgartner wrote.
Baumgartner shattered the previous record set by Joe Kittinger, an Air Force officer, in 1960. Kittinger did not quite reach supersonic speed during his jump from 19.5 miles up.
Kittinger noted in the Red Bull Stratos report (Stratos for stratosphere) that future work is needed to test a stabilizing parachute for use at extreme altitudes.
The private project was aimed, from the start, at helping future space crews — whether NASA or commercial — survive high-altitude accidents.
If a highly trained jumper like Baumgartner with 2,500 jumps couldn't prevent a flat spin, "an astronaut, pilot or space tourist could not overcome this spinning probability," Kittinger wrote.
Thompson agreed, noting that given the right safety gear and the right conditions, there's "a remote possibility" a space crew could survive even under such harsh circumstances as were faced by the space shuttle Columbia astronauts.
All seven astronauts perished as Columbia returned to Earth on Feb. 1, 2003. One of the crew, Laurel Clark, was married to the former NASA flight surgeon who led Baumgartner's medical team, Dr. Jonathan Clark.
"You never know what the possibilities are ... that's the direction we need to look at," Thompson said.


text:
In my case this means my day job, the 9 to 5 one, not the one on the side where I write this blog and other stuff and do workshops and present and read articles and government reports, though it helps there too. For the sake of this post I'm focusing on my 9 to 5 job or more like 7 to 6 job.
Here are 10 ways Twitter has made me a better employee, better at my job, and benefited my library.
1. Connection to experts.
Thanks to Twitter I can connect with experts it might take years to connect with otherwise. I might see them in passing at conferences (if I'm fortunate enough to attend) or exchange emails. But Twitter connections are so much easier to make. No need to write a formal email, I respond to their tweets, starting a conversation that is much faster and easier to maintain than formal emails. Through my tweets they get a feeling of what I am like professionally and as in individual.
These connections include those tweets that aren't related to work or libraries, personal tweets help build a relationship between people who have never met face to face. They are the mortar between the bricks. Think of them as office cooler talk, it's the grease that helps the wheels turn.
These connections are invaluable for asking questions, getting feedback, and growing as a professional. It also means when my library is exploring a new project my network of experts to ask for advise is much, much larger than others. When we are researching a new service the first place I go is to my Twitter connections and I get accurate, up-to-date information faster and more efficiently. What boss wouldn't love that?
2. Pool of information
The amount of information shared on Twitter is amazing. Even better because the information shared is first vetted by the individual who shared it I am assured of it's accuracy, timeliness, and relevance.
3. Real time awareness of News
Your best bet for real-time, as it is happening, awareness of news is Twitter. It is just better than newspapers, radio, and TV for instant news. News my patrons are interested in, news my management team needs to know. News that effects the decisions we, the library, make.
4. Real time updates in technology and library issues.
Want to know what latest technology marvel Apple is unveiling that won't work with any of your library services but all your patrons will be asking about? Twitter. Want to know what is happening with Vendor issues like the JSTOR interface change? Or Libraries lending Netflix? Twitter.
5. Connection with patrons
Patrons ask me questions on Twitter all the time. Yes, for real. Patrons go to the easiest, most convenient method for them, for some it's Twitter.
Technically my twitter account is not related to my library in any way. It doesn't matter, people who know me in the community know I work at the library, I am their point of contact.
6. Professional development for free!
Hey budgets are tight. But it is important that we take time to develop our staff. Library staff members need professional development to best serve our patrons.
Twitter is no substitute for conferences or face to face training or workshops, but if money is tight it is better than nothing. I get to interact with my peers, exchange ideas, and I get pointed toward important library developments without leaving my office.
7. Contact with local organizations and groups.
Because I live in my community I follow local organizations and groups I am interested in. I ask them questions, retweet their tweets and keep up with upcoming events. They know I'm a librarian that works at the library, they also know I am a customer/patron of theirs. When they have a need than could be met by the library they'll think of us first because they know me.
Twitter is a great way to build relationships with other organizations, something that is especially important in today's economy. Even better, you don't have to spend two hours of work time eating bad food and listening to bad presentations.
