TEACHING LANGUAGE ARTS WITHOUT TEXTBOOKS
On the subject of books, Charlotte Mason said, “The only vital method of education appears to be that children should read worthy books, many worthy books.” She also said, “The best thought the world possess is stored in books; we must open books to children, the best books; our only concern is abundant provision and orderly serving.”
Charlotte Mason referred to such books as “living books.” A living book is one containing ideas clothed in literary language, not predigested facts. Living books tell stories, rather than present isolated bits of information. Human beings are not computers; we forget strings of facts and dry data. But tell us a story, and we remember much more. Living books discuss people’s lives and emotions. They are usually written by a single author with an intimate acquaintance with and passion for his subject matter. Textbooks, on the other hand, are often written by committees and present only the dull, dry facts.
Charlotte Mason’s schools were not about a particular group of books; she changed selections frequently, always striving to use “the best books available,” and I believe we should try to do the same. To learn more about living books, read bibliographies, consult catalogs, and use booklists. But how do you determine whether or not a particular title is a living book? Catherine Levison, author of A Charlotte Mason Education, recommends the “one-page test,” or reading just one page selected at random. If you find yourself eager to find out more, then you probably have discovered a living book.
Once you have found the books, there are three simple techniques at your disposal for using them to teach language arts. They are copywork, narration, and dictation.
The first technique Charlotte Mason used for teaching language arts was narration. Narration involves simply asking your child to tell you back in his own words everything he remembers from a passage of reading. Make sure the reading selection you have chosen for him to narrate is, in fact, from a living book written in a good narrative style. Then, rather then requiring your child to answer comprehension questions or fill in workbook pages to verify what he has learned, ask him to tell you back what he has learned. In this way, you will find out that your child does know rather than expose what he does not know. Once a lesson is narrated, it belongs to the child, and will not soon be forgotten.
Charlotte Mason believed that narration should follow only one reading of a passage. She explained this by saying, “It is impossible to fix attention on that which we have heard before and know we shall hear again.”
There are two types of narration. Beginning at about age six, Charlotte Mason asked children to narrate orally from passages they had heard read to them or had read for themselves. Aesop’s Fables are great to begin with. They are short and lend themselves well to narration. Also, many editions are beautifully illustrated, which is great for younger children.
Then, beginning at about age 10, Charlotte Mason had children begin writing some of their narrations, although she continued having them narrate orally. Again, children can narrate either books they have read themselves or books you have read to them. Charlotte Mason said that by asking children to narrate from their lesson books, “composition is not an adjunct but an integral part of their education in every subject.” She also said, “Having been brought up so far upon stylists, the [older] pupils are almost certain to have formed a good style; because they have been thrown into the society of many great minds, they will not make a servile copy of any one but will shape an individual style out of the wealth of material they possess; and because they have matter in abundance and of the best they will not write mere verbiage.”
Charlotte Mason felt so strongly about narration that she said, “There is but one right way, that is, children must do the work for themselves. They must read the given pages and tell what they have read; they must perform, that is, what we may call the act of knowing. We are all aware, alas, what a monstrous quantity of printed matter has gone into the dustbin of our memories, because we have failed to perform that quite natural and spontaneous ‘act of knowing.’”
The next technique Charlotte Mason recommended for teaching language arts was copywork. Copywork begins at about age six with the ABC’s and progresses to words and sentences and eventually paragraphs from living books. I generally select my children’s copywork assignments from passages found in the living books we are using for our history and science lessons. In the beginning, it is best to let your child copy directly beneath your handwritten model. Later, he will be able to copy directly from a separate page or book.
Copywork teaches spelling (because the child is seeing and copying correct spelling, in context), mechanics (capitalization, punctuation, etc.), and grammar (because the child sees and copies excellent models of literary style and correct expression. Neatness is essential. Hold your child accountable for doing his best. If the work is not done correctly, ask your child to do it again on his own time.
In her book Endangered Minds, Jane Healy says, “Because pre-adolescent brains do not cope well with abstract rule systems, grammar is best learned initially through exposure to oral language and/or reading good books… Children in elementary or even middle school…should…spend a great deal of time listening to and generating—orally and in writing—the richness of nouns verb tenses, sentence expansions, sentence combinations, dependent clauses, and all the other shades of complexity that will take them beyond the media’s sandbox syntax. Abstract rules for grammar and usage should be taught when most students are in high school. Then if previously prepared, they may even enjoy the challenges of this kind of abstract, logical reasoning. Only, however, if the circuits are not already too cluttered up by bungled rule teaching.” Narration and copywork provide the kinds of experiences Ms. Healy recommends.
Finally, Charlotte Mason advocated the technique of dictation for teaching language arts. Dictation usually begins in about the second grade with the days of the week, the months of the year, money words, etc. Then, beginning when your child is about age ten, you may choose from several options. Select a passage containing an inspiring thought, or a poem (perhaps a poem your child is memorizing), a passage containing vocabulary words from your current topic of study in history or science, or a passage containing a literary convention you wish to emphasize, such as capitalization of names and places or quotation marks. Go over this passage with your child. Help him mark anything that looks difficult. Then assign it as copywork on Monday. Your child’s job is to study the passage throughout the week. Then on Friday, choose a portion of the assigned passage and dictate it slowly, one phrase at a time, with no repeats, while your child writes it down, word for word. The goal is one hundred percent accuracy in spelling and punctuation.
All my children’s written work goes into a notebook, along with a list of all books read pertaining to a particular subject area. The result is a lovely portfolio, which my children enjoy looking through and which never fails to impress the most skeptical of friends and relatives.
Of course, there is more to language arts than mere mechanics. Karen Andreola, author of A Charlotte Mason Companion, says, “Homeschoolers following Charlotte’s philosophies and methods try to give their children abundant portions of the humanities at regular periods. They don’t allow themselves to get stuck in a routine that emphasizes skills alone… When fear of a poor showing on the achievement test allows skills to take precedence, humanities take a back seat. The result: lessons become wearisome, children become fed-up, mom gets burned out. The children are starving for knowledge touched with emotion, and for ideas.”
So consider using living books to teach your children poetry and Shakespeare. Try reading a poem or two at the beginning of your family read-aloud time or while your children have an afternoon snack. Keep in mind that for some children, poetry is an acquired taste. Give it time, and find the right selections. A good anthology, such as Favorite Poems, Old and New by Helen Ferris is helpful. And children can begin to memorize poetry beginning at about age six. To introduce your children to the works of Shakespeare, choose a book such as Beautiful Stories from Shakespeare by Edith Nesbit or Tales from Shakespeare by Charles and Mary Lamb for great retellings of Shakespeare plays. Then, when your children are older and begin to read the plays in their original forms, they will already be familiar with the story lines.
Hopefully, this discussion has inspired you to incorporate more living books into your language arts curriculum. As Charlotte Mason said, “The teacher who allows his scholars the freedom of the city of books is at liberty to be their guide, philosopher and friend; and is no longer the mere instrument of forcible intellectual feeding.”
Copyright 2003 by Pamela Asberry
All Rights Reserved


~A Letter from the Advisors~
In a mere 35 years, the University of California, Irvine, has grown into one of the nation's great research universities. With its leading programs in the arts, humanities, sciences, engineering, social sciences, and medicine, UCI faculty and students are making significant contributions to the canon of scholarly activity, which impacts both society in general and our daily lives.
Given the importance of this work as we look into a new century, it is essential that our students have skills and intellectual initiative that go beyond what is typically nurtured in conventional classroom learning. We believe that involvement with leading-edge research helps students to gain experience in the continuous and self-directed learning that will be core qualities of those individuals most successful in knowledge creation, diffusion, and utilization.
The rapid rise of UCI to the select group of world-class research universities is attributable, inter alia, to our top-quality faculty, facilities and environment of knowledge creation. And it all starts with our undergraduate students, who hold the promise of future scholarly achievement. Our undergraduates have long been integral participants in the research that is the hallmark of UCI's distinction. Faculty-mentored research, in which students themselves develop and complete projects, is one of the most significant modes of such participation. At UCI's annual Undergraduate Research Symposium, more than 250 undergraduates present their work in a professional conference setting. In addition, many of UCI's schools and departments have their own arenas for the presentation of students' research and creative activities.
We offer the second volume of The UCI Undergraduate Research Journal as another medium through which the best of undergraduate research can be showcased and shared with a broader audience. We hope that you will find the research in this Journal to be engaging and that this sampler of our undergraduates' research will offer new insights regarding the variety of work being undertaken by UCI students. Should you wish to explore our activities more extensively, one place to begin is at the Website for our Undergraduate Research Opportunities Program (http://www.urop.uci.edu).
We heartily thank the many people who assisted with the publication of this volume of the Journal. We acknowledge the undergraduate authors and their faculty mentors, whose collaborations and relationships led directly to the completion of the research included in this Journal. We also thank the UROP Student Editorial Board who were central in the review, editorial, and design processes. We are grateful to the UROP Faculty Advisory Board, whose distinguished members provided final evaluation of the papers selected for publication. Finally, we acknowledge the hundreds of UCI students and faculty who collaborate each year in undergraduate research projects. It is from this extensive and diverse array of research activities that we offer a small sample in this Journal issue. We welcome your comments on Volume II of The UCI Undergraduate Research Journal.
Copyright 1999 University of California Irvine, all rights reserved


Prem-exam: The early bird exam will take place on Wednesday, May 23 2018, at 14:00 at the department of mathematics. Those intending to participate should register via e-mail and bring along notebooks with Maple.
• sylabus - the most important information about the course.
• Schedule of classes - weekly outlines of lectures and a special printable version of slides. We strongly recommend that you print them and take them with you to lectures.
• Information on midterms and project. Sample midterm.
• Semestral project for spring 2018 and given problem.
• Information on the final.
• Sample final test with Maple workbook. Practice problems for Maple. The official cheat sheet can be used during the final.
Important information for the start: The classes take place at room 459, where every student has a terminal connected to the kepler server. A basic manual is here. Every student will be given an account on the kepler server where you can play and do your semestral work. Further details will be supplied during classes.
Lecture notes for the course: Ordinary Differential Equations and Numerical Mathematics.
Table for practicing solution estimates for special right hand-side (linear ODE).
Solved problems on ODE's with detailed solutions.
Practice problems on ODE's and brief solutions.
If you want to use the library NumericalMethods on your computer, download the files
NumericalMethods.mla (library of procedures)
NumericalMethods.hdb (Help library)
and put them into the library folder of your Maple, the traditional place is .../Maple/lib/.
Warning: I do not use the latest version, so I found out too late that starting from version Maple 18, the Help database uses a new format. The library .hdb has to be converted to the .help format.
If this gives you trouble, here are help pages for the procedures.


