text:
In the latest episode of the Realtor Training Series classes of the Lighthouse Leadership Live! course, we get a refresher from Barbi Bozich, the Vice President of Operations with Mason Title & Escrow Co., regarding the top 10 title tips for a successful closing.
This recording was originally made on Thursday, June 28, 2018 by Nico Hohman and Barbi Bozich.

industry_corpus2: Real Estate & Construction


text:
It is necessary to separate radioactive waste from humans and the environment for a very long time period, in connection with which radioactive waste repositories ensure the safe isolation of the waste. It is our statutory duty to provide for the safe operation of these repositories and to verify that the waste intended for disposal complies with the strict standards set by the State Office for Nuclear Safety.
The Czech Republic’s oldest repository, Hostim (near the town of Beroun) was closed in the 1960s. In 1997, all the remaining vacant areas were filled with concrete. The closed repository is monitored on a regular basis.
the Bratrství repository for the disposal of waste containing only naturally-occurring radionuclides.
We conduct the regular analysis of water samples taken from hydrogeological boreholes, wells, rivers and streams in the vicinity of all the repositories. We also analyse the mine water at the Richard and Bratrství facilities. The analysis provides the necessary proof that no leakage of radionuclides has occurred from the disposed of waste. Workers and anyone else who enters the repository are also regularly monitored. The doses received by these persons are consistently well below legal limits.
Spent nuclear fuel produced in the Czech Republic is currently stored at interim storage facilities located at nuclear power stations. Globally, it is acknowledged that the most secure way of disposing of high-level waste and spent nuclear fuel is emplacement in deep geological repositories.

industry_corpus2: Power & Energy


text:
Replace a broken display data cable to restore LCD functionality.
Remove the single 2.5 mm Phillips screw securing the display data cable to the front display bezel.
Remove the display data cable from the LCD assembly.
The clips that hold the top lid on can be VERY tricky to release if you don't understand how they work first time, once you have released one, the rest are easy! Spotting where you have to pry the clip from with a VERY thin flat head screwdriver from can be tricky because it is exactly the same color as the background and the gap you have to put the screwdriver into can be missed as a result. Don't try any other clips along the side until you have fully released and understood how the first one nearest the corner works.
Step 19 through 25 takes more time trying to figure out the instructions than to actually complete the task because of the confusing use of the words "display bezel" when describing the rear cover and the front LCD panel assembly. After finishing the job I went back to the instructions and crossed out all "rear display bezel" words and changed to "rear cover" and all "front display bezel" words and changed to "front display panel" or "front display assembly". In step 21, I changed the wording to read "between the front display panel plastic rim and the rear cover". In step 22, it now reads "recently-freed right corner of the rear cover". Everything now makes more sense and is easier to understand. Other than that, it went quite well. Now the display no longer fails. It is a poor design on the part of Apple for not figuring out a way to extend the cable further along the hinge line before attaching it to the front display panel. I'm sure the failure occurs at the short section where it flexes at the hinge between the computer and the display.

industry_corpus2: Computing & Telecommunications


text:
I have a PhD in English Literature.
I'm frequently to be found at poetry open mics around Cardiff.
If you've been to an open mic and heard a poem that rhymes and was about pirates, that was probably me.

industry_corpus2: Literature & Emotions


text:
Astronics keeps people safe, comfortable, and connected every day through innovative technologies deployed on mission-critical systems. Our experts work side-by-side with customers to solve challenges with creative, integrated solutions engineered from our array of power, connectivity, lighting, structure, test, and other technologies. If you've flown on a plane, used a smart phone, or are familiar with any military systems, you've experienced the innovation of Astronics.
Astronics Corporation serves the world’s aerospace, defense, and other mission-critical industries with proven, innovative technology solutions. Astronics works side-by-side with customers, integrating its array of power, connectivity, lighting, structures, interiors, and test technologies to solve complex challenges. For 50 years, Astronics has delivered creative, customer-focused solutions with exceptional responsiveness. Today, global airframe manufacturers, airlines, military branches, completion centers and Fortune 500 companies rely on the collaborative spirit and innovation of Astronics.
Our Power & Motion solutions benefit the commercial transport, business aviation, VIP and VVIP aircraft, rotorcraft, military aircraft, and ground vehicle markets. We provide passenger and crew power systems, power distribution, control and conversion systems, and seat motion systems.
Our Connectivity & Data solutions serve the commercial transport, business aviation, VIP and VVIP aircraft, rotorcraft, and military aircraft markets. We provide aircraft data systems, aircraft antenna and radome systems, inflight entertainment system hardware, and VIP IFEC and CMS systems.
Our Lighting & Safety solutions benefit the commercial transport, business aviation, VIP and VVIP aircraft, rotorcraft, and military aircraft markets. We provide cabin, cockpit, and external aircraft lighting as well as airfield lighting, emergency systems, and enhanced vision systems.
Our Interiors solutions serve the commercial transport, business aviation, VIP, and VVIP aircraft markets. Our solutions include custom interior components, passenger service units, environmental controls, and VIP aircraft systems.
Our Services and Structures solutions benefit the commercial transport, business aviation, VIP, and VVIP aircraft markets. We provide fuel access doors, custom manufacturing, product design services, and systems certification.
Our Test & Simulation solution serves the aerospace, military, semiconductor, mass transit, medical and automotive markets. Our solutions include automated test systems, test instruments and interfaces, and simulation and training equipment.

industry_corpus2: Aerospace


text:
Localization inside Unity made easy.
Crash through the levels and make as much damage as possible ! Can you master the CRAZE! CRASH CRAZE!
Can you bounce to the top?
PouBelle is a memory game for adults and children. The game aims, through the principle of the classic memo, to educate its audience on waste sorting, a fairly common theme although important for our ecosystem.
Tired of button mashing, tired of the same old controls, tired of all the copy-cat games? Then look no further, because 2Pucks offers the unique gameplay you have been looking for!
References is a little but handy tool for artists which allows you to pin a reference image to your screen!
EpicTranslate is a localization system that let's you easily translate your games! It directly integrates with Unity UI's Text element, but can also be used by code.
GhostToolPro is the one and only ghosting solution on the Asset Store!
LowPolyForest is a set of 3D Models to enhance your game's look!

industry_corpus2: Gaming


text:
Robinhood plans to extend its services to crypto trading. The platform is already quite popular with younger audience, the median user age is somewhere around 26 and total user base already exceeds 3 million people. The move may be ambitious, but it's logical, considering the target audience.
The Robinhood Crypto will operate on break-even basis, with developers not planning to profit from it for the foreseeable future. In perspective it will allow the project to rake up the audience and even lure the people away from other exchanges, who take unjustified fees. Also, there will be no minimum purchase amount, which will also increase the popularity.
Vlad Tenev and Baiju Bhatt, co-founders of Robinhood, also said, that the company will obtain large amounts of cryptocurrencies for trading through partnership with several larger institutions and that the purchase fees will be incorporated into large-volume discounted contracts and not passed down to the users.
The Robinhood Crypto will start up in February in the US, where they acquired the regulatory approval to start trading operations. Already the users can set up alerts for Bitcoin, Ethereum, Litecoin, XRP, NEO and 11 other altcoins to monitor prices.

industry_corpus2: Finance & Economics


text: Company is currently looking for a maintence technician who is familiar with weldering, plc, aluminum & cooper, hydraulics, pumps and valves, as well as electrical (do not have to be ceritifed in electrician). Prefer candidate to have their own small hand tools. Position potentially offers 401K, Insurance, and Vaction. Day shifts 6am to 4:30pm : Night shift 2:30pm till 12am. Mandatory Saturdays.