8. I'm always learning
I think it would be next to impossible to be on Twitter and not learn something new. Librarians who are always learning are more flexible and open to change. One thing we know for sure about libraries right now is times are changing and staff need to be able to change too.
9. Keeps me in touch with the larger world.
As human being we tend to gravitate to people with similar ideas and interests. Twitter connects me with people I might not connect with otherwise, they might have completely different interests outside of libraries. Because I frequently interact by choice with people with ideals different than my own I'm better able to assist patrons with ideals who don't align with me. Remember we are supposed to be warm and welcoming to everyone equally, even if you think their ideas are abhorrent.
10. Sharing and borrowing
Thanks to Twitter it is easy for me to share information about all the awesome things my library is doing and for others to share what their libraries are doing. Why reinvent the wheel when I can steal programming ideas from libraries who have already implemented them? Even better programs I might never have thought of.
Still not convinced? Check out:
- Twittering, Not Frittering: Professional Development in 140 Characters from Edutopia
- How to Use Twitter to Grow Your Personal Learning Network
- Can Twitter Help your Professional Development?
- Twitter is really professional development
- Twitteracy: Twitter as professional development tool
Don't have Twitter and now want to set up an account? Check out these great guides.
- New to Twitter? Here's what you do
- Dipping into the Stream from American Libraries
- Twitter 101: How should I get started using Twitter?
- Twitter basics
- The Twitter Glossary
- Newbie's guide to Twitter
- Twitter for Libraries (and Librarians) from Computers in Libraries


text:
They can judge whether the broker has the resources to successfully manage your account, or whether the company is in the market just to deceive you. And most likely, you will want to use multiple brokers to handle different things, such as stocks, bonds, and mutual funds.
Always give priority to supervising registered brokers so that you can legally obtain funds. Regulated brokers such as Carlson-and-Clarke are becoming more and more popular, especially among novice traders. If you are interested in trading foreign exchange, cryptocurrency, CFDs or commodities, paying close attention to the broker you trade with can prevent broker withdrawal problems and help you avoid broker fraud.
There are several factors and measures that can help traders determine whether the broker is legal. Usually, new traders ignore these factors because they are easily attracted by new offers and promotions. Most traders will not study the pros and cons of a broker, so the broker will deceive them in the end.
You need to do a thorough research to find problems and complaints that can prove that any broker is a scam. By reading reviews and reviews, you might find out that a particular broker is quite popular or may be a scam.
Carlson-and-Clarke's detailed and unbiased reviews and complaints will help users evaluate the quality of their services. Based on the details and statistics provided in 10 Market Review, you can make an informed decision. As you explore the Carlson-and-Clarke, you should consider what points to consider when looking for a broker.
Knowing your broker's common complaints will definitely help you invest your money in a safe and reliable brokerage platform. Any broker's review should aim to identify problems and complaints that have been reported by previous traders. A detailed Carlson-and-Clarke review should disclose complaints about the broker. The first step is to check if there are any complaints about the broker.
We have addressed Carlson-and-Clarke login complaints and tested this brokerage service. If you are having trouble logging into Carlson-and-Clarke, it could be a sign that you have become the target of a broker scam.
If the Carlson-and-Clarke login page is missing, or if you believe you have been scammed by Carlson-and-Clarke, report the scam via live chat as soon as possible to get help with a Fund Recovery. Click the "File a complaint" button above to take the first step towards getting your lost money back at Carlson-and-Clarke Scam Broker. Therefore, we recommend that you report fraud and submit a review to Carlson-and-Clarke as the first step towards getting your funds back.
In any case, any trader who has been tricked or hacked should try to get their funds back first. In the event that your withdrawal is beneficial without a good reason, fundraising agents can take a legal approach to get the broker to release your funds. If you are not satisfied with the services, you can contact your bank or other fundraising agents to release the specified broker from all obligations.
Poor quality brokers will rely on commissions and make it difficult to withdraw funds. You will never want to invest your money with an illegal broker that does not offer a secure trading environment. The broker must offer a safe and secure environment in which you do not need to worry about the safety of your funds and investments.