The Kodansha Kanji Learner's Dictionary (KKLD)
The highly anticipated second edition of The Kodansha Kanji Learner’s Dictionary (KKLD), published in May, 2013, retains all the features that made the original 1999 parent work so popular, but includes several enhancements. This includes core meanings, detailed character meanings, stroke order diagrams, cross-references to homophones, numerous compounds and examples, and a speedy indexing system. Yet it also includes numerous enhancements, including hundreds of new kanji reflecting recent revisions to the Jōyō and Jinmei Kanji lists (the sets of characters prescribed by the Japanese government for use in writing and in personal names). With 3,002 character entries—772 more than in the first print edition—this is the most comprehensive and up-to-date dictionary of its kind.
With additional new features such as the use of Kana instead of Romanized Japanese, expanded coverage of nanori, or kanji readings found only in
names, thousands of additional compounds and other usage examples, and alternative forms of kanji when more than one is considered acceptable, the world finally has a kanji dictionary that addresses current thinking about literacy standards in Japan and one that can be used at every level of study from beginning to advanced.
The Kodansha Kanji Dictionary (KKD)
The Kodansha Kanji Dictionary (KKD) —a revised, expanded edition published in August, 2013 of Jack Halpern’s groundbreaking New Japanese-English Character Dictionary (published by Kenkyusha in 1990)—is the most complete, linguistically accurate, and up-to-date dictionary of its kind. The culmination of more than a quarter of a century of labor—over 100 man-years—this authoritative and easy-to-use dictionary has been celebrated the world over by students and teachers of the Japanese language for its wealth of detailed information on the meanings and usages of Sino-Japanese characters.
This revised, expanded edition includes the integration of 4,408 entry characters—almost 20% more than in the first edition. This includes all the government-prescribed Jōyō and Jinmei Kanji, as well as other important characters used in literature. The new edition also features more readings, meanings, synonym articles, usage notes, and vocabulary items than before. And, in keeping with modern Japanese-language curricula, character and compound readings are shown in kana instead of romanized Japanese.
The Kodansha Kanji Learner's Dictionary — iOS Version
The iOS version for the Learner’s edition was released in October, 2013 and is available for download now in the iTunes App Store. The application takes advantage of the iPhone and iPad’s advanced features to make the dictionary even easier to use by learners, while still being a faithful adaptation of the print edition. Users can search for characters by SKIP, by radical, by on and kun readings, as well as by English meaning. What’s more, unlike the print edition, users can opt to have Japanese readings displayed in either Romanized Japanese or kana. No kanji dictionary application on the market today offers such a full range of features in such a stunning, user-friendly interface.


From the #1 New York Times bestselling author, a thrilling and addictive new novel—a prequel to The Pillars of the Earth—set in England at the dawn of a new era: the Middle Ages
It is 997 CE, the end of the Dark Ages. England is facing attacks from the Welsh in the west and the Vikings in the east. Those in power bend justice according to their will, regardless of ordinary people and often in conflict with the king. Without a clear rule of law, chaos reigns.
In these turbulent times, three characters find their lives intertwined. A young boatbuilder’s life is turned upside down when the only home he’s ever known is raided by Vikings, forcing him and his family to move and start their lives anew in a small hamlet where he does not fit in…. A Norman noblewoman marries for love, following her husband across the sea to a new land, but the customs of her husband’s homeland are shockingly different, and as she begins to realize that everyone around her is engaged in a constant, brutal battle for power, it becomes clear that a single misstep could be catastrophic…. A monk dreams of transforming his humble abbey into a center of learning that will be admired throughout Europe. And each, in turn, comes into dangerous conflict with a clever and ruthless bishop who will do anything to increase his wealth and power.
Thirty years ago, Ken Follett published his most popular novel, The Pillars of the Earth. Now, Follett’s masterful new prequel The Evening and the Morning takes us on an epic journey into a historical past rich with ambition and rivalry, death and birth, love and hate, that will end where The Pillars of the Earth begins.
On Sale Date: September 15, 2020
I bypassed many other ARCs to dive into this treasure. It was so worth it. Total escapism from the world, the story merged seamlessly with The Pillars of the Earth- which I now need to re-read immediately! I know it’s a long time before you can read it, but I wanted to encourage Ken Follett fans to keep your eyes out for it. I’m hoping they may move up the release date.
It has everything, romance, treachery, history, and it’s the kind of book that you can’t put down. One more page, one more chapter, there’s never a good time to put it aside.
There are three principal characters in each novel. They include a builder and planner, a beautiful young lady with a royal background who travels from Normandy in France to marry in Kingsbridge, and a monk whose dream for the abbey that he works in is to make it a learning center for both clergy and laypeople. Remember how much you hated William Hamleigh in Pillars of the Earth? This story has an excellent villain in the Bishop of the area.
All in all, it’s exactly what you’d expect and want from a Ken Follett novel. and was a great immersive escape in these days when you would rather think about a different sort of world.


Stony-Edge Bookcase, 32". Natural Wood Color. No Assembly required
HSN | Craft Essentials 03.07.2018 – 03 PM
Are you tired of presenting your favorite books on a bookcase that's immobile, clunky, or plain? each time someone walks into your home, they learn a little more about you. And more than anything, your bookcase showcases your knowledge, personality and individuality. Stony edge is here to help you take care of your books with a high-quality, beautiful bookcase that's easy to manage, looks great and can be placed almost anywhere! stony edge folding bookcase displays your books and photos with pride. The stony edge folding bookcase adds extra shelving in an instant with four tall shelves that provide plenty of space for books, photos, decor, or your favorite trinkets. With its airy, spindle-side design, this smart wood bookcase will look right at home in any room. The 4-Tier folding bookshelf Arrives completely assembled-all you need to do is fold out the sides, flip down the shelves and it's ready to go! add style to your room now! stony edge's contemporary styled folding bookshelf Bridges the Gap between traditional and modern. With a minimalist construction, this bookcase lets you easily see what books you have available, gives you a decorative piece to add to any room and can be moved around to suit your layout. There is no limit to what you can do with this folding wooden bookcase. This 4-Tier piece is ideal for storage or as a decorative element in the home. Both sturdy and foldable, the stony edge folding bookcase is truly versatile.


Come join us at the library for a 4-week session of yoga for beginners! Sarah Weber, a certified Iyengar* yoga instructor, will guide you through four 1-hour classes of foundational poses. All are welcome; no prior experience necessary. (If you have your own mat and/or any props you use at home to practice, please bring them to class.) *For more information on Iyengar yoga, please visit www.Iynaus.org. The four week session is $35, due at the first session. The class will meet on Monday mornings at 9:00 a.m. on February 10, 17, 24 and March 2.
Register online at: https://www.coopersvillelibrary.org/program_registration.html


Breathless Press (August 2012)
Can she risk giving her heart back to a man whose loss nearly destroyed her whole world?
Long ago, a powerful witch named Casterix nearly destroyed the world of Arroway out of grief for the murder of her mate, Callum. She spent those years since exiled on Earth, believing she could never return home.
Unbeknownst to her, the power of their connection tied Callum to their world despite his demise. While she hid away, his spirit remained lost in dimension between life and death, until he finally found a way to return to her.
Now, after a thousand years, the two are reunited. But their reunion is less than joyous.
Arroway is dying. The witches are close to extinction. It will take the combined power of Casterix and Callum to save their world. But can she risk caring for him as she used to, when their separation tore her apart?