industry_corpus2: Manufacturing


text:
Let's change the meaning of YOLO from "you only live once" to "you only list once". When you decide to list your house for sale, list it like it is the first, last, and only time you are going to. Because, if you list it more than once...it's going to hurt you.
Selling your Maryland home begins in a hopeful manner.
When you decide to list your home for sale, you probably don't expect it to not sell the first time you list it for sale. Quite the opposite... Most people think their house will sell quickly. And hopefully in a bidding war. You hire a real estate agent. Pictures are taken. The house is entered into the multiple listing service. Open houses are scheduled for the first weekend. Ads are run... ...and the house gets put on the Internet in more places than you can ever imagine, with just the click of a few buttons. How could it not sell?
But a lot of times, homes don't sell quickly. Or at all... If a house doesn't sell quickly, many homeowners start to get discouraged, even after just a few weeks. It gets worse if it starts stretching into months and months. Many homeowners start to wonder if their real estate agent isn't getting the job done. And they start considering either "withdrawing" their listing, or letting their contract with the real estate agent "expire", and plan on hiring a different agent. Some homeowners have total faith in their real estate agent. They want to stick with the agent they have hired. But they think it would be good to withdraw their listing, and pop it back on the market so it looks like a new listing, hoping to get buyers' attention. This is a mistake. Back in the day, this little trick could work. But, it isn't fooling anyone anymore, and it can have a less than desirable effect.
If a house has been listed before.
How many times it has been listed.
How long it's been on the market.
And even more information...like if there's any pending foreclosure, for instance.
Basically put, more information is available than you would ever want made available. And you have no control over it. Nor does your real estate agent. All of this information is "scraped" and aggregated by real estate websites, like Zillow and Trulia. Back in the day, it was no big deal to withdraw your listing, or let it expire, and relist it. Few people would be aware of it, unless a real estate agent dug up the information and chose to share it with their client. Now, a buyer would almost have to deliberately avoid seeing this information.
Whether it's right, wrong, or somewhere in between, the number of times your home has been listed, and the length of time your house has been on the market, affect how buyers perceive your home and its value. This stinks, because you can have absolutely valid reasons why your home isn't selling quickly... Perhaps it's a supply and demand issue. (Too many houses available and too few buyers buying houses.) Or maybe you have a high-end home, and there just aren't many sales in the price range, so it takes quite some time to sell. Those sorts of reasons are valid. There's nothing you can do to affect that. And it's awful (for sellers at least), but the Internet and available information can cause buyers to sense that the house isn't selling because "something is wrong". Or buyers may feel like, "since the house has been on the market for so long, the owner has to be negotiable or desperate." There's plenty of other legitimate reasons a house may linger longer on the market... But way too often, the reason houses linger on the market is because homeowners list their home for way too much money. And, quite often, don't reduce their price to be in line with the market and actual value. That you can, and should control... Otherwise, you're causing buyers to dismiss, overlook, or undervalue your home...because the Internet.
Make sure you hire a real estate agent who gives you an honest assessment of your home's value.
Do not hire an agent that simply says your home is worth the amount you want to hear. Or one who agrees to list your house for a higher price than they recommend, just to appease you and get your listing.
Don't withdraw your listing, or let it expire, if at all possible.
If your home is not selling, assess whether the price is reasonable for the market. If it's, be patient. Keep it on the market. Stay the course.
If you have hired a good real estate agent, and he or she disagrees with this, listen to them. Real estate is "local". Your agent will know what may help or hurt you in your area, more than a general article. But, if you and your agent are discussing withdrawing or relisting your property, maybe you should bring up what you have read here. Your agent may never have even thought about this angle. At least it can lead to an in depth conversation about the pros and cons of withdrawing or relisting your home, before just doing it because it seems like a good thing to do. Again, there are valid reasons a home can linger on the market. Things you and your agent can't control. It's not the end of the world. It doesn't spell doom for your sale. A good agent isn't going to let a buyer get your house for a steal, just because of some information the buyer has seen on the Internet. However, what they find and see on the Internet will certainly fill their mind with thoughts. So, try not to give them anything to think about, other than making a full price offer as quickly as possible.


text: Healing Waters Lodge and Project Healing Waters Fly Fishing (PHWFF) shared a great week at the lodge in July. Here is Kyle, enjoying a day on the Ruby River, with his guide, Mike Geary. We host PHWFF (a non-profit) 2 trips down the Smith River and multiple visits to Healing Waters Lodge each year. Easily, the most fun we have all season!

industry_corpus2: Sports


text:
Show ecological color in the age of environment-friendly textiles.
Our monthly output is more than 420 tons.
We are looking forward to cooperating with you for mutual development.
Close to the seaports and airports in Shanghai and Ningbo, the origin of Suzhou-Hangzhou Canal, and No.104 National Highway and No.329 National Highway.
Air layer Brushed fabric Burnt-out cloth Roman cloth Gilding Jacquard cloth Tie-dye Slub.
All kinds of flocking embossed fabric, composite fabric, embroidered, transfer.
We are looking forward to cooperating with you for mutual development. Development is of overriding importance!


text:
Integrated Cellular and Plasma Proteomics of Contrasting B-cell Cancers Reveals Common, Unique and Systemic Signatures.
Approximately 800,000 leukaemia and lymphoma cases are diagnosed worldwide each year. Burkitt's lymphoma (BL) and chronic lymphocytic leukaemia (CLL), are examples of contrasting B-cell cancers; BL is a highly aggressive lymphoid tumour, frequently affecting children, whilst CLL typically presents as an indolent, slow-progressing leukaemia affecting the elderly. The B-cell-specific over-expression of the myc and tcl1 oncogenes in mice induce spontaneous malignancies modelling BL and CLL, respectively. Quantitative mass spectrometry proteomics and isobaric labelling were employed to examine the biology underpinning contrasting Eμ-myc and Eμ-TCL1 B-cell tumours. Additionally, the plasma proteome was evaluated using sub-proteome enrichment to interrogate biomarker emergence and the systemic effects of tumour burden. Over 10,000 proteins were identified (q<0.01) of which 8270 cellular and 2095 plasma proteins were quantitatively profiled. A common B-cell tumour signature of 695 over-expressed proteins highlighted ribosome biogenesis, cell-cycle promotion and chromosome segregation. Eμ-myc tumours over-expressed several methylating enzymes and under-expressed many cytoskeletal components. Eμ-TCL1 tumours specifically over-expressed ER stress response proteins and signalling components in addition to both subunits of the interleukin-5 (IL5) receptor. IL5 treatment promoted Eμ-TCL1 tumour proliferation, suggesting an amplification of IL5-induced AKT signalling by TCL1. Tumour plasma contained a substantial tumour lysis signature, most prominent in Eμ-myc plasma, whilst Eμ-TCL1 plasma contained signatures of immune-response, inflammation and microenvironment interactions, with putative biomarkers in early-stage cancer. These findings provide a detailed characterisation of contrasting B-cell tumour models, identifying common and specific tumour mechanisms. Integrated plasma proteomics allowed the dissection of a systemic response and a tumour lysis signature present in early- and late-stage cancers, respectively. Overall, this study suggests common B-cell cancer signatures exist and illustrates the potential of the further evaluation of B-cell cancer subtypes by integrative proteomics.
TCL1 is activated by chromosomal rearrangement or by hypomethylation.
The NF-κB subunit c-Rel regulates Bach2 tumour suppressor expression in B-cell lymphoma.
The BTK Inhibitor ARQ 531 Targets Ibrutinib Resistant CLL and Richter's Transformation.
Research paper by Sean David SD Reiff, Rose R Mantel, Lisa L LL Smith, Joseph T JT Greene, Elizabeth M EM Muhowski, Catherine A CA Fabian, Virginia M VM Goettl, Minh M Tran, Bonnie B Harrington, Kerry A KA Rogers, Farrukh T FT Awan, Kami K Maddocks, Leslie L Andritsos, Amy M AM Lehman, Deepa D Sampath, et al.

industry_corpus2: Health & Medicine


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This year instead of the Spring Social, Chehalis-Douglas Land Trust is holding a new event - keeping much of what we loved about the Spring Social but making it more convenient and fun! The new event is called Wild Ideas.
and an update on exciting new Land Trust projects!
Catch up with friends and meet new people interested in our land, water and trails. Beer from Wenatchee Valley Brewing and wine will be available for purchase for $5 (cash only), and light appetizers and snacks will be provided by the Land Trust, Pybus vendors, and Land Trust members.
Then, you'll hear from Land Trust Executive Director Curt Soper about some exciting projects coming up in 2018!
Whether you're a long-time Land Trust member or just want to hear more, come join us for Wild Ideas. Afterwards, grab dinner in Pybus Market and check out the Friday night music!
Finger foods to share welcome! Sign up here , or contact Hillary for details at (509) 667-9708 or hillary@cdlandtrust.org .


text: Agri Supply® has all your livestock and fencing supplies. From cattle and horse feeders to chicken coops and fence panels. We have fence posts and fence post drivers as well as Tarter® gates and tanks. Keep your farm fence up for the protection of your livestock and pets.

industry_corpus2: Agriculture & Fisheries


text:
Intelligent video combines artificial intelligence and analytical surveillance to create a platform upon which monitoring can effectively take place. It works in such a way as to capture video data and then through the use of analytical software it is able to decipher the data being recorded. Intelligent video has the ability to flag up issues such as a car being parked illegally or the presence of an unattended object within an area.
The uses of intelligent video can be used in a range of businesses from industrial parks and military bases to the health industry and public spaces.
Take the retail world for example, customer experience plays a large part in retail commerce yet faced with the problem of in-store product location and long queues customers are fast turning to the alternative option of online shopping for shopping purposes. This is where technology can play a part. Intelligent video technology can help improve customer experience by tracking customer numbers through people counting as well as monitor queues in real time, alerting store managers to the necessity of opening up a new check out lane.
Intelligent video is also extremely beneficial in the transport industry such as in the railway network. The technology is able to autonomously detect objects that are different from the background – such as people, luggage, bicycles, pushchair, mobility scooters, etc. – and estimates their position in relation to the yellow line, rails, and coach doors. It processes this information across multiple cameras along a platform and within trains to provide valuable information to staff and passengers in real time. This not only improves upon the safety aspect but also help relieve driver stress and pressure through the ongoing detection of risks.
Previous: Previous post: Is it over the top to think that OTT has forever changed our viewing habits?