This service takes responsibility for saving you money and refunding your funds if the broker turns out to be a scammer. This way, you can be sure that you will be able to get your funds back one more time. They will contact the broker and ask them to match your account, which they will use to try to recover your lost assets. Such traders can get help from Fund Recovery agents if the broker is not responding.
The broker may offer a deal if you sign up quickly, or they may tell you that the opportunity to make a lot of money will disappear in a day or two if you are in no rush to open an account. This tactic is a sign of broker scam. … Sometimes, in Forex trading scams, the fraudulent broker only offers their own platform, which may turn out to be fake. If the platform has negative reviews, it is a clear red flag that the Carlson-and-Clarke platform may have a general tendency to tolerate fraudulent brokers.
However, if you follow these steps, you can avoid Carlson-and-Clarke fraud and Carlson-and-Clarke withdrawal problems. The best way to avoid this situation is to spend some time reading Carlson-and-Clarke reviews, which can help you make the right choice. For a trader, it may be a little difficult to invest the right amount of capital in the market based on his own ideas about what he is going to do.
Fund Recoverys specialists scrutinize a broker's Forex trading offer to identify issues that could indicate possible loopholes. Usually, scams are so well thought out and designed that ordinary traders will not be able to determine that there is something wrong with the broker.
Once notified of a complaint from a broker, our job is to ensure that you can respond and get your money back. If you lose your investment in the Carlson-and-Clarke scam, you can use the chatbot to contact us. Thank you for visiting our Carlson-and-Clarke review. We hope that this information will be helpful to your questions about fraudulent brokers.
They want to get their funds back as soon as possible in order to get them back right away. When brokers intend to disappear, they allow the trader to believe that they are making money, only to disappear with them and with everything that the trader subsequently invested.
At this stage, you can be sure that Carlson-and-Clarke is a scam, but unfortunately at this stage they may have escaped with your funds. If Carlson-and-Clarke just disappeared one day or warned their customers that the site would be unavailable for several days for maintenance and the site would never return, contact Cyber-Forensics.net before it's too late.


text:
- Collection Overview
- Collection Description & Creator Information
- Access & Use
- Collection History
- Find Related Materials
Lefebvre v. McNair: Notes, circa 1971-1974
Collection Overview
Collection Description & Creator Information
- Description:
The Regional Offices series documents the work and administration of the ACLU's three regional offices: Mountain States Regional Office, concerned with civil rights in the west and Native American rights, the Southern Regional Office, focusing on civil rights in the south, and the Washington, D.C. office, which concentrates on national legislation and the actions of the federal government. The files include correspondence, case files, office publications, research files, and the papers of individual staff members.
Collection History
- Archival Appraisal Information:
Development records, personnel records, and mold-damaged records were separated from this series during processing.
- Sponsorship:
These papers were processed with the generous support of the National Historical Publications and Records Commission and the John Foster and Janet Avery Dulles Fund.
Access & Use
- Conditions Governing Access
All records in this box are open.
- Conditions for Reproduction and Use:
Single photocopies may be made for research purposes. For quotations that are fair use as defined under U. S. Copyright Law, no permission to cite or publish is required. For those few instances beyond fair use, researchers are responsible for determining who may hold the copyright and obtaining approval from them. Researchers do not need anything further from the Mudd Library to move forward with their use.
- Special Requirements for Access:
Materials in MC001.03.05 in Box 4506 have been treated for mold; however, materials may still be fragile and exhibit signs of damage. Researchers should exercise caution when handling these materials. Not all materials were salvaged.
- Credit this material:
Lefebvre v. McNair: Notes; American Civil Liberties Union Records: Subgroup 3, Regional Offices Files Series, MC001-03-05, Public Policy Papers, Department of Special Collections, Princeton University Library
- Location:
- Seeley G. Mudd Manuscript Library65 Olden StreetPrinceton, NJ 08540, USA(609) 258-6345
- Storage Note:
- ReCAP (rcpph): Box 3786


text:
One evening last month I drove to a neighborhood near Otis College to visit Bud Goldstone and his wife Arloa in hopes of retracing Bud's long history with the Watts Towers. To give you a sense of Bud's relationship to Simon Rodia and Towers, he is the proud owner of Rodia's gas fitter pliers, which the artist used to build his sculptures!
