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Director’s Profile

Dr A Kumo
Director's Profile

A holder of a Bachelors Degree in Biochemistry (1987), Master of Science in Biochemistry (1990) and a Doctorate in Biochemistry with bias in Biochemical Toxicology (2000) from University of Ilorin, Nigeria, Dr. Noel Biodun Saliu started his working career in June, 1990 as a Research Officer II at the National Universities Commission (NUC), Nigeria.  The NUC is a Quality Assurance Agency responsible for the orderly development of university education in Nigeria.

Dr. Saliu’s working experience in NUC cut across different positions of responsibilities as Research Officer, Quality Assurance Officer, Inspections and Monitoring Officer and Research and Innovation Officer.  He has successfully accomplished different assignments in the Commission ranging from Commission-wide duties to special projects.  He was the Officer in charge of EEC (now EU) projects based in Nigerian Universities where there had to be constant liaison with the development partner and the Universities.  The success recorded in these projects (seventeen of them) engendered the confidence of his superiors to entrust sensitive jobs to him, which were accomplished very successfully. He was awarded the Departmental Best Worker of the year of NUC Department of Research and Postgraduate Development in 1995. He actively participated in the monitoring and evaluation of World Bank assisted $120 million Federal Universities Development Sector Adjustment Operation in 20 Nigerian Universities that participated.

In 2004, Dr. Saliu played a prominent role as member and Secretary of the Task Force that was saddled with the responsibility of coordinating the review of curriculum of programmes taught in Nigerian Universities.  The review process involved a needs assessment survey of the labour market on Nigerian graduates in order to address their weaknesses in the curriculum.  It also involved the development of entrepreneurial studies curriculum for Nigerian universities.

As a quality assurance expert, Dr. Saliu coordinated programme and institutional accreditation in the Nigerian University System since 2011 as a Deputy Director in the Quality Assurance Department of the National Universities Commission.  He is adept in the development and review of accreditation (programme and Institutional) instrument as he coordinated from inception the introduction of institutional accreditation in the Nigerian University Accreditation System. As the Director, Inspection and Monitoring in 2013, he was in-charge of post-accreditation monitoring.   His knowledge in quality assurance resulted in his redeployment to the Department of Quality Assurance in 2014 where he is the Director to date.  He is a member of the African Union-European Union Partnership initiative, Harmonisation of African Higher Education Quality Assurance and Accreditation (HAQAA) Technical Working Group and has served as resource person in many Quality Assurance Conference and Workshop. He is also the Vice-President of the African Quality Assurance Network (AfriQAN). He has served as Rapporteur General for many years for the International Conference on Quality Assurance in Higher Education in Africa (ICQAHEA)

Dr. N.B. Saliu is very proficient in the use of the computer, which informed his appointment as one of the assessors of the NUC-UNESCO Virtual Institute for Higher Education in Africa HIV/AIDS education for basic and higher education teachers and teacher trainers.  In addition to serving as UNESCO consultants on several occasions, his experience with UNESCO includes desk officer for the Nigeria-UNESCO Science Reformation project and the UNESCO project on mainstreaming HIV/AIDS education into the Faculties of Science and Engineering Curriculum in Nigerian Universities.  He was also the Anchorman for the publication Nigerian Universities Inaugural Lectures Series – a serial that has wide readership within and outside the shores of Nigeria.

Dr. Saliu is a member of the Nigerian National Council on Biological Weapons and Toxins Convention as well as that on Chemical Weapons. It was in this capacity that he presented one of the country papers on Capacity Building on Biosafety and Biosecurity at the 2008 Biological Weapons and Toxins Convention (BTWC) meeting of experts in Geneva, Switzerland.  He is also a member of the Governing Council of Elizade University, Ilara-Mokin and the Governing Board of the Raw Materials Research and Development Council (RMRDC). He has on a number of occasions participated in the review of Environmental Impact Assessment reports of the Federal Ministry of Environment, Nigeria and had attended many conferences, workshops and seminars.

to be a more effective and efficient coordinator of the development and review of minimum standards/benchmarks towards enhancing the production of globally competitive graduates in the Nigerian University System.

to coordinate the setting/review of minimum standards/benchmarks for academic programmes andto develop policies and programmes towards ensuring the orderly development and quality of university education in Nigeria as well as enhancing its relevance to national development and global competitiveness.