I talked with Mike Treff from Soundscreen design about the amazing book he co-curated with Brian Roettinger, and Diego Hadis about US 7" record design. It goes further than just a coffee table book of reproductions of 7" sleeves, they approached the book with the idea that the modes of production should be just as important as the graphic "art" itself.
Of course I completely agree...the thing that truly makes the 7" great a lot of times has to do with the handmade nature of the object as much as the artwork on the sleeve....or the music inside for that matter. I think they are tackling a whole new angle in history of the 7", a history that's just getting started.
But they didn't just stop with the information about singles, the press runs, the designers, they made the book itself a similar handmade artifact. All of the 7"'s were sent in by collectors around the US, photographed and reproduced in full color, which let's face it you'd be crazy not to do, but there's different paper stocks and page sizes. It's like McSweeneys and 7inches came together...they created a piece of art as amazing as the singles inside they celebrate, except that they will press this for whoever wants it...which is not the case with anything pictured in this book.
If you have ever thought about starting a label and pressing a 7", or just bought your first 7" from your favorite band on tour, this book is an essential resource.
If you think you know everything about 7"'s, and your collection is complete...this book will prove you wrong...and educate you about something you can actually use in the real world.
7"'s are freaking awesome.
Download the interview here.
Now available for pre-order is Soundscreen’s latest book, Touchable Sound: A Collection of 7-inch Records from the USA.
In an era that advocates streamlined product, and music at the click of a mouse, Touchable Sound celebrates those independent-minded bands and labels that make their own records and relish the opportunity to produce labor-intensive one-off artifacts. As Henry H. Owings puts it in his introduction, the book honors “those who invest countless hours of themselves to further their art. It’s about having an attention to detail and a disinterest in the bottom line.”
Organized by region, Touchable Sound focuses on unique, exquisite examples of American 7-inch-record packaging. Spanning nearly 25 years, it lovingly documents the obscure and the hard-to-find with help from musicians, artists, and label owners. Many of these records-by bands as diverse as the Locust, Olivia Tremor Control, Angel Hair, Stereolab, Los Crudos, the Melvins, and more—have never before been seen by a wide audience, and were originally pressed in extremely limited editions.
Curated by Brian Roettinger, Mike Treff, and Diego Hadis, the book features over 300 records and 600 bands that have set the bar for record packaging and design. The official release is set for October 5th, but make sure you reserve your copy by pre-ordering.


|Mapping the movies: understanding post-war cinema as a located example of globalization-in-process|
This project investigates the significance of Australian cinemas as sites of social and economic activity. The project analyses the responsiveness of cinemas and their audiences to social and cultural change through several detailed case studies. We investigate distribution practices and audience preferences using a combination of archival, demographic and spatial data and oral histories. As one of the first Australian research projects to produce historical maps of the social, economic and cultural patterning of media consumption, the project makes a groundbreaking contribution to the analysis of regional and community differentiation in Australian media and cultural history and enhances our understanding of the ways in which local media practices sustain community identities.
|Start By||29 December 2007|
|Completed By||29 December 2010|
ARC Discovery Grant
|Outcomes||Deb Verhoeven, ‘Film, Video, DVD and Online Delivery’, Media and Communications in Australia, 5th edition, Stuart Cunningham and Graeme Turner (eds), Allen & Unwin, Sydney, 2010 (in press);
Deb Verhoeven, ‘Diasporic Cinemagoing and National Cinema'.
Globalization and Culture
Melbourne – Australia


Join us Wednesdays at 10:00am for nature-themed storytime!
Come down to The Cibolo Visitor Center for educational storytime and activities for little ones ages 3-5. New topics every Wednesday to get kids excited about nature!
We will hold storytime 9/13/23 through 11/8/23 (not meeting on 10/11/23).
There is a suggested donation of $5 per family to help keep our program running.


An algorithm is any well defined computational procedure that takes some value or a set of values, as input and produces some value, or set of values as output (Rayward-Smith et al. 1991 )
Rayward-Smith, V. J., Thomas H. Cormen, Charles E. Leiserson, and Ronald L. Rivest. 1991. “Introduction to Algorithms.” The Journal of the Operational Research Society 42 (9). JSTOR:816. http://dx.doi.org/10.2307/2583667.


The Harwood Public Innovators Lab
Co-hosted by United Way Worldwide and The Harwood Institute for Public Innovation, The Harwood Public Innovators Lab is a 2.5-day experience to help you and your organization learn what it means to Turn Outward – to use the community, not your conference room, as your reference point for choices and action.
Applied learning. Real-life scenarios. Action, not theory.
Learn how to make the community - not your conference room - the reference point for your choices and action.
This year’s Lab will take place December 11-13 at the Mary M. Gates Learning Center in Alexandria, Virginia.
If you Turn Outward and make more intentional judgments and choices in creating change, you will produce greater impact and relevance in your community. The Harwood Institute has partnered with some of the world’s largest nonprofit networks including United Way Worldwide, AARP, Goodwill Industries International, the American Library Association, the Corporation for Public Broadcasting and others to spread this approach, which is being used across the U.S. and increasingly worldwide.
The Lab was recently redesigned to be more applied, more practical, and more hands-on. You will leave with a clear action plan for things you can do to increase your impact the day you return home. Additionally, all Lab alumni receive:
- Access to more than 2,000 public innovators worldwide through our Public Innovators Listserv
- Three months of weekly tools, real world case studies, and tips on using what you’ve learned plus our monthly newsletter and Rich Harwood’s “Redeeming Hope” blog
- A Public Innovator Toolkit print ready for you to use with your staff and partners
- A library of videos that you can use to spread what it means to Turn Outward
The Public Innovators Lab is foundational for any organization seeking to drive change in their community. We encourage you to bring a cross-functional team if possible or at least another colleague to share the experience. The Lab is designed for senior teams or individuals that have responsibility for developing strategy and driving execution.
Click here for a previous program agenda.
REGISTRATION IS NOW OPEN!
Click here to register.
Early registration is $995.00.
After November 2, the registration fee is $1095.
This course is available for both United Ways and their local community partners. To register a community partner, please use this link.
The Harwood Public Innovators Lab will be held at United Way Worldwide’s Mary M. Gates Learning Center located at 701 N. Fairfax Street, Alexandria, VA 22314.
Information on local hotels can be found here. See the VISIT US tab at the top of this page for more information on transportation and travel to the area.
For questions on this course, please email email@example.com.


Cloning and functional characterization of the rat stomach fundus serotonin receptor.
Foguet, M Hoyer, D Pardo, LA Parekh, A Kluxen, FW Kalkman, HO Stuhmer, W Lubbert, H
||Foguet M, etal., EMBO J 1992 Sep;11(9):3481-7.
||(View Article at PubMed) PMID:1505525
A DNA segment homologous to the third exons of the serotonin 1C and 2 receptor genes was isolated from a mouse genomic library. The positions of the introns flanking these exons were conserved in the three genes. To examine whether the new fragment was part of an active gene, we used a quantitative PCR protocol to analyse rat RNAs from different tissues and ages. The gene was expressed in stomach fundus at an abundance of 1 x 10(5) mRNA molecules. This tissue contracts in response to serotonin via a receptor that has previously resisted classification. We constructed a cDNA library from rat stomach fundus and isolated clones containing 2020 bp inserts with open reading frames of 465 amino acids comprising seven putative membrane-spanning regions. The protein was transiently expressed in COS cells and binding of serotonergic ligands to the membranes was analysed. The pharmacological profile resembled that described for the serotonin-stimulated contraction of the stomach fundus. After expression of this receptor in Xenopus oocytes, the application of serotonin triggered the typical chloride current which presumably results from the activation of phospholipase C. The coupling to this response system was less efficient than that of the 5-HT1C or 5-HT2 receptors.
Objects referenced in this article
||5-hydroxytryptamine (serotonin) receptor 2B


For NS 532, you will be asked to use research evidence to write your discussion posts. This will require searching library databases for scholarly articles and may need you to describe your search process. Use this course guide to help you with finding evidence for your discussion posts.
Click on a workshop below to self-enroll. Or see the complete list of available workshops.
(influenza OR flu) AND (handwashing OR “hand washing” OR “hand hygiene”) AND (prevention OR prevent OR intervention) AND (children OR students OR schools OR pediatric)
OneSearch is a library tool that searches all of our databases at the same time. You can search for journal articles or e-books.
Are you looking for a specific article or e-book? Type the title into the search box. When you click the search button, the results page will tell you if we have the article or e-book in full text.
Look for the PDF Full Text or Get it from MGH eTreadwell icons on the results page. Click on them to get to the full text.
Are you searching a topic? Type your keywords into the search box and click the Search button. Results will be ranked by relevancy. Use the limits on the left hand side to narrow down your results.
This term refers to a method of vetting articles or other materials most commonly for inclusion in a journal.
It involves having colleagues who are knowledgeable in a discipline examine articles before they are published, and it is a way to help verify that the research an article presents is sound and its conclusions logical.
In the health and social sciences, most often a primary source is a report of the results of an experiment or research study. The most common source format these take are published articles found in scholarly journals or conference papers.
Why Choose Primary Sources
Primary Sources represent the best evidence to support an argument. When you examine a primary source, you get to see all of the relevant information about the study as well as the authors' interpretation of the results of that study. You can then come to your own conclusions about the significance, relevance, and meaning of those results as they apply to your topics of interest. If instead you rely on the interpretations of another author, say from a literature review or other secondary source, you can run into trouble, because their point of view might cloud their interpretations and could lead you astray. Therefore, when you can, you will want to select primary sources to cite in your papers and other academic work.
Identifying Primary Sources
However, not everything published in a scholarly journal or presented at a conference will be a primary source. Here are some things to look for.