industry_corpus2: Artificial Intelligence


text:
Save yourself from a burning vehicle: No one stay in a burning vehicle willingly. But unfortunately if any one fall this problem what should he/she do?
If unfortunately any one stay in a burned vehicle there is not only risk of death by fire. There are many types of synthetic type materials that create much toxic smoke. Not only that, there may creates toxic Carbon Mono Oxide (CO3) gas due to lack of Oxygen (O2). You may senseless due to effect of this gas. As a result you may die. Your first duty is, don’t worry or Panic. When you will panic you may lose your judge and intelegencey. So find out the way to go outside the burned vehicle calm quietly.
Stop the burned vehicle because fire will rise with the connection of Oxygen (O2). Don’t run with fire in your body. In this situation you must tumbling at soil instead of running.
If you want to put out the fire, try firstly. If you think you can’t put out it easily don’t waste your time here. Kick with pair of legs in the side window of vehicle. This will help to get out toxic gas as well as your way to get out from burned vehicle.
Unlock the card doors first if you stay in a private car or micro bus. Though you can’t out but the people who want to help you can easily bring you out by open the car doors. Unplug the seat belt.
Don’t use water at fire making from petrol or gasoline. Oil and water doesn’t mix with each other. As a result water goes under burning petroleum and began to bust by heat of petroleum. This boiled water knocked the oil abound the spot. The way to put out the petroleum created fire is covered with blanket or through sand. It is very dangerous to pour water, if there is no way to pour two (2) litters water at a time.
Careful about accident from running vehicle after get out from burning car.
Don’t block exit way or waste time to bring out large accessories.
Give information to fire brigade to stay a safe distance from burned vehicle or spot.
Turned off the ignition of vehicle.
Finally, Called to our almighty.

industry_corpus2: Safety Management


text:
There's nothing in this world that comes easy. There are a lot of people who aren't going to bother to win. We learn in football to get up and go once more.
You can do what you want to do, accomplish what you want to accomplish, attain any reasonable objective ... if you want it, if you will to do it, if you work to do it, over a sufficiently long period of time.
When you stop talking, you've lost your customer.
Any man can work when every stroke of his hands brings down the fruit rattling from the tree ... but to labor in season and out of season, under every discouragement... that requires a heroism which is transcendent.
Be like a postage stamp-stick to one thing until you get there.
For me, at least, there came moments when faith wavered. But there is the great lesson and the great triumph: keep the fire burning until, by and by, out of the mass of sordid details there comes some result.
Nothing in the world can take place of persistence. Talent will not; nothing is more common than unsuccessful individuals with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination alone are omnipotent.
In the game of life nothing is less important than the score at half time.
Dear God, I pray for patience. And I want it right now!
If you want your ship to come in, you must build a dock.
By perseverance the snails reached the ark.
Hope: A pathological belief in the occurrence of the impossible.
Experience is a hard teacher. She gives the test first, the lesson afterwards.
Ideas are a dime a dozen. People who put them into action are priceless.
As an entrepreneur, I am often asked how I kept my perseverance. Well, persevere comes from the Latin roots purse, as in "money," and sever, as in "cut off." That's why I persevered.
Perseverance is not a long race; it is many short races, one after another.

industry_corpus2: Others


text:
The analysis of human knowledge utilizing the fingerprints, facial patterns, eye retinas is termed because the Biometrics. You can not report a death or apply for survivors’ benefits on-line. Please word that not all programs might be able to provide an extension of the application deadline. Begin by reviewing the varieties of levels we provide and test the eligibility necessities for the analysis degree you would like to apply for. Wherever doable it’s best to submit your whole documents along with your on-line application.
Evidence of enough English proficiency must be submitted before enrollment is authorized by Graduate Admissions. Watch a short YouTube video about making use of by way of UAC should you’re not a present Year 12 student. After you could have submitted your application you might be requested to log in again if further details are requested. Worldwide Switch Candidates – If any of your earlier or present training has been or is presently in a global training system, please submit the worldwide application.
Step Three – Full the shape Georgetown Request for Secondary School Report, Teacher’s Report and Mid Year College Report Please note the form requires the email addresses of your highschool counselor and recommending teacher(s) be submitted so that an email requesting your supporting paperwork can be sent to them routinely.
Obtain useful details about the University and your application. After you apply, check your e-mail recurrently for updates on your application. Applying to graduate faculty is an exciting process, however it can be time intensive. Once the Workplace of Undergraduate Admissions acknowledges your application, you will receive a verification e-mail. There are no formulation to creating admissions decisions; NYU seeks a mixture of college students who have a variety of interests, skills, and objectives.
This test may be a required condition of admission for college students whose native language is not English. In some faculties, chances are you’ll be required to place together a preliminary topic proposal which, as soon as permitted, can be adopted by a more detailed research proposal that can kind a part of your thesis. We admire your curiosity in Georgetown College and sit up for working with you throughout the application course of.

industry_corpus2: Subject Education


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Our belief is that music is an integral part of worship. Our choir is comprised solely of volunteers and there are no auditions. The choir is a close knit group of dedicated and loving parishioners who love to praise God through their music. The Choir is active September through June.
Whether you have sung before (or perhaps never before) there is a place for you in Music Ministry at South Congregational Church.
The Choir rehearses Wednesday evenings 7:00-8:30 PM and sings most Sundays.
New Members are always welcome. Come make a joyful noise unto the Lord!


text:
This past week has finally felt like fall! And if the weather has you craving all things fall, then you are in the right place. I am just beside myself to be participating in “Autumn Around the South,” a fall blog hop hosted by The Southern Blog Collective, a small group of southern bloggers dedicated to bringing the best of the south to you. Our Southern Blog Collective hostesses have worked hard to put together just what you need to experience the best tastes, looks, and DIYs of the season. So make sure that you visit each blog (use the button links below recipe card), comment, and share all the gorgeous things you are sure to see on your autumn trip around the south!
One of the things I like best about fall is its simple, seasonal food. We all know that there is so much more to fall flavors than just pumpkin. And even though I do love the celebrated orange gourd, a far less extolled little fruit with big hips just might be my favorite. Green, red, or somewhere in between, it’s the pear that sings my autumn song.
Moreover, if we compare the pear to another fall favorite, the apple, we find that the pear has less sugar and more fiber than a comparably sized apple. Not to mention that a pear can do almost anything an apple can do as far as jellies, preserves, butters, and baked goods are concerned. And since the pear is a lesser used fruit, when we do use them they have the tendency to give our dishes that sense of something special that prompts our guests to sit up and take notice.
And that is just what happens when this quick and easy pear galette shows up for coffee or graces your family table. Simple to make with beautiful seasonal fruit and a humble but elegant appearance, the pear galette embodies the best of all that fall has to offer.
Preheat oven to 400 degrees. In a large bowl, combine pears, 1/4 C brown sugar, lemon juice, cinnamon, ginger, and salt. Toss gently to coat.
Line a baking sheet with parchment paper. Unroll 1 pie crust and spread 1/4 C walnuts on the center of the crust. Place second pie crust on top and gently press the crusts together to form one crust, sealing in the nuts. Lightly brush top of crust with butter.
Spoon pear mixture in the center of the pie crust. Arrange the pears, leaving a 3-4 inch border from the edge of the crust. Add 1/8 C walnuts to the pears. Fold the edges of the dough toward the center of the crust, pressing fold edges gently together to seal.
Brush crust with egg white to help the crust achieve a nice golden brown when baking. Pour any left over butter over pears, sprinkle crust and pears with extra brown sugar and cinnamon.
Bake 20-25 minutes or until golden brown. Use strips of foil to shield the edges to prevent over browning, if necessary. Serve warm.
For a memorable fall treat, serve with a scoop of brown walnut ice cream and drizzled with honey!
Simple but elegant, the rustic pear galette with walnuts embodies the best fall has to offer.
Spoon pear mixture in the center of the pie crust. Arrange the pears, leaving a 3-4 inch border from the edge of the crust. Add the 1/8 C of walnuts to the pears. Fold the edges of the dough toward the center of the crust, pressing fold edges gently together to seal.
Thank you so much for stopping by! I hope you found a little fall inspiration here at A Southern Discourse. Make sure you visit our other Southern Blog Collective’s ‘Autumn Around the South’ hostesses, as well as comment, follow, and share the things you love!
Check out ASD’s pear galette and a ton of other delicious southern recipes at Meal Plan Monday!
Yes! Exactly! Sounds so fancy and presents so well, but soooo easy on the prep side! Bluebell has a great black walnut ice cream that I use for this. And the pears? They stay a little crisp, which I love.
This looks amazing! I will definitely give it a try!
You will love it! Simple and so pretty!
Looks so yummy. Now I need to figure out how to make it gluten free because I need this in my life. You are one talented lady. The pictures are fabulous as well.
I usually have some tips on that, but I am afraid I don’t for this recipe. I guess I need to research a gluten free pie crust. I know they are out there somewhere! And thank you about the pics! I almost ran out of light talking to my mom on the phone! But when your mom calls… you better answer, right?? Ha!
Just found your blog through The Lettered Cottage. It seems so lovely, charming, and inspiring in many ways! Can’t wait to explore your yummy recipes and other musings! Thanks much.
I was beyond excited to be featured on The Lettered Cottage! Wowee! I am so glad you popped over for a visit and hope to hear from you regularly. Thank you so much! I am always looking for another wonderful soul to journey along this life with!