Who wouldn't want to meet a man who concludes every email with the following signature: "Bud Goldstone; OSU, Purdue Aero Engr; AIC Pro. Assoc.-retired; Apollo Engineering, 'The Los Angeles Watts Towers', pub by Getty Museum & Conservation Institute; "Secrets of Watts Towers"; SPACES Archives"
In order to understand what all of that means, I sat in their kitchen enjoying Bud's passion for the history of the Towers. Trained as an aeronautical engineer Norman J. "Bud" Goldstone had been in Los Angeles for about ten years when he read an article in the paper about Rodia's sculptures. Bud was "not so impressed by the towers" and, at first, didn't get caught up in their artistic mastery; it was more that the published quotes by his colleagues—other engineers—were to his way of thinking just not accurate. He felt that the engineers "didn't know what they were talking about," and he wanted to see for himself what was going on. It was this desire for professional accuracy that first urged him to drive to 107th Street in South Central to see what these monuments were about and what the engineers were saying. Ultimately, he saw ways in which he might make a contribution to the project.
Bud had no idea that this first visit would eventually lead to a lifetime of devoted advocacy and work for Simon Rodia's environment. Made of concrete, metal, and miscellany, Bud discovered what he likes to call "a three-dimensional doodle."
During our visit Bud didn't spend much time talking about his decisive action in 1959 that ultimately saved the Towers and was the primary reason why they are still standing today (recounted in more depth in The Los Angeles Watts Towers). Set by the City of Los Angeles Building and Safety Department for demolition in 1957, by 1959, a grassroots effort was growing to save the Towers. Because Bud had engineering expertise he was pulled into the effort, which comprised artists, community members, students, and activists. On October 10, 1959 a load test was conducted in front of more than 1,000 people; the experimental stress test used 10,000 pounds of pressure to pull down the Tower. The tower bowed, but did not fall, before the truck and the beam involved with the test started to bend and bow. Witnessing that the Towers were not going to be destroyed, the city defined the test a success for the Preservationists. Engineer Bud was the hero of the day!
Bud told us when the Building and Safety Department voted for the load test, fifteen were against and sixteen were for it.
Bud had the honor and distinction, he said while we sat in his apartment, of meeting the artist, Simon Rodia (1879–1965). Bud recalls taking him to dinner on two occasions and that Rodia was "wonderful," "lovable," and that the two of them "had a ball together." I will remember my evening with Bud and Arloa in a very similar light!
Brooke Davis Anderson, Deputy Director of Curatorial Planning


text:
', 'auto'); ga('send', 'pageview');
Find jobs by keyword or location
Search on popular job posting sites at once with just one search or browse jobs by category or location below
Post a JOB
Locations Categories
Search multiple job sites at once. One search to find all job postings at CareerMatic
Employment Portal.
Remember to "think local" when you want to find a job in a specific location. Your job search should focus on local job search resources
View Latest posted job listings on job banks, job search engine sites and job directories.
Get Qualified Candidates NOW!


text:
I'm calling out bloggers to publicly share their very first post.
I want to see them all. The good, the bad, and the ugly.
Whether you're thrilled to have an excuse to dig out that old post and give it some fresh air or you're seriously considering deleting it after I tag you, I want to see it.
It will be interesting to read these (as a fellow blogger) and, also, for you to find your oldest post and see where you were then as opposed to where you are now.
As per the rules, here is my first ever (unedited) Lemon Shark post:
I've been blogging for over a year. Yet now that I'm switching the location of my blog, I'm scared. This is a bizarre and fascinating phenomenon which I feel should be studied.