"Rarely does one have the pleasure of seeing so many poets violate the truth that no one
can be in two places at once.
Indivisible provides hundreds of local
poetic delights and deserves a place among the best anthologies of poetry."
- Billy Collins
Former U.S. Poet Laureate
"Indivisible is seamless passion, held together by the will to cross borders and embrace that which
is sacred in the individual.
This collection of poems underscores a voyage through physical and
psychological time and space, but it also clearly
undermines any notion of a diaspora of the soul
and spirit. Moments of graceful resiliency are captured again and again, and
an unbroken map of lyrical recollection. There are lived lives behind these marvelous poems."
- Yusef Komunyakaa
Distinguished Senior Poet at NYU
"No-one can speak for 'America' or 'Humanity,' but these poems give us a glimpse of both.
Scattered among them are treasures
and heartbreaks, mercurial descriptions of life and languid
backward glances at what is left behind, what cannot be recovered.
This is a language map of
South Asian America. Come. Come for a ride."
- Vijay Prashad
author of The Darker Nations: A People's History of the Third World and
The Karma of Brown Folk
"Like seedlings breaking through concrete cracks, the poems collected in
Indivisible widen the literary landscape and expose
the reader to fresh terrain.
Gathering together for the first time an expansive and varied set of voices
representing the breadth
of South Asian American poetry, reading Indivisible is
like witnessing the wings of a newly discovered bird, outstretched,
for an untouched horizon."
- Matthew Shenoda
author of Seasons of Lotus, Seasons of Bone


Frankie Meyer: Vintage city and county directories can be a godsend for finding treats | Lifestyles
Have you used city and county directories in your genealogy research? The booklets were published annually in the late 1800s and early 1900s. They were often divided into two parts.
In the first section of the booklet, the adults’ names were listed in alphabetical order. Each entry included the person’s occupation, address and place of work. The names and addresses of businesses, cemeteries, hospitals, newspapers, charities, post offices, schools and churches were also listed.
If a person was married, the name of the spouse was entered. If a woman was widowed, the inscription sometimes included the name of the deceased spouse. The names and ages of the children were often listed, in addition to the names and ages of the tenants. Some directories place the letter “r” in front of the tenants’ address and the letter “h” in front of the owners’ address.
The second section of the booklet listed the streets, along with the house addresses on each street and the names of the adults in each residence. By checking this section, researchers can learn the names of relatives who lived nearby. Most brochures also included a map.
By comparing details in directories from adjacent years, researchers can often identify important dates in an ancestor’s life. Examples are a person’s year of birth, marriage, divorce or death. A researcher can also find out the year a person changed jobs, graduated, left school, immigrated, moved to an area, left the area, or moved from one place in town to another.
The Library of Congress has the largest collection of directories. Old booklets are also found in libraries, museums, genealogical societies, historical societies, and county records centers. Many directories have been digitized and are accessible to subscribers of FamilySearch.org and similar subscription sites. When looking for families in Carthage, Carterville, or Joplin, check the directories at the Jasper County Records Center, located at 125 Lincoln St. in Carthage.
Sometimes residents of African American ancestry were listed in a separate section or booklet. Directories for black residents of southwestern Missouri have been compiled in Volumes I and II of “Black Families of the Ozarks.” These volumes are available at libraries in southwestern Missouri.


When her beloved aunt dies, SHANNON BURKE is left with a cryptic letter, a hand-drawn map, and an old Toyota camper. Then she loses her job, her boyfriend, and any hope that her life will play out like she planned.
Her aunt's notes lead homebody Shannon deep into New York's Adirondack wilderness where she scales mountains, discovers hidden waterfalls, digs for buried treasure, and most importantly, gets lost. In the end, she discovers the life-changing secret behind her aunt's final gift and learns that a person’s path through life is never clearly marked.
CAMPER GIRL is a Young Adult novel published by Fitzroy Books, a subsidiary of Regal House Publishing.
"A tender and poignant coming-of-age novel."
~ Jennifer Caloyeras, author of Strays
"Good guidance for all of us in these uncertain times."
~ Michelle Caffrey, author of Bring Jade Home
"Should be included in every school library. Reminds young adults that they can take the road less traveled."
~ Eric Hoffer Book Awards
"Riveting...brilliantly portrays the insecurities faced by teenagers while growing up."
~ Readers' Favorite Reviews
GOLD MEDAL, YA ~ Eric Hoffer Book Awards
GRAND PRIZE SHORT-LIST ~ Eric Hoffer Book Awards
BRONZE, YA ~ Florida Book Awards
BRONZE, REGIONAL FICTION ~ IPPY Awards
BRONZE, YA ~ Moonbeam Children's Book Awards
FINALIST, FICTION ~ CNY Book Awards
FINALIST, YA ~ Next Generation Indie Book Awards
FINALIST, YA ~ American Fiction Awards


AI Music Improvisation by Franziska Schroeder (sax/AI art) and Federico Reuben (ML/live coding).
This a 20-30mins duo live improvised music performance set, using machine listening and AI generated music materials. The PRISM SampleRNN / neural network has been trained, using original saxophone input by Franziska Schroeder.
In this duo we incorporate live improvised music, with AI generated source material (i.e. some of the input from the PRISM neural network training data set), combined in a live coding setup.
In terms of AI techniques for audio generation, we will be using two approaches:
We've generated audio material (with different settings, e.g. temperature) using PRiSM SampleRNN (https://github.com/rncm-prism/prism-samplernn. implemented by Christopher Melen) trained on a large dataset of recordings of Franziska playing the saxophone. We will be using the pre-rendered audio files of the generated audio, in combination with the original recordings in the dataset, during the live performance as material that will be intuitively remixed through live coding - the live coder will be making decisions during the performance, selecting between different files and using the live analysis of Franziska's input (through a microphone) to match it (by selecting different audio features/parameters during the performance) to different segments of the different audio files.
We've trained a RAVE model (https://github.com/acids-ircam/RAVE, Caillon and Esling) using Franziska's recordings and we will use the RAVE UGen in SuperCollider (https://github.com/victor-shepardson/rave-supercollider, implemented by Victor Shepardson from the IIL in Iceland) for real-time processing (latent representation and autonomous generation).
Both of these approaches will be used within the context of the improvisation, and the live coder will co-create with the live performer and computer by intuitively accessing these AI-generated materials, and mix them with other effects, algorithmic processes, analysis and samples, depending on what is happening during the improvisation. We will be using SuperCollider with some live coding libraries by Reuben (https://github.com/freuben/Radicles) as well as other well known libraries such as JITLib.
Visuals using #StableDiffusion will be projected. The visuals are based on a prompting technique developed by Franziska, and that connect intimately to the performance, the specific performers and their instruments.
The duo explored similar AI ideas in a performance as part of the AI and Music conference, KTH Royal Institute of Technology, Sweden, Stockholm, 2022.
Youtube Links to previous Improvisations, using AI generated visuals:
#AiArt, #StableDiffusion #Deforum - improvised materials using saxophone and live coding. Live recording in Stockholm, Sweden, 21 November 2022.
A triptych representation of an AI generated architectural model with processed saxophone sounds.
Franziska Schroeder is a saxophonist and improviser, originally from Berlin.
She has recorded her music on diverse labels (pfMentum, Creativesources, Bandcamp). Her research on ethnographies of improvisation cultures in Brazil (2013) and Portugal (2016) are published online. Franziska works as a Professor of Music and Cultures at the Sonic Arts Research Centre, at Queen’s University Belfast, where she also leads the research team “Performance without Barriers” - a group dedicated to researching more accessible and inclusive ways to designing music technologies for and with disabled musicians. The group’s agenda-setting research in designing virtual reality instruments was recognised by the Queen’s Vice Chancellor’s 2020 Prize for Research Innovation.
Federico Reuben is a composer, sound artist and live-electronics performer. His work includes compositions for acoustic, electroacoustic and mixed ensembles, laptop improvisations, computer-mediated performances, fixed media, hybrid works, installations, collaborations and computer programs. As a laptop improviser he has performed with improvisers such as Elliott Sharp, John Edwards, Steve Noble, Mark Sanders, London Improvisers Orchestra, Tony Marsh, Alekander Kolkowski, Ingrid Laubrock, Alexander Hawkins, Dominic Lash, Rachel Musson, Javier Carmona, Mark Hanslip and Paul Hession. He is also co-founder of netlabel and artist collective squib-box with Adam de la Cour and Neil Luck. Currently, he is Associate Professor at the School of Arts and Creative Technologies, University of York, where he is director of research. Federico is Co-I in the AHRC-funded network ‘Datasounds, Datasets and Datasense: Unboxing the hidden layers between musical data, knowledge and creativity’.
This is a duo of live improvised music using AI-generated music materials and ML techniques. We trained PRiSM SampleRNN model using a dataset of original saxophone recordings by Franzisksa to generate new audio materials. The original dataset, as well as the pre-rendered audio materials, are accessed during the improvisation through stochastic and MIR techniques. We also trained the RAVE model using Franziska’s saxophone input and we use the RAVE UGen (ported by Victor Shepardson) in SuperCollider for real-time processing. Both of these approaches will be used in the improvisation, and the laptop improviser will interact with the saxophonist by intuitively accessing these AI-generated materials and techniques, as well as mixing them with other effects, sample and algorithmic processes, depending on what is happening during the improvisation. We will be using Supercollider with libraries by Federico, as well as other well known love coding libraries such as JITLib. Visuals using StableDiffusion will be projected. The visuals are based on a prompting technique developed by Franziska, and that connect intimately to the performance, the specific performers and their instruments.


We understand that choosing the right treatment and practitioner for you is an important decision to get right. We believe that the more knowledge you have, the more informed your decisions will be.
As a dedicated, professional, fully transparent and highly qualified team, who cares deeply about your wellbeing, we are making it our priority to give you all the facts upfront and open.
That's why we have built and will continue building our dedicated Sugarbox Knowledge Centre. A clear and honest resource, enabling you to browse a library of information and learn more about each treatment service.
Our aim is to give you a straightforward guide to learn all that you need to know about treatments that you’re interested in.