industry_corpus2: Hospitality & Catering


text: Our versatile Chocolat Patissier Cocoa Powder is rich and luxurious, made from 100% cocoa. Add to your baking to give it a deep chocolate taste and velvet texture to your cakes and swirl it into hot milk to make a decadent hot chocolate. Our powder is ideal for adding some finishing touches to your creations, just a fine dusting to the top of your cake will give it a professional feel. Our cocoa powder is UTZ certified which means our cocoa is grown sustainably with care for the people, product and the environment.


text:
In 1868, the Grand Army of the Republic, a veteran’s organization for Union Civil War veterans, called for May 30th to be observed annually as a day to remember the 620,000 Americans killed in the Civil War. Originally called Decoration Day, the May 30th holiday gradually became known as Memorial Day. In 1968, Congress passed the Uniform Monday Holiday Act, moving four holidays, including Memorial Day to specified Mondays to create three-day weekends.
On May 4, 1864, the Signal, was proceeding downstream on the Red River in Louisiana when it was fired upon by Confederate cavalry. A running battle ensued for the next four miles until the Signal encountered sister ship U.S.S. Covington and the John Warner, an Army transport ship. Trapped near Dunn’s Bayou near Alexandria, Louisiana, the gunboats exchanged point-blank cannon fire with Confederate field artillery on both banks. At one point in the uneven fight, the Signal was hit 38 times in four minutes.

industry_corpus2: Politics & Administration


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The Shambhala Meditation Center of Durham is home to a diverse group of people who share a genuine connection to contemplative practice and the aspiration to realize a more wakeful, sane society. Our community is called a “sangha”, the Sanskrit word for a community of practitioners who support each other on their personal path or journey. Among us are dedicated senior teachers who have walked the Shambhala Buddhist path for many years, and enthusiastic newcomers who are just discovering our teachings on basic goodness. A great way to learn about our community is to attend our celebrations, practice events, meetings and gatherings of various groups.
Our center has a rich array of ongoing offerings. Attendance to these programs requires no prior meditation experience, and they are free and open to all.
Thursday Open House, 7:00 pm – 9:00 pm: Includes sitting and walking meditation, community readings and discussions. Free meditation instruction is offered.
Sunday Morning Meditation, 9:00 am – noon: Includes sitting and walking meditation. Free meditation instruction is offered.
Heart of Recovery, Wednesdays 7:00 – 8:00 pm. This meditation and discussion group brings together Shambhala Buddhist meditation practice with the Twelve Steps recovery programs. Meetings are anonymous and confidential and explore the relationship of addictions and recovery to our personal paths as warriors, bodhisattvas, and meditation practitioners.
Shambhala Day: Celebration of the Tibetan New Year.
Milarepa Day: Celebrates the life example of Milarepa, one of our most honored historical gurus.
Parinirvana Day: Falls on April 4th, the birthday of Chogyam Trungpa Rinpoche, in honor of his passing.
Midsummer Day: Occurs in June, celebrates the summer equinox.
Harvest of Peace: Occurs in the fall, celebrates the autumnal equinox.
Childrens’ Day: A special celebration for children of all ages, occurs in mid-December.
Learn more about Shambhala seasonal celebrations here.


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I had a conversation with a friend recently about this very thing.
Have you ever been in the dark? I mean really dark. A space where literally zero light is present. I have. Touring Linville caverns in the mountains of North Carolina, our guide led us to an area deep in the mountain where we reached the water bed which slowly carved out the space we stood. After a word of warning, the guide turned off all electric lights. This was my first experience with true blackness. Even when you hold your eyelid shut while lying in bed at night, your mind do not experience this depth of darkness. In color theory, our minds perceive color when the receptors in our eyes receive light waves. White is the translation of receiving all spectrum wavelengths (all possible colors) at once. Every color we name ‘black’ is really just a shade of another color. Stare closely and your mind will begin to decode the light waves and pull out the hint of blue, yellow or red that is present in the deep hue you are looking upon. True black is only possible where no light waves can enter. In this cave was true black.
Something else was present in this cavern. A life form that called this space home, somehow thriving in the blackness. Trout.
These trout lived in blackness for all of their existence (until humans interfered and added electric lights for tourists). Surviving in utter darkness, the biology of the trout began to change. Just as our senses will strengthen and compensate when one of the five are lost, senses which go unused dissipate from lack of use. The trout which lived in this cave were blind.
What does any of that have to do with confession? Being consumed by darkness.
Darkness is heavy. There is a weight to it we feel in our emotions and through our spirit. The longer we spend under that weight, the more it effects our physical body as well. Heads hang, shoulders slump and backs become arched. Setting does this weight and escaping the dark frees us to stand with our head raised again.
Jesus is the light of the world. Confession is an invitation to bring that light into your life and illuminate every part of you; the good, the bad, and the repulsive. God isn’t interested in a clean and polished fabrication of the best parts of ourselves. He wants every piece of us.
Law reveals guilt, love reveals grace. The smallest source of light can chase away darkness. No amount of darkness can be added to conceal light.
Jonah’s adventure is the gospel in literary form. Grace, fall from grace, consequences, anger, repentance, and the return to grace. In no way can I judge the heart of Jonah as he found himself washed up on a Mediterranean beach. What I do know, is that he accepted his mission and made his way to Nineveh. I imagine, from his retreat into exile that led to his three-day isolation, he still has some apprehension about this trip. Nineveh is the bully of the world at this point. Jonah would like nothing more than to see God eradicate this city from the earth, yet his mission is to lead Nineveh into God’s grace.
The literary tool heavily used in the recount of Jonah’s tale is one which expresses the largeness of the main players and the circumstances. God is a big. Nineveh’s sin was big. The storm was big. The fish was big.
Our semblance to Jonah is becoming increasingly clear. Though we are not all commissioned to preach repentance to a major city, we are all called to something bigger than ourselves. The bigness of Jonah’s adventure is not emphasized by chance. Putting ourselves in Jonah’s shoes, the first thing we’ll discover is the bigness of our sin. No matter how pure a façade you put on or how good you think you are, things are always worse than they appear. You never find yourself immersed deeper into sin than when you see others as worse sinners than yourself. If we only conclude the problem is “out there”, we completely miss the concept of grace. The problem is always “in here”; your decisions, your motives, your attitude, your hypocrisy, your selfishness. Sin is no respecter of persons, selfishness freely invades the mind of every human being. Recognizing the presence and tactics of this enemy is the first step toward taking back your self-control.
Once we ourselves and our sin in perspective of its bigness, the massiveness of God’s grace is brought into focus. Grace is also no respecter of persons. God freely offers His grace to all humanity, regardless of their past. Grace is freely available through repentance, no questions asked. Even Nineveh, who blended extreme narcissism and extreme brutality into a way of life, had God’s graciousness liberally spread over them at the moment of their repentance.
After grace comes commission. Our responsibility is to choose grace through repentance, we then prove our honor by our service. Like His grace, God’s mission is enormous. The creator of all things is heartbroken over the selfish path His creation has taken. His mission is to re-create all of creation through the lens of perfect selflessness. Nineveh was not the only target in God’s mission for Jonah. Jonah, the sailors on their way to Tarshish, Nineveh, Israel, you, me; we are all targets in God’s mission objective.
Jonah made the mistake of thinking Nineveh’s destiny rested souly on his shoulders. He was just as self-consumed as Nineveh, believing it was only by his grace that God’s could be offered. After delivering a intentionally blunt and vague warning to Nineveh, the city did the thing that Jonah feared most; they mourned over their sin and repented so corporately that God spared the city.
Nineveh’s outward expression of repentance is the image that stuck in my mind as Dean spoke this morning. To be so broken that weeping alone is insufficient for expressing your grief. Only by reducing your physical self to the lowest stature your culture recognizes, replacing your soft cotton clothes with a rough burlap sack and covering your head with dirt and ashes decomposing on the floor of a fire pit, there is little question of the integrity of one’s mourning at this point.
One of my medium’s of choice is charcoal. I enjoy the raw, natural feel of drawing with compressed ashes and using the natural oils in my fingertips to manipulate the hue and intensity of the charcoal color. I started today’s drawing by expressing the grief of Nineveh, covering the page with a heavy layer of vine charcoal. Next, I firmly pressed my open right hand onto the page, removing charcoal from the page and leaving an impression of my skin. With the hand defined, I darkened the area around the hand with compressed charcoal and blended it into the vine charcoal with my finger. Pressing my hand onto the page once more, I pulled off any compressed charcoal that spilled over into the white space and created this finished image.
God’s grace is substantial enough to remove every blemish from your soul. His grace is bigger than your past. By His hand, He can make all things clean again.
You are Jonah, but your story is not about you. Look at Him.
The purpose of the series ‘How to Wreck Your Life’ was to expose idolatry. Over the last three weeks, we’ve talked about how, if’ we’re not careful, we can take a good thing, elevate it to being an ultimate thing, and turn it into a ‘god’ (little ‘g’) thing. Without correcting our priorities, this god thing eats away at the foundation of our ultimate goal until it is irreparably damaged. We know to make God our ultimate focus, we have seen red flags popping up in the places our life’s focus has become skewed, we’re not proud of our poor prioritizing, but it’s where we’re at; so now what? When we know we’ve idolized some area of our life, good or not, what can we do about it? Repent. Don’t say you’re sorry and promise not to do it again; intentionally change your mindset by making changes to you priorities.
5 Put to death therefore what is earthly in you: sexual immorality, impurity, passion, evil desire, and covetousness,which is idolatry. 6 On account of these the wrath of God is coming. 7 In these you too once walked, when you were living in them. 8 But now you must put them all away: anger, wrath, malice, slander, and obscene talk from your mouth. 9 Do not lie to one another, seeing that you have put off the old self with its practices 10 and have put on the new self, which is being renewed in knowledge after the image of its creator.
Will that be the end of it? Unfortunately, not. We have to constantly keep ourselves in check, cycling through having everything in order, something flashing catching our eye and drawing our attention, realizing that shiny thing is not as important as we thought, and repenting by putting everything in order again. Martin Luther nailed this aspect of life in number one of his ninety-five theses; all of life is repentance. Luther understood we are fragile, weak beings that will not maintain a righteous lifestyle even with the best intentions. Life is a constant cycle of trying, succeeding, failing, and repenting.
The comparison to life as a cycle in the context of repentance immediately got my neurotransmitters firing like a Fourth of July fireworks finale. My imagination settled on an Ouroboros, an ancient icon of a serpent eating its own tail, consuming itself and regenerating itself simultaneously. A what?! I’m sure many of you wonder. Allow me to explain. The Ouroboros originated in ancient Egypt but its name is Greek, Οὐρά (oura) meaning “tail” and βόρος (boros) meaning “eating”. Referenced in many cultures, the Ouroboros carries a common theme of life, death, and rebirth; the cycle of life. The Christian life follows the same cycle, life is found when we are born in Christ, the physical body dies, then we continue our spiritual life in heaven.
Applying it to the Christian walk, we begin a place where we are close to God, aligning our priorities with his, trusting his direction and ignoring our desires; this is the ‘birth’ stage of the Ouroboros. As life goes on we grow comfortable and confident, without keeping ourselves in check comfortable evolves into entitled and confident into arrogant. We let go of God and latch on to that shiny thing that becomes our god; this is death. The cycle completes when we look up and realize life is not what we thought, we acknowledge our poor choices led us down a path we wish we’d avoided and we re-embrace life as God intends. This is re-birth.
Historically, the Ouroboros is manifested in the form of a snake of a dragon. I chose to create my Ouroboros in the form of a dragon and in the style of a tattoo. I am not familiar with the art of tattoos and don’t necessarily prefer dragons to snakes, so I’m not completely sure why I landed on this design. Julie and I watched “The Girl with the Dragon Tattoo” last night (an excellent movie if you like a good mystery), I’m sure that has a lot to do with it!