Mandate & Functions
  • The Department of Academic Standards is a product of the recent restructuring in the NUC. It emerged out of the severance of the old Division of Facilities and Infrastructure Planning and Development and the Resource Verification Unit of the Programme Planning Division
    It is pertinent to note that the reorganisation has not markedly affected the job brief (save for the excision of the resource verification and Facilities and Infrastructure Planning and Development functions) of the Department which clearly remains the hub of the National Universities Commission given its critical functions.
    The Department is made up of the following five Divisions:

    1. Postgraduate Curriculum Development and Planning,
    2. Undergraduate Curriculum Development and Planning,
    3. Resource and Strategic Planning, and
    4. Student Industrial Work Experience Scheme.

    Auditors for regular checking of the accounts of the Commission.

Directorate’s Divisions

Curriculum Development and Planning Division

The Division is headed by Dr (Mrs) Esther Mmeka (Deputy Director)

  1. Arts and Humanities Unit
  2. Science and Engineering Unit
  3. Health Sciences Unit

  1. Coordinating the setting of Postgraduate benchmark minimum academic standards (BMAS) for postgraduate programmes in all Nigerian universities;
  2. Ensuring periodic review of PG BMAS every five years as well as constantly intimating the universities on new curriculum related policy changes and global trends;
  3. Conduct of periodic Needs Assessment of Nigerian graduates with postgraduate qualification at both local and international markets;
  4. Organizing workshops & seminars on curriculum development for the universities as the need arises;
  5. Liaison with relevant government agencies to determine the manpower needs of the nation so as to develop benchmarks and also sensitize universities to establish programmes to meet such needs;
  6. Ensuring compliance by universities with Postgraduate BMAS for the various disciplines;
  7. Ensuring that the Postgraduate BMAS are made available to all departments in all the universities; and
  8. Promoting the evolution of centers of excellence in postgraduate programmes in the universities.
Resource and Strategic Planning Division

Division is headed by Barr. S. S Adejoh

  1. Strategic Planning Unit
  2. Policy Analysis Unit
  3. Annual Review and Statistics Unit

  1. Periodic assessment of high level manpower requirements of the country in conjunction with the appropriate Government agencies;
  2. Collecting and collating data on staff, students and facilities as well as recurrent expenditure in Nigerian universities to ensure compliance with standards and submission of same for inclusion in the NUC data bank;
  3. Preparing Federal universities’ Annual Recurrent Grant request to the Federal Government as input into the NUC Budget preparation process;
  4. Holding the University System Annual Review Meetings with the institutions and analyzing their financial projections and plans;
  5. Analyzing the actual resource utilization costs in the universities;
  6. Evaluating the annual institutional performance against the approved academic plans;
  7. Monitoring the state and development of universities’ libraries;
  8. Supplying information on university education to Government departments, institutions and researchers;
  9. Ensuring periodic review of university funding policies and making appropriate recommendations to the Federal Government.
  10. Promoting the establishment and sustenance of strategic planning culture in the Nigerian University System;
  11. Guiding and coordinating periodic review of University Strategic Plans;
  12. Monitoring the implementation of Institutional Strategic Plans; and
  13. Evaluating and monitoring the implementation of university education policies in Nigeria.
Qualification Framework and Verification Division

Division is headed by Dr. (Mrs.) Morebise J. Funmilayo (Acting)

  1. Federal Universities Unit
  2. State Universities Unit
  3. Private Universities Unit

  1. Ensuring the establishment of SIWES units in Nigerian Universities;
  2. Liaising with ITF to ensure the implementation of all Federal Government policies on the Scheme;
  3. Vetting and approving Master and Placement lists of students from Universities and forwarding same to ITF;
  4. Reviewing courses approved for SIWES funding in Universities regularly;
  5. Liaising with ITF for the smooth running of SIWES;
  6. Seeking and obtaining professional advice/input from professional bodies on the implementation of the Scheme;
  7. Liaising with private sector organizations such as NNPC, RMRDC, NECA, FMI and MAN to facilitate collaborative efforts between Universities and industries;
  8. Liaising with large, medium and small-scale enterprises for purpose of collaboration for the success of the Scheme; and
  9. Encourage industries to accept students on industrial attachment.
Programme Planning Division