Judith Finell is co-founder and editor of Your Inside Track, a newsletter on music and copyright.
Additional publications are below. Click on the article title to view.
- New York State Bar Association Entertainment, Arts and Sports Law Section Journal, “Scandalous Notes: A Musicologist Discusses New Developments in Music Technology That Challenge Copyright Attorneys and Expert Witnesses,” Special Edition 2008, Vol.19, No.1.
- New York State Bar Association Entertainment, Arts and Sports Law Section Journal, “The Outer Reaches of Copyright Protection: Creative Arts, Style and the Law,” Fall/Winter 2002, Vol. 13, No. 3.
- Thomson & Thomson’s Client Times, “Using an Expert Witness in a Music Copyright Case,” Volumes.1 and 2, 2001.
- The New York Times, “Westchester Q&A: Judith Greenberg Finell. Name That Tune, and Prevent a Rip-Off,” August 27, 1995.
- New York Law Journal, “Musicologist Takes Look At Recent Court Rulings,” Part One of Three, May 15, 1992.
- New York Law Journal, “How A Musicologist Views Digital Sampling Issues,” Part Two of Three, May 22, 1992.
- New York Law Journal, “A Musicologist Discusses Disguised Infringement,” Part Three of Three, May 29, 1992.


In the realm of men’s mental health, reading often remains an overlooked and underestimated tool. However, delving into the world of books can be a powerful resource for nurturing and maintaining emotional well-being. In this article, we explore the unique thoughts of Alabama Men’s Clinic.
Emotional Expression and Self-Reflection
Reading provides a safe and constructive outlet for emotional expression. Through the pages of a book, men can explore a wide range of emotions and experiences, allowing them to process their own feelings and thoughts in a non-threatening manner. Fictional characters and their stories become mirrors through which men can reflect upon their own lives, fears, hopes, and dreams. This process of self-reflection fosters self-awareness, emotional intelligence, and a deeper understanding of oneself.
Escaping the Noise: Finding Solace and Inner Peace
In a world filled with noise, constant stimulation, and digital distractions, reading offers a sanctuary of solace and inner peace. Immersing oneself in a captivating book provides a temporary escape from the stresses and pressures of daily life. It allows men to retreat into a quiet space where they can find respite, recharge their mental energy, and engage in self-care. This quietude promotes mindfulness, reduces anxiety, and cultivates a sense of calm and balance within.
Empathy and Connection: Bridging Emotional Gaps
Reading fosters empathy and emotional connection. When men engage with characters and narratives that portray different life experiences, they develop a deeper understanding of the human condition. This heightened empathy enhances their ability to connect with others on an emotional level, strengthening relationships and fostering a sense of community. By immersing themselves in diverse stories, men can bridge emotional gaps, embrace diversity, and develop a greater appreciation for the shared struggles and joys of humanity.
Stress Reduction and Mental Resilience
The act of reading has been shown to reduce stress levels and promote mental resilience. As men immerse themselves in a book, their attention shifts away from daily worries and concerns, allowing their minds to unwind and relax. Reading stimulates the imagination, transports individuals to new worlds, and engrosses them in captivating narratives. This mental escapism alleviates stress, promotes a sense of well-being, and equips men with the mental resilience needed to face life’s challenges.
Expanding Emotional Vocabulary and Communication Skills
Reading contributes to the expansion of emotional vocabulary and enhances communication skills. Through exposure to various writing styles, character dynamics, and nuanced emotions, men develop a broader range of words and expressions to describe their own feelings. This expanded emotional vocabulary not only aids in articulating thoughts and emotions effectively but also facilitates deeper and more meaningful connections in personal relationships. Men who read regularly often find themselves better equipped to express their needs, listen empathetically, and communicate with authenticity.
Inspiration and Personal Growth
Books are a wellspring of inspiration and personal growth. Whether through non-fiction self-help books, biographies of inspirational figures, or works of fiction that explore the human condition, men can gain valuable insights, life lessons, and motivation for personal development. Reading exposes them to different perspectives, diverse experiences, and alternative ways of thinking. It ignites the flame of curiosity, encourages lifelong learning, and fosters a growth mindset.
Reading is a silent strength that holds immense power for men’s mental health. By embracing the written word, men can embark on a journey of emotional expression, self-reflection, and inner peace. The act of reading nurtures empathy, reduces stress, expands emotional vocabulary, and fuels personal growth. It is a valuable tool in building emotional resilience, fostering meaningful connections, and promoting self-care. So, pick up a book, explore the pages, and unlock the silent strength that lies within the realm of reading for men’s mental well-being.


The Community Schools Revolution demonstrates how cities and districts across the country have designed strategies over the past three decades that enable schools to close opportunity and achievement gaps for historically marginalized students. The authors offer strong evidence and vivid examples that make a compelling case for community schools as an effective school improvement strategy – one that can be adapted to a wide variety of local contexts.
Linda Darling-Hammond, Professor Emerita, Stanford University, and President, Learning Policy Institute
Community schools are the equity strategy of our time. The long history of community schools is rooted in racial and social justice. The authors effectively capture the stories, reflections, and successes that define the impact and potential of the modern community schools movement across the country.
Becky Pringle, President, National Education Association
Addressing educational, social, and economic inequality is the issue of our time. The Community Schools Revolution takes on this challenge by documenting how cities and districts around the United States have acted collectively to organize school and community resources around student success. In their narrative, the authors ably document the growth, successes, and challenges of a quiet social movement that began 30 years ago, is flourishing now, and promises ongoing results for the future.
Darren Walker, President, Ford Foundation
The authors have expertly gathered their collective wisdom, the experiences of those doing the work, and the decades of evidence supporting this strategy to beautifully illustrate what makes community schools successful. And they show the path forward, building off the lessons we have learned until every school is a community school. The stories highlighted show not only the journey, but the impact community schools have had on students, teachers, and families. In diverse communities from Ohio to New Mexico, New York to California, the community schools strategy has brought schools and families together and helped them to organize local resources, assets, and partners not only to address challenges, but to create new opportunities for kids and communities to thrive. This is an important read for anyone wanting to better understand what is possible when the community and schools work together and learn how it can be done.
Randi Weingarten, President, American Federation of Teachers
For each of us committed to replenishing U.S. democracy and justice, we know well that bottom-up social movements must be a central driving force. But we often wonder: what do these movements actually look like – from ideas to theory to organizing to practice? This book powerfully makes plain all these elements in describing the most potent social movement in public education, the community schools movement, which is dramatically expanding the life chances for literally hundreds of thousands of young people across the country. This book, co-written by key figures who helped build the movement over the past 30 years, is a must-read for anyone wanting truly equitable, democratic improvements in public schools driven by and with their communities.
Cyrus Driver, Director, Partnership for the Future of Learning
How very sad that we still need a book like this, arguing what should have been obvious long ago: if we are serious about wanting every child to flourish, then children from underserved communities need the same kind of enriching, stretching, challenging, connecting experiences automatically available to children in privileged communities. It is hard to read these instructive and inspiring case studies and not wonder why we aren’t doing this kind of work everywhere.
Charles Payne, Henry Rutgers Distinguished Professor of African American Studies and Director, Joseph Cornwall Center for Metropolitan Research, Rutgers University, Newark
The Community Schools Revolution, co-authored by pioneers in the field, lays out all the significant issues in developing and launching successful community schools. After reviewing the detailed accounts of six U.S. cities, one walks away from this classic with ideas about the many ways to build community schools and thus transform communities in any city in the nation.
Laura Bronstein, Dean, College of Community and Public Affairs, and Professor, Department of Social Work, Binghamton University
Did you know that chronic absenteeism has doubled since the onset of the Covid 19 pandemic and now affects nearly one of three students in the United States? Wondering how to address this daunting reality? Read The Community Schools Revolution for inspiration. Drawing upon powerful stories from across the United States, the authors show how schools, working together with a wide array of partners, can truly make a difference. By investing in relationship building and engaging learning experiences, community schools motivate “showing up.” Weaving together resources, community schools provide students and families with the health, economic and social support needed to overcome barriers to getting to school. Committed to listening to student and family voices, community schools offer pathways to success that build upon community assets and respond to local realities.
Hedy Chang, Executive Director and President, Attendance Works
I know the power of community to enable our young people to learn and thrive. The Community Schools Revolution demonstrates how to harness that power and return public schools to their vital role as centers of community and engines of community change.
Arne Duncan, former U.S. Secretary of Education
This book comes at just the right time, as more school communities across the country explore the power and possibility of community schools to integrate transformative models of leadership, engagement, and learning -- all deeply rooted in the interests, experiences, and needs of students and families. The authors provide context, history, and vivid examples of how diverse places have taken the idea of community schools and made it their own. It’s a valuable and inspiring resource for anyone interested in understanding what is possible when a broad range of stakeholders come together, roll up their sleeves, and work to reimagine new ways of being, learning, and leading together.
Sophie Fanelli, President, Stuart Foundation
The Community Schools Revolution provides important and insightful analyses of the origins of and rationale for community schools, illustrated through several instructive case studies of initiatives across the country. New entrants to the community schools field and experienced practitioners alike will benefit from the perspectives of the authors – all of whom are giants in the movement.
Abe Fernández, Vice President for Collective Impact and Director, National Center for Community Schools, Children’s Aid
The Community Schools Revolution is a must-read for people looking to improve our education system and strengthen our society. The authors bring a wealth of experience, knowledge, and insight to this book. By describing community school initiatives around the country, and the partnerships that drive them, the authors share lessons that are immensely valuable to the afterschool community. We should all support the continuing success of the community school movement they describe.
Jodi Grant, Executive Director, Afterschool Alliance
The Community Schools Revolution is an innovative book that delves into the profound effects of community schools on education, social justice, and democracy. Written by esteemed authorities in the field, the book illuminates the transformative capacity of community schools in nurturing partnerships, empowering communities, and promoting equitable educational opportunities for all students. It is an essential resource for educators, policymakers, and advocates who are dedicated to advancing education and social progress.
John H. Jackson, President and CEO, Schott Foundation for Public Education
The community schools movement has grown exponentially over the decades, firmly planting the essential role this strategy plays in creating and coordinating opportunities for children, youth, families, and communities to thrive. The Coalition for Community Schools continues to be at the heart of the movement to help further this essential engagement strategy to bring about meaningful and lasting education systems change. This book chronicles the key inflection points and lessons that will inform the field into the future.
Eddie Koen, President, Institute for Educational Leadership
The Community Schools Revolution draws upon the achievements of six different community school initiatives to elaborate critical implementation lessons for on-going and future undertakings. The authors, four veteran community school thought leaders, make a distinguished contribution in detailing a quarter century’s evolution of the community school movement to connect the “why” of community schools to the “how” of effective implementation in different local, regional, and state contexts.
Milbrey McLaughlin, David Jacks Professor of Education Emerita, Stanford University
Early engineers hoped education in the United States would bolster and sustain democratic principles. Similar to other parts of our democracy, the realities of both our investment in and execution of schools haven’t lived up to the goals of fostering freedom and equity. Community schools provide a practical pathway to recapture the purpose and promise of public education. To transform schools with communities as partners, we must follow the evolution, learn from the pioneers, and take the strategy of community schools into an ever-shifting future of learning. The Community Schools Revolution takes us on that journey and challenges us to chart the future of community schools with high-quality and sustainable systems; collaborative, innovative, and responsive approaches; and an ever-present focus on students within the context of their broader ecosystems. I hope every practitioner in Maryland will read this book to inform our ongoing expansion and implementation of community schools.
Ellie Mitchell, Director, Maryland Out of School Time Network
Transforming schools into community schools was very important before the pandemic, but even more so now. Today’s and tomorrow's economy, jobs, and civic fabric need much better-prepared young people and with a wider range of skills, interests, and capacities, including to learn to adapt and work together in teams. A higher quality school day is more important than ever, but schools -- and the regular school day activities and educators -- cannot meet these challenges alone. Students and families need the benefit of powerful positive relationships and the collective impact among school day personnel, comprehensive afterschool and summer enrichment opportunities, and a community’s people and supports. They clearly complement and strengthen each other, making the whole of a community school bigger than the sum of its parts. This new book provides the essential concepts, underpinnings, frameworks, and outstanding examples of how to start and grow community schools in your community and state.
Terry Peterson, Education Consultant, Charles Stewart Mott Foundation; Senior Fellow, Riley Institute
Joy Dryfoos, a pioneer of the community schools strategy, said that “full-service community schools have the capacity to bring together in one space the resources and personnel that can strengthen both the school and the community.” She was, of course, right. Today’s community schools address the needs of the whole child in a comprehensive way, enabling students to access the kinds of services they need to perform their best in school and in life: academic, health, mental health, social-emotional, and so much more. Simply put, community schools help to level the playing field by providing equitable access to the resources all students need to thrive. We all have a common stake in our communities, so we all have a role to play in improving them for the benefit of all children.
Betty Rosa, New York State Commissioner of Education
We are in the midst of a great awakening that the authors of this work have stirred into reality decades ago. Partners all across the country are working with schools as the hub of service and support for students and families and this field is catching the attention of policy makers, educators, and funders in substantial ways. We can no longer stand for harm that is inflicted when we ignore the challenge of connecting the disconnected.
Rey Saldana, President and CEO, Communities in Schools
The founding leaders of the community schools movement have given us a path forward in The Community Schools Revolution. Democracy, equity, collaboration, and leadership will guide our path forward.
Jose Muñoz, Director, Coalition for Community Schools