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I remember the first Mother's Day after my mom has passed. There was an entire holiday I felt I could not participate in anymore, an entire wall at Hallmark was no longer for me. Never again would I find her the perfect card to describe how I felt. This letter is part of a series of letters I have called "Dear Daughter". They are written to my daughters, and I have been sharing them with you from time to time. This one is written for them to read once I am gone, but actually I wrote it partly for myself from my own mom. I hope it helps your aching heart as you grieve a mom who isn't there this Mother's Day weekend.
What I want you to know is that my love for you has no end.
From the moment I knew you were forming inside me I loved you.
I had a secret the world couldn’t see.
from harshness of this world.
The day I finally got to hold you was like no day ever before.
I had never seen a “you” before!
I saw your eyes and you looked at me.
I couldn’t help but to kiss them.
Some of those plans worked out, other did not.
But nothing will ever change how much I love you and treasure you.
I will not always be able to walk beside you.
I will not always be close by, or even a phone call away.
Just because you cannot see me does not mean I have forgotten you.
a bank rich in thoughts of you.
Rest assured darling, you are still on my mind.
That is bond that always offers forgiveness.
Rest peacefully knowing I do not carry that hurt with me anymore.


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Click here (PDF 52KB) for a PDF version of this page.
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industry_corpus2: Real Estate & Construction