Division is headed by Mr. Girei Mohammed (Deputy Director)

  1. Undergraduate Programme Planning Unit
  2. Postgraduate Programme Planning Unit
  3. Resource Verification Unit

  1. Ensuring quality control for all academic programmes in the Universities;
  2. Draw-up guidelines for analysing application for establishment of new academic programmes and/or units;
  3. Processing applications for the establishment of academic programmes and units in the Universities;
  4. Analysing Academic Briefs for master-plan development in the Universities;
  5. Compiling and publishing academic development plans for all Universities;
  6. Liaising with Accreditation Division to facilitate programmes accreditation;
  7. Defining scope and phasing of programmes;
  8. Liaising with JAMB to facilitate admission processes;
  9. Liaising with NYSC to facilitate mobilization of Corps members;
  10. Facilitating the introduction of innovations and new thinking in programmes establishment;
  11. Processing and verifying the establishment of affiliations between Universities and other non-degree awarding institutions; and
  12. Any other duty relating to programmes as may be assigned by the Executive Secretary.


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Dyslexia and the difficulty in learning

SILVA, Nilza Sebastiana da [1], SILVA, Fabio José Antônio da [2]

SILVA, Nilza Sebastiana da; SILVA, Fábio José Antônio da. Dyslexia and the difficulty in learning. Multidisciplinary scientific journal, Year 1, Vol. 5, pp. 75-87 July 2016, ISSN:0959-2448

The present research aims at bibliographic discuss dyslexia as one of the serious problems in the teaching-learning system that interferes with the ability of reading, understanding of words, writing, spelling, as well as the understanding and interpretation of texts and activities that involve logical reasoning. The present study is justified in order to disclose the elucidações that are present in the educational segment, and, as a central objective to describe dyslexia, symptoms, causes, diagnosis, and the possibilities of intervention by education professionals. The school as responsible for the development of the educational potential of children must have in their teachers and educational professionals team for dyslexia and learning disability are diagnosed as soon as possible and be directed to a treatment on specialized professionals and take initiatives that propitiate pedagogical activities that go to the Dyslexic student. Every process and every school procedure is to conduct the student with dyslexia to overcome the barriers, where the professor must have an attitude of welcoming, of patience, tolerance, perseverance and educational programs to support and aid in the development of this child. The present work was to imprint with bibliographic research in scholarly works and authors with deep knowledge about the theme.

Keywords: Dyslexia. Learning disability. Disturbances. Reading. Writing.

The choice of theme is based on the perception that is very little disseminated the dyslexia study in the training of teachers in General.

The present work proposes as the central goal seek information and contributions that are correlated with the difficulties of writing and reading in personal and educational development of children believed to be suffering from Dyslexia.

It is also proposed to study concepts, definitions, characteristics, main symptoms, identification of physical and intellectual components, its recognition by the family and educators, to observe what are the possible actions and strategies of teachers, her role as an educator and facilitator of the learning process and the means to work pedagogically with a child with dyslexia.

It is assumed that the discussion about the problem of dyslexia is one of the most prominent barriers in the everyday classroom, expressed the commitment of the child’s ability to read, understand the handwritten or printed words, writing and spelling words, as well as the understanding of texts and logical reasoning.

In rapid words, dyslexia is regarded as a disturbance or difficulties in learning and in the language, not being, however, the diagnoses related to this factor, consider and detected as dyslexia, because other factors may be influencing the learning of the child.

As will be seen in the course of this study dyslexia is a learning disorder that affects children, adolescents and adults at different educational levels, hindering the acquisition of reading and writing.

It is understood that there is a definition of strategies and intervention on the part of the teacher, is of extreme importance to the diagnosis and evaluation of dyslexia, and from the educator-specific data will give a more specific forwarding supported activities with an emphasis on reading and writing.