About the Books
This comprehensive two-volume book constitutes an in-depth course in ecological garden design. Written in a passionate, clear, and engaging style, it integrates the vision and ecology of forest gardening with practical design, establishment, and management strategies. While Edible Forest Gardens was written as an integrated whole, each volume can stand alone as valuable learning tools and references.
No other book on forest gardening integrates ecology and design as thoroughly, and with such rigor, as this. The two volumes combine to give you the most up-to-date and advanced synthesis available on the subject. If you are serious about ecological gardening, ecological horticulture, permaculture design, or forest gardening—whether you are an amateur, a professional, a student, a researcher, or just a hard-core eco-freak—then the two-volume set is for you. It is an investment in intellectual capital that will pay dividends for years to come.
Volume 1: Ecological Vision and Theory
Hardcover. 8 x 10. Approximately 356 pages.
Numerous color and black and white photos, illustrations, and tables. Bibliography, glossary, index, plant and resource lists.
This volume begins with an overview of the ecological and cultural context for forest gardening in modern North America. It also lays out a holistic vision that guides the study of forest ecology that follows. This ecological exploration forms the bulk of volume 1, and offers clear and specific direction for forest garden design and management. Three forest garden case studies ground the concepts discussed in the book and bring them life. Volume 1 concludes with colorful descriptions of forest gardening's "Top 100" species, and useful listings of information and organizational resources.
Volume 2: Ecological Design and Practice
Hardcover. 8 x 10. Approximately 617 pages. Numerous black and white photos, illustrations, and tables.
Comprehensive appendices on forest garden plants and animals, resource lists, glossary, bibliography, indices.
Volume 2 focuses all of its attention on effective design and practice. It organizes the ecological strategies from volume 1 in a way that is accessible to gardeners and designers. It offers a unique 'pattern language' for forest garden design, and provides detailed advice for how to design, prepare the site for, plant, and maintain your forest garden. Volume 2 also includes a unique Plant Species Matrix and several associated appendices which offer a wide-ranging catalog of the ecology, uses, and ecosystem functions of the best temperate-climate forest garden plants, and a few edible mushrooms, from around the world.


Memorial Health System's Annual Reports are available in four formats:
online, page-flip PDF, downloadable PDF or printed.
- To visit our online Annual Report, go to ChooseMemorial.org/AnnualReport.
- To view the PDF in page-turning format, click the cover image to the right.
- To view or print the PDF document, click the appropriate link below.
- If you would like to request a printed copy, please call 217-788-3333 or email us.
2005 Annual Report (7 MB)
2004 Annual Report (5 MB)
2003 Annual Report (1 MB)
You will need Adobe Acrobat Reader installed in order to read the downloaded file.