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industry_corpus2: Mining


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Explore global education statistics on challenges and results organized by theme, including specific data for GPE partner countries.
An estimated 150 million children worldwide are engaged in child labor.
Sub-Saharan Africa has the largest proportion of child laborers (28% of children aged 5 to 14 years).
In the world’s poorest countries, nearly one in four children are engaged in work that is potentially harmful to their health.
The majority of children engaged in economic activities also perform unpaid household services. Only 3.7% of children are engaged solely in economic activities.
Children who work for 43 or more hours per week can hardly find time to attend school. Indeed, less than 15% of them attend school.
Approximately one billion people in the world are living with a disability, with at least 1 in 10 being children and 80% living in developing countries.
Between 93 million and 150 million children are estimated to live with disabilities.
Developing countries contribute 88% of the financing needed to achieve SDG 4, with external aid needed to cover the remaining 12%.
79% of GPE partner countries have maintained their education budget at or above 20% of public expenditure, or increased their education budget in 2016.
GPE partner countries increased education expenditure as a share of total government expenditure from 15.2% to 16.6% or by 1.46 percentage points, compared with 0.42 percentage points in other developing countries.
GPE partner countries increased education expenditure as a share of GDP from 2.9% to 3.9%, or by 0.90 percentage points compared to 0.43 percentage points in other developing countries.
Worldwide, there are still more than 150 million children ages 3 to 5 who do not have access to pre-primary education, including more than 80% of children in low-income countries.
Less than 5% of children have access to pre-primary school in some countries affected by conflict.
Aid to early childhood development has increased in recent years, from US$1.3 billion in 2002 to US$6.8 billion in 2016. As a share of total ODA, ODA for ECD has increased from 1.7% to 3.8% between 2002 and 2016.
Only 1% of all early childhood development aid funding goes to pre-primary education.
37% of children were enrolled in pre-primary education in GPE partner countries in 2015 compared to 19% in 2002.
GPE has invested about US$250 million in more than 35 partner developing countries to support ECCE.
Around 90% of GPE grants with an ECCE component provide financial and technical support to countries to strengthen the role of pre-primary teachers through training and learning materials, construction of teacher training centers and by increasing salaries and incentives.
One extra year of schooling increases an individual's earnings by up to 10%.
Each additional year of schooling raises average annual gross domestic product (GDP) growth by 0.37%.
A dollar invested in an additional year of schooling, particularly for girls, generates earnings and health benefits of US$10 in low-income countries and nearly US$4 in lower-middle income countries.
The cost of 250 million children not learning the basics is equivalent to a loss of US$129 billion per year.
A dollar invested in a one-year increase in the mean years of schooling generates more than US$5 in additional gross earnings in low-income countries and US$2.5 in lower-middle income countries.
Globally, countries are losing US$160 trillion in wealth because of differences in lifetime earnings between women and men. This amounts to an average of US$23,620 for each person in the 141 countries studied.
96% of sector plans assessed in 2016/2017 meet quality standards, compared to 58% in 2014/15.
GPE funded or supported the production and dissemination of 17 education knowledge products in 2017, compared to 6 in 2015.
77 million more children were in primary school in 2016 in GPE partner countries compared to 2002.
Source: GPE secretariat calculations. Difference in the number of children enrolled in school between 2002 and 2016. Data from UIS.
24 million more children in GPE partner countries enrolled in lower-secondary school, of which 13 million girls, in 2014 compared to 2002.
If education progress is stalled, it could lead to a 20% increase in disaster-related fatalities per decade.
Universalizing upper secondary education by 2030 would prevent 200,000 disaster-related deaths in the 20 years that follow.
There is an annual external financing gap of US$39 billion to provide quality pre-primary, primary and secondary education to all children by 2030.
Aid to education has increased by 13% between 2015 and 2016, the first time after a six-year decline. Most of the increase supported basic education.
However, less than a quarter of aid to basic education (22%) went to low income countries in 2016, in comparison to 36% in 2002.
In 2015, aid to education is 4% below its 2010 level and aid to basic education is 6% lower than its 2010 level.
It costs on average US$1.25 a day per child in developing countries (low and lower-middle income) to provide a full cycle of pre-primary through secondary education (13 years). The largest share of this cost, 88%, will be borne by developing countries themselves. The international funding gap is just 15 cents a day per child, on average.
Low income countries received 19% of total aid to education and 23% of aid to basic education in 2015.
US$5.6 billion contributed by donors in the GPE Fund since 2003 (as of December 2018).
Donor contributions to GPE almost doubled from FY16 to FY17, from close to US$250 million to US$462 million.
Only 20% of aid for education goes into low-income countries, but 70% of GPE’s financing supports children’s education in low-income countries.
75 million children aged 3 to 18 live in countries facing war and violence and need educational support.
Each year of education reduces the risk of conflict by around 20%.
In 2016, education in emergencies received 2.7% of humanitarian aid, well below the target of 4%.
In the past five years, funding requests for education in emergencies have increased by 21%.
21.5 million children, 15 million adolescents, and 26 million youth that are out-of-school worldwide live in 32 countries affected by conflict (2014).
Children in fragile, conflict-affected countries are more than twice as likely to be out of school compared with those in countries not affected by conflict; similarly, adolescents are more than two-thirds more likely to be out of school.
If the enrollment rate for secondary schooling is 10 percentage points higher than the average, the risk of war is reduced by about 3 percentage points (a decline in the risk from 11.5% to 8.6%).
Girls are almost two and a half more likely to be out of school if they live in conflict-affected countries, and young women are nearly 90% more likely to be out of secondary school than their counterparts in countries not affected by conflict.
From 2013 through 2017, there were more than 12,700 attacks on education, harming more than 21,000 students and educators.
32 GPE partner developing countries are fragile or affected by conflict (48% of all country partners).
The primary completion rate in GPE partner countries affected by fragility and conflict increased from 56% in 2000 to 69% in 2015.
GPE partner countries affected by fragility and conflict are home to more than 200 million children of primary and lower secondary school age.
In GPE countries affected by fragility and conflict, the number of girls completing school for every 100 boys rose from 74 to 88 for primary, and from 67 to 83 for lower-secondary between 2002 and 2015.
419,000 more children living in GPE partner countries affected by fragility and conflict completed primary school in 2015 compared to the previous year.
132 million girls worldwide are out of school (2016). This includes 34.3 million girls of primary school age, 30 million girls of lower secondary school age, and 67.4 million girls of upper secondary school age.
Girls are 1.5 times more likely than boys to be excluded from primary school. That's 15 million girls of primary school age who will never have the opportunity to learn to read and write in primary school, compared to about 10 million boys.
Each year of secondary education reduces the likelihood of marrying as a child before the age of 18 by five percentage points or more.
In low income and lower-middle income countries, women account for only a third or less of human capital wealth.
Human capital wealth could increase by almost 22% globally with gender equality in earnings.
Educating girls averted more than 30 million deaths of children under five years old and 100 million deaths in adults 15 to 60 years old.
Universal secondary education could virtually end child marriage.
Globally, 9 in 10 girls complete their primary education, but only 3 in 4 complete their lower secondary education. In low-income countries, less than two thirds of girls complete their primary education, and only 1 in 3 completes lower secondary school.
Women with primary education (partial or completed) earn 14% to 19% more than those with no education at all. Women with secondary education may expect to make almost twice as much, and women with tertiary education almost three times as much as those with no education.
If every girl worldwide received 12 years of quality education, lifetime earnings for women could increase by US$15 trillion to US$30 trillion globally.
41 million more girls were enrolled in school across GPE partner countries in 2016 compared to 2002.
Source: GPE Secretariat calculations based on UIS data.
There are 37% more girls than boys out of primary school across GPE partner countries affected by fragility and conflict, compared to only 4% more girls in other GPE partner countries.
66% of GPE partner countries have as many girls as boys completing primary school in 2016, compared to 42% in 2002.
42% of GPE partner countries improved equity for girls, rural and poor children between 2010 and 2016, compared to 32% between 2010 and 2014.
Since 2009 GPE provided US$66.1 million for the civil society education fund, US$37.1 million for 2009-2015 and US$29 million for 2016-2018 to support 62 national civil society coalitions.
GPE has provided 15 grants worth US$31 million for the Global and Regional Activities program to fund research, capacity development and knowledge sharing on learning, education financing and out-of-school children.
US$2.4 billion in GPE grants have been allocated to partner countries affected by fragility and conflict since 2003.
GPE is the largest international funder of education sector analysis and sector planning for countries in the developing world, providing US$8.9 million for 27 sector plans in 2016 alone.
A child whose mother can read is 50% more likely to live past the age of five, 50% more likely to be immunized, and twice as likely to attend school.
Around one-third of the reductions in adult mortality and nearly 15% of the reductions in infant mortality from 1970 to 2010 can be attributed to gains in female schooling.
One additional year of school reduces the probability of becoming a mother by 7.3% for women who have completed at least primary education.
If all mothers completed primary education, maternal deaths would be reduced by two-thirds, saving 189,000 lives.
Women with post-primary education are five times more likely to be educated on the topic of HIV and AIDS.
Research shows that the most common poor health conditions in school-age children, including malaria, malnutrition, worm infection and anemia, can reduce their intellectual quotient (IQ) between 3.7 and 6 points.
In developing countries an estimated 500 million days of school per year are lost due to sickness.
Approximately 400 million school-age children suffer from worm infections, the highest number in any age group.
For less than 50 cents per student per year, school-based deworming can reduce absenteeism by 25%.
GPE provides grant funding for health activities in schools in 22 partner countries.
In developing countries, the gap in primary school completion rates between the richest and poorest children is more than 30 percentage points.
In low-income countries, around 46% of public education resources is allocated to educate the top 10% most educated students.
In poor countries with available data, on average primary-school age children from the wealthiest 20% of households are four times more likely to be learning at the desired levels than children from the poorest 20% of households.
In countries with twice the levels of educational inequality, the probability of conflict more than doubles.
In 2017, the UIS estimates that more than 617 million – or six out of ten – children and adolescents of primary and lower secondary school age do not achieve minimum proficiency levels in reading and mathematics.
More than 80% of the 617 million children and adolescents who are not learning enough to meet minimum proficiency levels come from low- and lower-middle-income countries, although these countries are home to only 60% of the global school-age population.
Globally, two-thirds of children – 68% or 262 million out of 387 million – are in school and will reach the last grade of primary but will not achieve minimum proficiency levels in reading. About 60% or 137 million adolescents are in school but not learning.
91% of primary school-age children in low-income countries will not achieve minimum proficiency levels in reading and the rate is 87% in math compared to 5% and 8% respectively in high-income countries.
93% of secondary school-age adolescents in low-income countries will not achieve minimum proficiency levels in reading compared to 27% in high-income countries.
274 million primary school children worldwide are not learning basic foundational skills necessary to lead productive and healthy lives.
Low- and middle-income countries spend 2% of their GDP each year on education costs that do not lead to learning.
Approximately 1 in 4 young people in low and lower-middle income countries is illiterate.
Women represent nearly two thirds of the world's illiterate (2014).
GPE supported the education of 18.5 million children since 2015.
1.6 billion textbooks have been distributed with GPE's help in partner countries.
More than 29 million textbooks were distributed and more than 4,000 classrooms built or rehabilitated with GPE funding in 2017.
In GPE partner countries, 50% of children complete lower secondary school, compared to 38% in 2002.
The lower secondary completion rate of girls in GPE partner countries increased from 35% to 50%, for boys it increased from 41% to 52% between 2002 and 2016.
Half of all children in low- and middle-income countries are not taught in a language they speak.
In 2017, 262 million (or 1 out of every 5) children, adolescents and youth were out of school. This includes 64 million children of primary school age, 61 million adolescents of lower secondary school age, and 138 million youth of upper secondary school age.
After an initial decline in the years after 2000, the primary out-of-school rate has barely moved from around 9% since 2008 and the lower secondary out-of-school rate has been at 16% since 2012.
Of the 63 million out-of-school children of primary school age, 34 million, or more than one-half, live in sub-Saharan Africa. Southern Asia has the second-highest number of out-of-school children with 10 million.
With 21% of primary school-age children denied the right to education, sub-Saharan Africa has the highest rate of exclusion, followed by Northern Africa and Western Asia (11%) and Oceania (7%).
Sub-Saharan Africa is the region with the highest rate of out-of-school adolescents (37%), followed by Southern Asia (17%), and Northern Africa and Western Asia (14%).
In sub-Saharan Africa, for every 100 boys of primary school age out of school, there are 123 girls denied the right to education.
The primary out-of-school rate is 20% in low-income countries and 3% in high-income countries. The lower secondary out-of-school rate is 38% in low-income countries and 2% in high-income countries, and the upper secondary out-of-school rate is 59% and 6% respectively.
41% (4 out of 10, or 25 million) of all out-of-school children of primary school age have never attended school and will probably never start if current trends continue. Two thirds of them are girls.
Conflict-affected countries have only 20% of the world’s primary-school-age children but 50% of the world’s out-of-school children.
35 million out-of-school children of lower-secondary school age and 43 million out-of-school children of primary school age live in 65 GPE partner developing countries (2014).
Source: GPE calculations based on UNESCO Institute for Statistics data.
14 million fewer primary school age children were out of school in 2015 across all GPE partner developing countries, compared to 2002.
19% of children of primary school age were out of school in partner countries in 2015 compared to 33% in 2002.
An increase in secondary school enrollment from 30% to 81% is estimated to reduce the probability of civil war by almost two-thirds.
420 million people would be lifted out of poverty with a secondary education, thus reducing the number of poor worldwide by more than half.
If adults had just 2 more years of schooling, 60 million would be lifted out of poverty.
In GPE partner countries, 76% of children complete primary school compared to 63% in 2002.
75% of girls in GPE partner developing countries finished primary school in 2016, compared to 57% in 2002.
Since 2002 the number of girls completing school for every 100 boys has risen from 83 to 94 for primary, and from 86 to 91 for lower secondary in GPE partner countries.
Source: Population-weighted averages calculated by the UNESCO Institute for Statistics on July 2016 for the 61 members of the Global Partnership for Education as of February 2016.
Four million refugee children are out of school. An increase of half a million in one year.
Less than a quarter of the world’s refugees make it to secondary school, and just 1% progress to higher education.
By the end of 2017, there were more than 25.4 million refugees around the world. More than half of the global refugee population – 52%– were under the age of 18.
In 2017, 61% of refugee children were enrolled in primary school, compared to 92% globally.
In 2017, 23% of refugee children were enrolled in secondary school, compared with a global rate of 84%.
Developing regions hosted 92% of the world’s school-age refugees in 2017.
Higher education opportunities for refugees have historically been extremely limited with less than 1% of refugee youth able to access universities.
There are 17 million school-age refugees and internally displaced children in countries affected by conflict.
20 years on average: length of forced displacement due to crises and conflicts.
GPE partner developing countries are home to almost 4 million refugee children, about 45% of the world’s refugee children population.
Source: UNHCR and GPE data as of 2016. UNHCR data only accounts for refugees for whom demographic data is available.
By 2030, countries must recruit 69 million teachers to provide every child with primary and secondary education: 24.4 million primary school teachers and 44.4 million secondary school teachers.
Of the 24.4 million teachers needed for universal primary education, 21 million will replace teachers who leave the workforce. The remaining 3.4 million, however, are additional teachers who are needed to expand access to school and support education quality by reducing the numbers of children in each class to a maximum of 40.
In one-third of all countries, less than 75% of teachers were trained according to national standards in 2013.
Countries with more female primary teachers are more likely to have higher enrollment rates for girls in secondary schools. Unfortunately, in some countries, less than 25% of primary teachers are female.
69% of primary teachers and 65% of lower-secondary teachers received pre- or in-service training in GPE partner developing countries in 2015.
238,000 teachers received training thanks to GPE support in 2016, compared to around 98,000 in 2014.
93% of active GPE grants invested in teacher development in 2016, 76% in learning materials, 67% in learning assessment systems, and 52% in teacher management.
More than 400,000 teachers were trained with GPE funding in 2017.
Less than 10 percent of schools are connected to the Internet across many developing countries.