For there to be a confrontation of this problem within the school context it is necessary that the school be aware and conscious of its responsibility in the analysis and in the note to the students that present difficulties and/or disorders in terms of reading and writing, and, being that to note cases of dyslexia as the elementary language difficulty, should be treated even , by specialized professionals such as doctors, Audiologists, psychologists, educational psychologists and at the same time, it is the school taking initiatives denoting the construction of methodologies for the student with dyslexia, collaborating with this student to overcome barriers through effective strategies in line with the collective contribution of the school institution.

So there is a positive, efficient and appropriate care that fosters the student feel able, adjusted to the school environment, the involvement of the family is of the utmost importance, since it is she, the family, which has the greatest contact with the individual, taking a position to provide relevant information for the preparation of the process both medical as pedagogical enterprise’s character.

Such measures and preventions, preparatory measures and a posture of confrontation, will allow the school welcoming students with dyslexia, without necessarily modifying its educational curriculum projects.

It is intended that this study on the learning disabilities and dyslexia in context, contribute to academics and professionals working in the field of education and has the responsibility to report to society the importance of this syndrome in the cultural context it produces directly and/or indirectly to all involved in the middle.

The present study was the investigative measures, which sought to understand a little more about the dyslexia disorder. Bibliographical research resources used based on theoretical references like books, scholarly articles, academic papers and Internet that allowed a support in the construction of the proposed.

Are diverse the way of understanding what is dyslexia, primarily in middle school.

Are recorded as a result of poor literacy, methodological fashion used in schools of early childhood education, the preparation of education professionals, inattentive student, labeling of “dumb”, “lazy” and other variants.

Figueira (2012) analyzes it’s common to hear when it comes to theme dyslexia, correlated with the word disease. Currently is a wrong term, because in reality it is a difficulty, a congenital hereditary order disorder. As there are different levels of dyslexia (mild, moderate and sharp), the duration of the professional supervision is not need and can reach up to four on average.

Complements Figueira (2012) that it is worth remembering that such monitoring is not a cure, because there is no cure. This is to provide a means for the Dyslexic may walk with their legs.

Cândido (2013, p. 13) says:

[…] Dyslexia is a learning disorder characterized by difficulties in reading, interpreting and writing. Their cause has been investigated and several theories attempt to explain the why of dyslexia. There is a strong tendency that relates the origin to genetics and Neurobiology.

According to Fonseca (2011) the basic concept of dyslexia expressed “difficulty of speech or the diction”. From a behavioral standpoint, dyslexia is characterized by difficulties in correct recognition of words and ability to decode them.

Fonseca (2011) also emphasizes that in the vast majority of definitions, the lack of skill at the phonological level is constant, as well as the difficulty in recognizing words. And, in all studies recorded by Fonseca (2011), occurred deleting socioeconomic factors and the intelligence factor. Some even say that the Dyslexics are actually very talented people, with basic common skills if they are not suppressed by society will result in extraordinary creativity.

According to Moura (2013):

The Dyslexic receive information in a different area of the brain, so the brain of Dyslexics is normal. Unfortunately this information in different areas are the result of flaws in brain connections. The result is that due to these failures in the process of reading, they have struggled to learn to read, write, spell, as it is difficult to assimilate the words.

Moura (2013) goes on to explain that detect the disturbance of dyslexia is not an easy task. There are some signs and symptoms that may indicate the presence of dyslexia early in life, but a precise diagnosis is only possible from the moment that writing and reading are presented formally to the child. […] As the disorder is genetic, the experts say that children can be assessed from the age of five […]

Starting from principles in that dyslexia is not a disease, it’s a difficulty and comes from genetic links, it is interesting to observe other aspects which correlate dyslexia with respect to learning.

In this context is the fig tree (2012) that identifies that dyslexia does not mean only trouble with words, but it means a language dysfunction. So argues that dyslexia is not simply a difficulty to learn the letters, has difficulty identifying and organize symbols, namely, as he will read those symbols don’t tell you absolutely nothing?