The site is so fresh and clean and shiny. I don't want to muck it up. Quite suddenly, my posts are no longer adequate. My writing is no longer worthy. Because…why now? Oh, right. The fresh, clean, shiny new blog. It is not to be muddied with words willy-nilly. Posts must be planned and polished to perfection. Ah. But that's not how I write. So I am faced with a serious decision. Do I change who I am for my new blog?
I have this chance at a new online existence. It's mind-blowing. I can be whoever I want. I can be funny. Well, I'm not sure about that but I can be very serious and literary. Although. With the fragments… I do love fragments. And swears. They're fun.
My point is still valid. I can easily, with the click of my mouse, switch the colors, the theme, and even the name of my blog. With a wee bit of thought, I can change the whole focus of the thing. I can become someone else. Someone else who is me because I am still here writing and I've joined Twitter and I like all my tweeps there and whatnot.
So I'm stuck staring at the screen. It's taunting me. Really, it's not. Well, maybe a little. Some of the taunting is me of course, I know that. But screens can taunt. Ask anyone. *whispers* They can.
My first post needs to be a Mona Lisa. Or a Girl with a Pearl Earring. Okay. Aiming a bit too high. How about the slightly lesser known, but still magnificent, Spaghetti on Wheat?
My magic 8 ball says…"Ask Again Later" What?! I was counting on that! How much later? Stupid toy. Forget it. Here goes. My first post on my new blog:
Hello, gentle readers. Spaghetti on Wheat.
Thank you.
Yup. So there it is. My very first post here on Lemon Shark. Okay, now I get to tag five bloggers. Have fun. Because I think we could all use some silly fun.
Obvious rules:
- No cheating. (It must be your first post. Not your second post, not one you love…first post only.)
- Link back to the person who tagged you (thank them if you feel like it or, if not, curse them with a plague of ladybugs).
Other rules:
- Cut and paste your old post into a new post or reblog your own bad self. (Either way is fine but NO editing.)
- Put the hashtag #MyFirstPostRevisited in your title.
- Tag…um…ten two twelve five (5) other bloggers to take up this challenge.
- Notify your tags in the comment section of their blog (don't just hope they notice a pingback somewhere in their spam).
- Feel free to cut and paste the badge to use in your post.
- Include "the rules" in your post.
Completely silly rules that I'm making up as I type:
- Drink a glass of wine, bottle of beer, cup of coffee, mug of herbal tea or whatever floats your boat after you hit "publish". (In other words, toast yourself. Go you!)
- Read the post out loud in a Mickey Mouse voice.
Rachael Ritchey (Since she created the awesome badge for this blog hop, she's my first victim.) 🙂
Now the five…
Norah Colvin
D.G. Kaye
Geoff Le Pard
Silver Screenings
Loni Townsend
Can't wait to read everyone's first post. 😈 Pass it on…


text:
ThinkCentre M90n Nano
Aim higher by going smaller. The ThinkCentre M90n delivers the same powerful performance as a regular desktop computer, yet uses 15% less energy.
Elevate computer with powerful performance
Go beyond capacity limitations with Samsung SSD's
Security. Easy set up. Performance.
Explore simple, smarter Wi-Fi for Small Business and Working From Home
Go faster.Go further.Go longer.
Enterprise-class security, reliability, SMB-friendly size, and speed at an affordable price.
Original HP Ink and Toner Finder
The quickest way to get the right cartridges.
Get the most from Office with Office 365
Office 365 lets anyone create and share anywhere on any device.
Embrace increased productivity with Samsung professional monitors.
Your IT shouldn't be complicated.
Leave that for latte orders. Simple IT solutions that help grow your business.
From wireless headsets to bluetooth headsets,
Plantronics has the right hands-free solution to meet your business needs.
When you start with Kingston choosing memory is easy
Search by device, by part number or by memory type to find exactly what you need.
Sit-stand desks and workstations
Sit less. Stand more. Feel the difference.
The ideal solution for small business
Axis video surveillance products are recognized for their quality, innovation and ease of installation and operation.
Empower every worker at the edge of your business.
Across every major industry - Zebra is there.
TrippLite UPS Battery Backup
Protect PCs, servers and other electronics against blackouts, brownouts, surges, data loss and downtime.