The broadest of perspectives can locate the shift underway on planet Earth as the most recent scene in a vast pageant of cosmic emergence. A cosmological panorama takes us beyond the ambit of daily life and beyond even the larger compass of human history, offering a vantage point for pondering the contemporary predicament.
A reminder of where we are in the immensity of space, the eons of time, and the majestic evolution of existence, this wide vista cultivates a sense of awe and humility, stirring resolve to renew the vitality of our precious island of life. Such reflections bring into focus a transcendent challenge: to navigate toward a new order of complexity in our corner of the universe, a flourishing and resilient global society.
The story of the cosmos begins nearly 14 billion years ago with the colossal energy eruption of the Big Bang. From the primal chaos of this prodigious event, structures consolidated in distinct stages, each adding new complexity to the grand unfolding of being: quarks and basic particles formed from the cauldron of radiant energy in the first fraction of a second; simple atoms stabilized after some 300,000 years as the universe cooled; galaxies coalesced around random asymmetries in matter distribution, eventually giving birth to stars and planets; and about 3.8 billion years ago, life appeared on Earth, opening a new chapter in the story of the universe.
Biological evolution has been a wondrous adventure of tenacity and inventiveness through titanic episodes of extinction and proliferation. In the fullness of evolutionary time, creatures with brains appeared, enjoying enhanced ability to repel danger and secure sustenance. Eventually, our diminutive mammalian forebears entered the stage, minor characters scurrying inconspicuously among larger and smarter Mesozoic contemporaries. Somehow, they found niches through the long reigns of the trilobites, fish, and reptiles. The actuarial probability of survival for these early mammals could not have been good, and the odds of hitting the jackpot in the lottery of evolution very long indeed.
Everything changed some 65 million years ago when Earth collided with an enormous asteroid, the single most cataclysmic day on this planet. This 10 kilometer asteroid from outer space struck with the force of a billion Hiroshima-size bombs, abruptly altering the scenery, plot, and cast of characters in the theater of natural history. The impact lifted immense dust clouds that blocked the sun and destroyed plant life. The death knell for the imperious dinosaurs (and three-quarters of then existing species) was the sound of opportunity for our furry ancestors, who made a fine living scavenging the insects and snails that flourished on the massive detritus of the global killing fields.
At the dawning of the Cenozoic Era, to be mammalian and small was highly adaptive. Multiplying and diversifying, they populated the Class Mammalia with innumerable design variations for warm blooded and lung-breathing animals. The grandeur of that variety, from schooner-sized whales to pinkie-sized bumblebee bats, remains on display in the 5,000 or so extant mammalian species still clinging to the shrunken habitats of today’s ecologically impoverished planet.
One uncommonly dexterous line—the primates—proved particularly consequential, giving rise to hominids, the first bipedal, tool-developing mammals. These brainy, social creatures jumped onto evolution’s fast track and never looked back. The advent of human consciousness marked both a culmination and an inception: the capstone of biological evolution and the cornerstone of social evolution. The appearance of human culture set off a second Big Bang in the generation of novel forms of existence in the known universe.
Cultural evolution (including technology, social structures, rituals, and symbols) entered into a reciprocal dance with physical and cognitive evolution. Selection for tool-making, language, and social cooperation produced beings of unprecedented ingenuity and adaptability. At each moment, the cumulative heritage of ideas, institutions, inventions, and artifacts formed a springboard for accelerated social change, leaving in the dust the far more gradual processes of biological and geophysical evolution. The power of culture to mold and control the environment liberated humanity from dependence on narrow ecological niches, allowing congenitally preprogrammed behavior to give way to more malleable, historically constructed forms of conduct and association.
In three million years, a mere tick of the geological clock, the primitive sentience of early humans evolved into the higher consciousness of our anatomically modern ancestors some 200,000 years ago. A creature was born that carried the awesome power—and heavy burden—of introspection and reason. This was a luminous and fateful moment in the long saga of cosmic emanation; when it begot a primate able to contemplate the mystery of existence, the universe lit up to itself.
The arrival of modern humans, the last surviving hominid, brought the new phenomenon of human history to the unfolding scene, and with it a qualitatively different kind of transition: the movement between historical epochs. The most far-reaching of these social shifts were great transitions that altered the entire socio-cultural matrix, yielding new relationships among people and between society and nature. At these junctures, reinforcing processes of change rippled across multiple dimensions—technology, consciousness, and institutions—and weakened existing regulatory structures and social norms. Of course, societies did not always survive these systemic ruptures; indeed, most civilizations of the past have fallen and vanished, spectacles of collapse that fascinate anew in our own time of vulnerability. But when they do not crumble, a fading order gestates a successor society, setting in motion a fresh dynamic of social evolution.
Through mechanisms of conquest and assimilation, change radiates gradually from centers of novelty, although earlier eras can long survive in places that are physically remote and culturally isolated. Today’s multitiered world overlays globalized dynamics across a mosaic of modern, pre-modern, and even remnants of Stone Age cultures. Naturally, the course of history cannot be neatly organized as schoolbook timelines with sharp ticks demarcating well-defined epochs. Real history is an intricate and irregular process conditioned by specific local factors, chance, serendipity, and human volition.
Various periodization criteria, such as the dominant political regime, major technology, and mode of production, offer complementary insights, but only partial truths. Moreover, perceptions of social change depend on the granularity of the historical lens through which we peer. Zooming in on finer spatial resolutions and shorter time frames provides greater detail; zooming out brings longer-term, larger-scale processes into focus.
A long view of the broad contours of the human experience reveals two sweeping macro-transformations. The first occurred roughly 10,000 years ago when Stone Age culture gave rise to Early Civilization. The second saw Early Civilization yield to the Modern Era over the last millennium.
The Modern Era itself confronts a deep structural crisis induced by its contradictions and limitations: perpetual growth on a finite planet, political fragmentation in an interdependent world, widening chasms between the privileged and the excluded, and a stifling culture of consumerism. In our time, an exhausted modernity is relinquishing the stage. A third macro-shift in the human condition is underway with implications as far-reaching as those of previous great transformations. History has entered the Planetary Phase of Civilization.
Scanning the contours of change across Stone Age, Early Civilization, Modern Era, and Planetary Phase epochs reveals a broad tendency for society to become more extensive and elaborate. Societal complexity (the number of variables needed to describe roles and relationships, and the degree of connectedness) increases over the course of these transitions. Each emergent phase absorbs and transforms its antecedents, adding novel attributes, greater intricacy, and new dynamics. The characteristic unit of social organization moves from the highly local to the global, overlaying new forms on preexisting ones. The economic basis shifts from Stone Age hunting and gathering to the highly diversified and far-reaching globalized commerce of this century. Communications innovations— language, writing, printing, and information technology—usher in progressively more powerful modes of social intercourse.
The complexification and enlargement of society also quickens the pace of social evolution. Just as historical change moves more rapidly than biological change (and far more rapidly than geological change), so, too, is history itself accelerating. The Stone Age endured about 100,000 years; Early Civilization, roughly 10,000 years; and the Modern Era, now drawing to a close, began to stir nearly 1,000 years ago. If the Planetary Phase were to play out over 100 years, this sequence of exponentially decreasing timespans would persist. Whether this long pattern of acceleration is mere coincidence or manifestation of an underlying historical principle, the fact remains that the vortex of change now swirls around us with unprecedented urgency.
The Planetary Phase
The astonishing quick rise of the dominance of a single two-legged species; in a flicker of historical time, humanity has become a geological force, its once diminutive footprint grown to the scale of the planet. We are on the cusp of a new era, and its defining feature is that the globe itself is becoming the locus of social evolution and contending forms of consciousness.
The world grows ever more complex in a blur of social and environmental change. Circuits of almost everything—goods, money, people, information, ideas, conflict, pathogens, effluvia—spiral round the planet farther and faster. Multiple interweaving threads of connectivity lengthen, strengthen, and thicken, forming the ligature of an integrated social-ecological system.
Whether denied, welcomed, or feared, a phenomenon of extreme significance is in progress, irrevocably transforming our lives and the planet. Heretofore, the world could be reasonably approximated as a set of semi-autonomous entities—states, ecosystems, cultures, territories—subject to external interactions. As a superordinate system forms and global-scale processes increasingly influence the operation and stability of subsystems, such reductive partitioning becomes inaccurate and misleading.
The crystallizing global system comprises differentiated, interacting subsystems: economic, environmental, technological, cultural, and political. Transnational corporations have spun far-flung webs of production nodes and distribution channels, spewed rivers of international capital, and generated a bewildering array of financial instruments for speculative investment. The human transformation of nature has reached the level of the biosphere—the thin planetary shell that supports all life. The revolution in information and communication technology has compressed cultural and physical distance, penetrating remote societies and expanding cross-border networks and communities.
Governments have created new international structures of dialogue (and occasionally governance), their number and diversity synchronized to proliferating challenges. The porosity of traditional geographic and cultural boundaries generates new fissures of conflict among powerful states and with non-state actors.
The Planetary Phase is entangling people and places in one global system with one shared destiny. Observers highlight different aspects— economics, corporations, climate change, health, technology, terrorism, civil society, governance, culture—all introduced by the modifier global. Looking through specialized windows, economists see globalization, technologists spotlight digital connectivity, environmentalists foreground the transformation of nature by human action, and geologists proclaim the arrival of the Anthropocene, a new geological age. Heterodox social scientists suggest other sobriquets: the Econocene dominated by the false ideology of neoclassical economics or the Capitalocene defined by capitalist relations of production and power. Meanwhile, visionary philosophers and theologians point to signs of an emerging global ethos, while realpolitik types see only clashes of civilizations and great powers.
Each of these apertures on the human condition illuminates a critical aspect of the social-ecological whole, but rather than independent phenomena, these aspects are varied manifestations of a unitary transformation process. The Planetary Phase infuses the old adage of systems theory—the whole is more than the sum of its parts—with fresh meaning: there is something fundamentally new on the face of the earth. The global system and its components shape one another in a complex and reciprocal dance that changes both the whole and its parts.
Global climate change, driven by an infinitude of local actions, feeds back to alter local hydrology, ecosystems, and weather. The World Wide Web plugs individuals into an intercontinental cultural pulse from the big cities down to isolated villages and outposts, roiling traditional values and cultures. Supranational mechanisms of governance buck the prerogatives of sovereign states. Economic globalization drives and episodically disrupts national and local markets. The global poor, inundated with images of affluence, demand justice and seek access to wealthy countries, while despair, anger, and displacement feed the globalization of terrorism.
This scaling up of interconnection in the tangible space of institutions echoes in the subjective space of human consciousness. The nascent Planetary Phase elicits contradictory responses as some resist and others celebrate increasing interdependence. Antagonistic reaction to cosmopolitan intrusion has many faces: fundamentalism, nativism, isolationism, and anti-globalization. These powerful centrifugal forces could carry the day. Still, even as the backlash swells and suppurates, an equally powerful centripetal force is at play: the enlargement of the human project presses for a corresponding enlargement of human identity.
The intertwined destinies of people, generations, and all creatures stretch the arms of empathic embrace across space, time, and the natural world. The Planetary Phase has unleashed a mighty dialectic of chaos and order that drives, at once, toward splintered and integral futures. The fundamental quandary of the journey ahead is how to navigate these powerful cross-currents to a civilized most desirable future world.


Time for a break from recipes to share one of the books I just finished reading. It’s French Women Don’t Get Fat by Mireille Guiliano. I had heard about this book from a few different sources and wanted to know what all the fuss was about, so I grabbed it as soon as I saw it at my favorite used book store back home.
About the Author: Mireille was born in France, came to the USA as an exchange student in high school, returned to France with a few extra lbs., and now resides in New York as the co-founder and CEO of Clicquot, Inc.
Summary: A non-diet guide to living a healthy life. No need for deprivation, just learn the French woman’s secrets to eating the foods you love without the guilt. Mireille outlines steps for taking a food inventory, recasting, stabilization, and maintaining a balance going forward.
Things I liked: I thought this book presented wonderful tips to living a healthy life. There are so many quick fix diets out there that don’t last in the long run. I agree completely that life shouldn’t be lived counting calories, instead you should enjoy the life that surrounds you-who cares if you eat some chocolate and bread along the way 🙂 I also loved that there are tons of recipes in this book! I’m planning on trying a few of them, I’ll make sure to share them with you.
Things I didn’t like: I had a basic understanding of how to live the lifestyle presented in this book before reading it, so it definitely felt repetitive at times. Also, I had to catch myself from getting defensive of the generalization of healthy French women vs. fat, lazy Americans. However, putting down that guard made me realize that Mireille, having experienced both lifestyles, is not in this to criticize anyone.
Would I recommend this book to others: Yes, I would recommend this book to anyone looking to forget the fad diets. It gives a refreshing look at how to enjoy the beauty of food with great tips and recipes. Also check out the French Women Don’t Get Fat website.