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Neither do I. I just saw it and wondered what would happen if it was true. Obviously, either there is some corrupt practice in OCC or someone is lying because since I believe 1940 honorary memberships in the OA are forbidden. That really leads me to question the truthfulness of this. I do not intend to sign this petition, but thought it could be an interesting point to look at.
Thanks for the suggestion. I'll look into a crew within the council.
This was a situation - I wish it were a trivia question! I know a scout who is of age to be in Venturing and would like to work toward the Ranger award, however, there are no crews within a reasonable distance for him to participate fully in the program.
Does a program similar to the Lone Scout program exist for Venturing?
So from what I gather, a Boy Scout, Varsity Scout, or Venturing male under 18 who is working on BS advancement. Thanks!
Can a Venturer wear the Leave No Trace trainer POR patch who's gone through the trainer course? An assistant Scoutmaster who has gone through the trainer course?
How much personal equipment am I going to need?
What happened to the "stripped" uniforms?
Or at least to make it simpler, have council presidents or, even better, council commissioners vote to best serve the members in the selection.
I wear them in the order I put them on the shirt (usually). One shirt (just added rank knots) is: ___________________________________________ | EAGLE RANK |YTH RELIGIOUS| A.O.L. | ``````````````````````````````````````````` Another which I had eagle and AOL on first then added youth religious goes Religious---Eagle---AOL Don't have any training knots, etc. yet, but what I plan to do is first add the center knot, then add the knot toward the sleeve, and finish the row with the knot toward the shirt's center. That way you don't need to resew rows.


text: Aromas of apple and summer berry fruit. Perfect with oriental salads, lightly smoked salmon and strawberry cheesecake. Best served chilled.


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Euphorbia nutans, cyathium. Family Euphorbiaceae, Subclass Rosidae. Origin: Native.
Amanda B. Cemper (2011). Euphorbia nutans (Native) 2. Available electronically from http : / /hdl .handle .net /1969 .1 /98161.


text: JIŘÍ KOLÁŘ (1914 – 2002) was a Czech poet, writer and visual artist whose work at times explored the intersection of text and image. Kolář, a contemporary of Václav Havel’s, was part of the literary and artistic world marginalized by the former regime. In the 1980s he was forced to emigrate and spent the decade in Paris, returning home after the Velvet Revolution. Kolář’s literary achievements are numerous from poems, plays, adaptations, translations and journals in verse. The poems published in translation here are from his collection Návod k upotřebení (Instruction Manual), which was published in 1969.


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The path of life is more enjoyable in community! Northwest Hills Community Groups are an intentional way to facilitate relationships, helping each other to love our neighbors and to learn together how to know and to live like Jesus.
A Community Group is a committed group of people who are mutually intent on becoming obedient to all that Jesus commanded. Community Groups are open to anyone who expresses and demonstrates this intent, no matter where they are in their walk with Christ.
A Community Group is not simply a Bible study or primarily a social group. Rather it is a group of people who live out the mission of God together in community through regular gatherings for food, fellowship, accountability, serving, study, prayer and outreach. Community Groups serve to mobilize the church and to connect people to one another to share life and grow together.
Regular gatherings of 8-12 people, usually over a meal at someone’s home.
These groups are specifically NOT Bible studies. While the Bible will be taught, mere knowledge about the scripture is not the point of a Community Group. Rather the APPLICATION of God’s Word to our lives will be emphasized.
A facilitated discussion about God’s Word and how it applies to our individual lives and specific contexts (Usually following the previous Sundays sermon).
Time for sharing any needs or struggles and prayer for one another.
Serving your local community together as a group.
Identify, equip and release new leadership to lead new Community Groups.
or contact Pastor Josh at josh@nwhills.com or 541-758-7688.


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New Haven, Conn. - On Friday, March 29, the Albertus Magnus College Athletic Department hosted its first Unified Basketball Tournament at "The Nest" inside the Cosgrove Marcus Messer Athletic Center. Four teams – Albertus Magnus College, Southern Connecticut State University, Milford and Branford – competed in the tournament along with members of the softball, baseball, women's volleyball, and women's soccer teams.
Members of the Albertus Magnus men's and women's basketball team also took part in the event as referees for the games.
In September of 2018, Albertus Magnus entered into a partnership with the Amity Regional School District that included a Unified Sports program. In an effort to continue that collaboration at the college level, their teacher, Tricia Fitzgerald, reached out to Albertus Magnus and a team was formed in February. The Albertus Magnus squad was coached by Dr. Christine Atkins and graduate student Adam Olszyk. In addition to coaching, Adam acted as the Tournament Director where he helped plan and manage the basketball tournament.
Unified Sports® is a registered program of Special Olympics that combines athletes with and without disabilities on sports teams for training and competition.
The CIAC/Special Olympics Unified Sports® Program provides a forum for positive social interaction between students with disabilities and non-disabled students. As Unified® teammates train and compete together they foster ties that develop into friendships both on and off the athletic field.
Participation in Unified Sports® leads to new friendships, improved self-esteem and positive changes in attitude, behavior, and performance.
Albertus Magnus College, founded in 1925 by the Dominican Sisters of Peace, is a Catholic College in the Dominican Tradition. It is recognized as a Top 100 Regional University in the north by US News & World Report Best Colleges guide for 2019. The College has an enrollment of 1,500 students in its traditional undergraduate program, accelerated adult degree programs, and 12 graduate programs, including a new Master of Public Administration and the only Master of Arts in Art therapy and Counseling in Connecticut. In the last few months, the College received two significant federal grants, $300,000 from the Department of Justice and a $2 million Title III grant from the Department of Education.