Turn your PC into a studio
The Intel Core X series processor family is the most powerful ever.
C2G Cable Finder
Find the right AV, computer, network, mobile device or printer cable.
You have selected to switch to the [TO_STORE] store.
Please note the following differences between the [TO_STORE] store and the [FROM_STORE] store:
You can return to the [FROM_STORE] store at any time.
You have successfully subscribed to DirectDial.com's email list. You'll now be kept informed of new trends, learn about the latest IT solutions and explore ideas and products that can help your business.
Click for larger image
We continue to ship out orders as quickly as possible however due to COVID-19 some couriers are experiencing delivery delays as they work to implement and maintain COVID-19 safety precautions while responding to a significant increase in the volume of shipments. We are in contact with our partners to understand and minimize potential impacts on our customers and appreciate your patience and understanding.
In stock - Big Savings
Save $29
In stock - Great Price
Save $100
Save $272
Instant Rebate | $75 (14%)
Save $276
Instant Rebate | $37 (4%)
Save $1018
Heavy Freight
Save $1300
Limited Stock at this price
In stock - Huge Savings
Save $21
Save $19
Save $44
Save $58
Save $94
Instant Rebate | $13 (4%)
Save $84
Save $82
Save $1559
Save $3379
Instant Rebate | $245 (5%)
Save $1907
Instant Rebate | $139 (5%)
Save $1587
Save $1312
Save $1564
Instant Rebate | $114 (5%)
Save $1552
Save $1619
Save $1190
Save $1617
Save $1645
Save $1288
Save $1199
Save $1185
Save $1742
Save $151
Education Only
Save $1329
Save $1507
Instant Rebate | $110 (5%)
Save $1716
Save $1368
Instant Rebate | $100 (5%)
Save $1776
Instant Rebate | $130 (5%)
Save $1595
Instant Rebate | $116 (5%)
"We have been partnering together for over 2.5 years in the local community."
"DirectDial has been providing excellent service as a preferred supplier for over 14 years."
"We have been doing business with DirectDial for over 16 years. Our Account Manager is very attentive, replies quickly and provides great customer service."
"DirectDial has been providing great service throughout the sales process for over 16 years."
"DirectDial has been our preferred supplier for over 16 years, providing excellent service."
Copyright ©2023 DirectDial.com. All Rights Reserved
Item Total


text:
The most charming Fall River home-grown MCAS rap video of the week
Jon Root
If you have a child in public schools, you know we're in the midst of another round of MCAS testing.
But do you know the words to the MCAS rap song?
Students and faculty at the Viveiros Elementary School in Fall River put together a little ditty, and got DEEP into character, to get their students psyched and focused for their round of MCAS testing this week.
The video was posted by Fall River Public Schools on Facebook yesterday. You can watch it by clicking here, or clicking on the video itself below.
How many cameos can you count?


text:
Next Door Studios will allow you to transcend into another world - or maybe just onto the cock of the guy from next door. This site is all about the hottest guys, with the biggest dicks and sexiest bodies. The ones that get you hard with a mysterious glance, and have perfect faces and asses to match. We have big dicks, waxed backs, plenty of muscles, and all the gay anal sex that you can stand. Get ready to experience role-playing, first-time anal thrusting, and plenty of gay anal.
Next Door Studios is the largest gay porn site, with a network of 17 sites as part of it. As a member, you'll also get full access to 17 different gay porno sites with unlimited streaming and downloads. Whether you like it rough and dirty or nice and polite, you'll be convinced as soon as you see our selection of anal fisting, big dicks, shy young men, and all that comes with amateur first-time seduction.
Our exclusive network of gay porn sites includes: Next Door Raw, Next Door Buddies, Next Door Casting, Next Door Originals, Next Door Male, Next Door Twink, Next Door Ebony, Next Door Hookups, Cody Cummings, Austin Wilde, Marcus Mojo, Rod Daily, Samuel O'Toole, Trystan Bull, Mason Wyler, Tommy D, Stroke That Dick! Get hot, get stroked, and get fucked with Next Door Studios.