Bertold Loeffler was a decorative artist best known for his ceramics and a prominent graphic artist. Loeffler attended the Zeichenschule (Drawing School) of the Nordböhmische Gewerbemuseum in Reichenberg and then from 1890 to 1900 the Kunstgewerbeschule (School of Applied Arts) in Vienna, where he studied under Carl Otto Czeschka, Andreas Groll, Karl Hrachowina, Franz von Matsch, Ludwig Minnigerode, and Koloman Moser. From 1904 to 1909 he taught at Vienna's Kunststuckereischule (Embroidery School). Loeffler took over the Fachklasse für Zeichnen und Malen (painting class and printing workshop) at the Kunstgewerbeschule in 1907 when Czeschka moved to Hamburg, and he remained in the position until 1935. Both Oskar Kokoschka and Rudolf Kalvach were in his class.
Loeffler gained his first professional experience working on the portfolio Allegorien und Embleme, neue Folge (Allegories and Emblems, New Cycle), which was published by Martin Gerlach in 1900. He also had material published in Meggendorfer Blatter, Ver Sacrum, Die liebe Augustin, Lucifer, and Danauland. Loeffler's talents encompassed all types of graphic arts: posters, bookplates, printing designs, postcards, bookbinding, banknotes, menu cards, bookplates, and stamps. He also illustrated books and worked as a fresco painter. He worked for various book publishers and supplied designs to numerous firms, including Böck, Vereinigte Wiener & Gmundner Keramik, and Wiener Keramic (ceramics); E. Bakalowits & Söhne (glass); and Berger, Dratwa, Gessellschaft für graphische Industrie (Society for Graphic Industry), and Reisser (graphics).
Loeffler's work for the Wiener Werkstätte was diverse, including commercial graphics, jewelry, ceramics, posters, calendars, costumes, postcards, and bookplates. He contributed designs to both the Cabaret Fledermaus and the Palais Stoclet. For the Cabaret Fledermaus, Loeffler designed various objects and graphics, including posters, brochures, a badge for the staff, fans, and leather goods. Loeffler also contributed ceramic tiles and figurines. In 1906, he founded Wiener Keramik with Michael Powolny and entered into a sales agreement with the Wiener Werkstätte. Wiener Keramik supplied material to the Cabaret Fledermaus and contributed to the decoration of the Palais Stoclet. With the outbreak of World War I, Loeffler served in the army. Loeffler died in Vienna in 1960.


Beneath the skyscrapers and bustling streets of contemporary New York City lies a rich tapestry of colonial history waiting to be unraveled.
As visitors traverse the city, they may unknowingly walk past pivotal sites that bore witness to the birth of a nation. From the cobbled streets of yesteryears to the echoes of historical figures, Colonial New York City holds stories that have shaped the very fabric of American society.
Join in on this exploration to uncover a past that continues to influence the present, offering a deeper insight into the foundations of this vibrant metropolis.
Dutch Settlement and English Conquest
The Dutch settlement of New Amsterdam was swiftly overtaken by English forces in 1664, marking a pivotal moment in the city's colonial history. Despite the change in leadership, the spirit of freedom and resilience continued to thrive among the inhabitants.
The transition to English rule brought about new opportunities and challenges, shaping the city into a diverse and dynamic hub of trade and culture. As the streets of New Amsterdam transformed into New York City, the principles of liberty and independence remained ingrained in the hearts of its people.
This shift in power laid the foundation for a future where the pursuit of individual freedoms and democratic ideals would flourish, defining the essence of this historic metropolis.
NYC as the Nation's Capital
During its tenure as the nation's capital, New York City served as a pivotal center of power and governance. As the heartbeat of the newly formed United States, NYC witnessed the birth of American democracy firsthand.
The city pulsated with political fervor, hosting the first President, George Washington, and Congress as they laid the foundation of the nation. The Federal Hall on Wall Street became the nucleus of American politics, where crucial decisions were made, and the principles of liberty and democracy were enshrined.
New York City's role as the capital was a beacon of freedom and unity, symbolizing the beginning of a new era for the country, where the voices of the people were heard and respected.
Colonial Trading Hub on the Hudson
Positioned strategically at the mouth of the Hudson River, Colonial New York City emerged as a bustling trading hub during the 17th and 18th centuries. Its prime location facilitated the exchange of goods, ideas, and cultures, shaping the city's identity as a melting pot of commerce and innovation. The table below highlights key aspects of this vibrant trading hub:
|Aspects of Colonial Trading Hub on the Hudson
|Mouth of Hudson River
|Main Goods Traded
|Furs, Timber, Tobacco
|Native Americans, Dutch, English
|Impact on City's Growth
|Economic Prosperity, Cultural Diversity
This dynamic marketplace not only fueled economic prosperity but also enriched the cultural tapestry of Colonial New York City.
Key Historical Sites in NYC
Emerging as a vibrant trading hub at the mouth of the Hudson River, Colonial New York City showcased a rich tapestry of key historical sites that continue to narrate the city's intriguing past. The Battery, originally Dutch Fort Amsterdam, offers views of the harbor and houses over 20 monuments.
Fraunces Tavern, the city's oldest bar, witnessed George Washington's farewell to the Continental Army. Bowling Green, the oldest public park, saw the dismantling of King George III's statue post-Declaration of Independence.
Trinity Church and St. Paul's Chapel stand as architectural marvels with ties to the city's colonial heritage. These sites in Lower Manhattan, like City Hall Park and the African Burial Ground National Monument, provide glimpses into NYC's diverse and storied history.
Remarkable Colonial Landmarks in Manhattan
Trinity Church and St. Paul's Chapel, two architectural marvels in Manhattan, are remarkable colonial landmarks that reflect the city's rich heritage. Trinity Church, founded in 1697, stands as a symbol of faith and endurance through centuries of change.
St. Paul's Chapel, built in 1766, served as a place of worship and refuge after the 9/11 attacks. These historic sites witnessed the birth of a nation and the resilience of its people.
Visitors can explore their grounds, admire their architecture, and feel the echoes of the past. Trinity Church and St. Paul's Chapel stand as testaments to New York City's enduring spirit and the enduring legacy of freedom that defines the American identity.
Significant Historical Parks in Lower Manhattan
In Lower Manhattan, historical parks offer a glimpse into the city's colonial past, showcasing significant sites that played roles in shaping New York City's history. Here are five key historical parks in Lower Manhattan:
- The Battery (Battery Park)
- Fraunces Tavern
- Bowling Green
- Trinity Church
- St. Paul's Chapel
Engaging Colonial Guided Tours
Guided tours in Colonial New York City provide immersive experiences that bring the city's rich history to life for visitors. These tours offer a deeper understanding of the colonial era through expert narration and visits to significant sites. Here is a comparison table of some popular guided tours available in New York City:
|NY Historical Tours
|Private Alexander Hamilton tour
|Deep dive into colonial history
|George Washington's New York self-guided tour
|Remnants of Dutch New Amsterdam walking tour
|Slavery Tours NYC
|Focus on the history of slavery and the Underground Railroad
With a variety of options, visitors can choose a tour that aligns with their interests and preferences, ensuring a memorable and educational experience in Colonial New York City.


Professor Alessandra Luiselli studied her B.A. at the National Autonomous University of Mexico (UNAM). Her doctoral studies were completed at The University of New Mexico. Dr. Luiselli has published four academic books: El sueño manierista de Sor Juana Inés de la Cruz (UAEM, 1993), La instrucción del Inca Titu Cusi Yupanqui (UNAM, 2001) and Letras Mexicanas. Ensayos sobre escritores mexicanos de la segunda mitad del siglo veinte (UNAM, 2006) and Melusian Transfigurada. Siete calas a Sor Juana (Instituto Mexiquense de Cultura, Biblioteca Sor Juana Inés de la Cruz, 2013).
Dr. Luiselli also co-authored the critical anthology of Latin American literature Huellas de las literaturas hispanoamericanas (Prentice Hall), reprinted several times. In addition to her books, Professor Luiselli has published a novel, several short stories and many refereed articles and invited book chapters in Mexico, Columbia, Spain and the United States (CV listed). She has traveled extensively giving lectures on Sor Juana Inés de la Cruz and other writers from the Colonial Period, as well as conferences on writers from Contemporary Mexico and Latin America. Her publications also include Spanish translations of children’s books for the educational press SHARP Literacy Inc.
Professor Luiselli has received two distinguished university awards: the Champion of Diversity Faculty Award and the Women’s Progress Faculty Award of Texas A&M University. Dr. Luiselli’s research includes, in addition to Latin American Colonial literature, Hispanic Women Writers, Film Studies and Contemporary Mexican Literature.


This year’s speaker will be Class of ’66 graduate, Theresa Nelson. She has written eight novels for young readers including And One for All, The Beggars’ Ride and Ruby Electric (all American Library Association Notable Children’s Books), and Earthshine, which won the Bank Street College Child Study Award and was included in the ALA’s “Best of the Best” list. A number of Theresa’s books are set on or near the Texas Gulf Coast: Devil Storm is based on her mother’s stories of Tom the Tramp and the Great Storm of 1900; Miss Ivy in The 25-Cent Miracle works at a library just like the old Tyrrell Public; the runaway monkey in the Empress of Elsewhere lives in a version of the Phelan Mansion on Calder Avenue.
The third annual Beyond the Blue & Gold Lecture will be held on Thursday, February 2, 2017 at 6:30 p.m. in the Centennial Complex at MKCHS The lecture will allow the community, current Kelly students and prospective students to see the value of a Catholic education firsthand. The event is free and open to the public. All Kelly families are invited to attend.
To learn more about Theresa, please visit her website at theresanelson.net. We hope to see you there!