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“While we study the scriptures regularly and diligently, earnestly seeking guidance from the Spirit, we will be receptive to enlightenment about how to prepare lessons. We will also be prepared to receive and follow promptings from the Spirit while we teach. As we ‘treasure up continually the words of life…it shall be given [us] in the very hour that portion that shall be meted unto every man’.” (Teaching, No Greater Call, p. 14).
Materials needed: dress ups, copies of the handout and crayons, Gospel Art Kit pictures of the nativity and wise men, ipad or tablet, small white board and dry erase markers.
Read the story of the Nativity from Luke 2 and Matthew 2. Show the Gospel Art kit pictures.
Who are the important people in this story? How did they show their love for baby Jesus? Express your love for Jesus and how he came to earth to show us God’s love for all His children.
Dress ups: each child takes a turn to be a character in the story (characters depend on the number of children). Tell the nativity story in your own words as each child acts out their part (bring a baby doll). (if you have enough students, it is fun to have different “inn keepers.” When Joseph “knocks” on their door and asks if there is room in their inn, they say, “No, we’re too full.” But the last one says, “No, we’re too full, but you can stay in our stable with the animals”). Each character says how they show love for baby Jesus.
Watch one or two of these short videos on giving a gift to Jesus at Christmas.
What is your gift to Jesus? How can we show love to him?
Make a box with things inside as described in the first videoclip for each child. Wrap them up and tell the Sunbeam child to open it up at Christmas morning and tell everyone what each thing means to us at Christmas.
“As you teach children, you will find that you receive special blessings. Children will bring joy to your soul and prompt you to be a good example. As you come to recognize the faithfulness, love, trust, and hope of children, you will grow closer to the Lord and better understand His commandment to ‘become as little children'” (Teaching, No Greater Call, p. 108).
From the Attention Activity in this lesson from the Primary 1 manual, do the chair activity where one child tried to lift the chair with holding just one leg. He can’t do it himself. It’s too hard. Then others help by lifting the other legs at the same time. We can do hard things together if we all help.
Show the picture of Nephi building a ship. Tell about how Nephi couldn’t build the ship by himself. First he had to pray to Heavenly Father to see how to do it. Then he needed his family to help him build it.
Why couldn’t Nephi build the ship by himself? How did his family help?
What happens when everyone works together?
Show picture of the sacrament. Who are these people? The deacons have the Priesthood and it is their job to help us take the sacrament. They all work together so we can all take the bread and water. We all can do something at church to help each other.
Sing “When we’re helping, We’re happy.” Children’s Songbook, p. 198. Add different verses of the people just discussed (“and we like to help teacher…” “and we like to help bishop…” etc.) On the chorus, have the children clap once at the beginning of each measure.
You could also have each child make a Christmas gift for their mom or dad. On pieces of paper, they fill out “Coupons” that tells what nice thing, act of service or being a big helper, they will do for their parent. The parent can “redeem” the coupon when they want their child to do one of the things. You can put each child’s coupons in a nice Christmas wrapping or small sack to open at Christmas.
“Children are believing. They believe what you say. They are receptive to the truth. You have an obligation to teach them correct doctrine simply and clearly, with language and examples that they can understand” (Teaching, No Greater Call, p. 108).
Materials needed: pictures of past prophets and the current one, a blanket, a Christmas box or present you can open, the coloring page listed below and crayons, an ipad or tablet.
Have each child come up and face the class. Look at her/his face. Do you recognize who they are? What is his/her name? Have a little fun and tease them with “Is this_______(another child’s name)? Why not? How can you tell?
Show a picture of the prophet. Here is a face of another person? What is his name? When have you seen his face recently (discuss General Conference and how he speaks in person and how the children can watch him on t.v.). What does a prophet do that is special? (He speaks for Heavenly Father and we follow him).
Play the game: Follow the leader. Let each child have a turn to come forward and be the leader.
When you are finished, ask the children who are some leaders we follow? (parents, teachers). There is another special leader who is very important to us all. Our parents follow this leader and we do too. (hold us his picture again). Who is he?
We have had many prophets that have lived on the earth. Most prophets lived a long time ago. Sometimes they lived in tents because they didn’t have houses in the desert. Let’s build a tent and sit inside while I tell you stories about special things they did. (put a blanket over a table and invite children inside). Show pictures of prophets and tell stories about them.
follow the prophet (raise another finger), don’t go astray (shake head and frown).
follow the prophet (raise another finger), he knows the way! (shake head with a smile). Repeat again if children desire.
Lesson #42 "I Belong to The Church of Jesus Christ of Latter-Day Saints"
“Vary your teaching voice. Do you talk too slowly, too fast, too loudly? Do you use the same tone of voice, with little inflection? Is your speech clear? Are you enthusiastic about what you teach? How you use your voice can influence the attention level of those you teach” Teaching, No Greater Call, p. 71.
Materials needed: Paper puzzle pieces cut out to fit together with each child’s name on a piece, simple puzzles, Gospel Art Kit picture 1-39, a blanket (a nativity set if desired).
If you teach this lesson in December, you can start with this opening; if not, skip to the puzzle piece activity next (or do both).
Bring out each piece of the nativity set and talk about the character in the story, what they did and why they were important. Leave out baby Jesus. At the end, ask the children if someone is missing. When it is determined that Jesus is missing, bring out that piece and discuss why the story wouldn’t be right if we didn’t have Jesus. He is the whole reason for the Christmas story and he was the baby of this family. We are also important to our families and to the family of Heavenly Father. If we were missing, it wouldn’t be right. We are very important and needed!
Show a paper puzzle piece. What does this look like? This has someone’s name on it. It says, “_________.” Repeat for each puzzle piece and have each child come forward and put their piece on the floor, with assistance to fit them together. Save one middle piece and do not give it out (or keep the piece(s) of the children who are absent). What does our puzzle look like? Is it finished? Do you think something is missing? (put the last piece(s) in and let the children respond to how it looks when it is all put together). When the puzzle is put back together, tell the children you are going to read all the names in the puzzle. When their name is called, they stand up.
We all have a part in this puzzle to make complete. If it didn’t have you in it, it would have a hole and not be finished. Look around and see all our friends in our class. (Sit back down).
When we come to church, we are an important part of our class. If you don’t come, we miss you. We have a chair empty without you. We feel like there is a hole in our class. You belong here. (If a child is absent, talk about how our class isn’t put together completely unless ________ is here).
Would your mom and dad miss you if you didn’t come home one day? You belong to your family too. We belong and are important to our families and to Heavenly Father’s church.
Heavenly Father and Jesus are so happy when you come to church each week and take the sacrament to remember Jesus.
I’m going to sing the song and I’d like you to pretend your chairs are a drum. Turn around and beat while I sing. Repeat. Now let’s march to it while I sing it.
What if _______didn’t come to church? Would we miss him? Yes. Let’s play a game where we pretend someone in our class was missing. We’ll see if we know who it is.
Have the children sit on the floor and close their eyes. Cover up one child up with the blanket. Tell everyone to open their eyes, look around and see who is “missing.” When they guess correctly, lift the blanket and say, “Oh I’m so glad to see ________.” Have the children move to a different place on the floor and repeat until each child has had a turn to be covered up.
I brought some more puzzles for you to play with. Remember that each piece is important to make the puzzle put together just like you are an important piece that belongs to Heavenly Father’s church.


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SUBIOS 2004 will take place from the 14th until the 17th of October. SUBIOS is Seychelles' annual underwater festival celebrating the underwater world, through a range of diving and snorkeling activities, and creating awareness with evening programs of film, video and slide presentations by acclaimed local and international guest speakers.
As part of the festival there are also underwater film and photography contests, the Photography and Videography contests run year round, and are open to entries from around the world.
Three special designed trophies will be awarded for the top 3 videos. The first prize winner of the Video Contest will also win a vacation to the Seychelles to participate in SUBIOS 2005. And there will be a special prize awarded for the Best Video filmed in Seychelles.
Three special designed trophies will be awarded for the top 3 photos. The First Prize winner of the Photo contest will also win a vacation to Seychelles to participate in SUBIOS 2005. There will also be a special prize awarded for the Best Photo or Image shot in Seychelles.
There will also be a Shoot-Out contest during the SUBIOS 2004 Festival, which is open to any photographers who attend the festival. The photographer of the best picture will win a free return ticket to SUBIOS 2005. Contestants may enroll at any of the participating Dive Centres.