Figueira (2012) still exposes you to those faced with a Dyslexic student, you can’t lose sight of the fact that its difficulty has nothing to do with motivation, lack of effort, will or interest, we don’t even have relations with any sensory impairment. The Dyslexic is a mind that sometimes surpasses the so-called “normal”, and require a different treatment because their minds work differently. Working correctly, the Dyslexic work perfectly, too.

Still, when it comes, on how to treat the Dyslexic student, unfortunately not the parents, and the vast majority of professionals in the field of education are not equipped to deal with children believed to be Dyslexic. There are many causes that need to be corrected, however there are few professionals who know and understand the problems and possible fixes and solutions.

Moura (2012) explains that most treatments emphasizes assimilation of phoneme, vocabulary development, the improvement of comprehension and reading fluency. Help the Dyslexic improve their reading is very laborious and requires a lot of attention, but every child Dyslexic needs support and patience, because these children suffer from lack of self-confidence and low self-esteem because they feel less intelligent than their friends.

CITES Moura (2012, p. 17):

It is up to the Pedagogical Advisor first of all offer these children (parents and teachers) information that dyslexia is a learning disability and that should give opportunities for the student to learn using easy and simple strategies.

Fonseca (2011) consistent with the educational system, citing that the difficulty is not detected and addressed properly, the bearer of dyslexia, triggers a process of conflict that not only reflected in school, as well as in family and social environment. One should, however, create strategies in order to make to overcome the difficulties, adapting methods and materials, as part of a process of linguistic development that will contribute significantly to the growth of other various knowledge.

Finally, it is understood that required if makes walking together, teachers, school and parents/guardians at child care search dyslexic and mainly pedagogical proposal contemplates significant activities, with dynamic and continuous to a constant interaction between cognitive conditions of student and professional pedagogical interventions in the field of education.

The signs of dyslexia may arise to a greater or lesser extent depending on several factors such as age, stimulation, etc. And can also worsen during the growth process of the child. Some of these signals according to the author are: a family history; lack of attention and memory; delay in speech and language acquisition; difficulty naming objects; immaturity, excessive shyness; mood changes; delay or lack of coordination (to draw, write, etc); difficulty in literacy and math learning; difficulty in the passage of the written and spoken language; inability to learn to remember words viewed; written in reflection (mirror); difficulty in spelling; lack of pleasure in reading; erratic eye movement in reading; confusion between vowels or replacement of consonant (MARSILI, 2010, p. 15).

When applying for a child with dyslexia to make a text, small visibly noted the difficulty of your organization of thought to perform the activity. Very exchanged letters, writing most of the time it’s unreadable, by also difficulty problems of motor coordination.

Selikowitz (2001, p. 50) apud Moura (2013, p. 15) mentioning that there are many signs that identify dyslexia. Dyslexic children have difficulties in identifying phonemes and complain that reading is very difficult, has trouble spelling, reading aloud and memorize words, they also confuse words. Their arithmetic skills are affected, she looks confused when asked to perform calculations that is expected of a child of your education level. The child has great difficulty to learn the meaning of arithmetic operations such as addition, subtraction, multiplication, and Division.

The most common manifestations are the pronounced arrhythmia, syncopated, silabada with inappropriate tone; bad words grouped with cuts and score not respected; interpretation hampered or prevented; synthesis and analysis hindered or prevented; summaries or reports hampered (FONSECA, 2011, p. 36).

Important record ever at the beginning of this topic that the treatment of a child with dyslexia have no total cure, however, will assist the patient in relation to their limitations, providing a significant progression of its improvement in the learning process and assists in the perspective of the problems that can lead to child about self-esteem and socialization.

Cândido (2013, p. 17) mentions that:

[…] a child with dyslexia is not disabled nor mental, physical, visual, or hearing. The Dyslexic, too, is not a child of high risk. A child is not Dyslexic because had its development compromised as a result of factors such as inadequate, improper feeding gestation or premature birth. Dyslexia has a genetic component, except in case of brain vascular accident (CVA).

Therefore a child Dyslexic not regarded as “sick”, but more importantly for the educator is to understand, know, diagnose and promote actions that take the stimulus for developing written and oral learner.

Brandão (2015, p. 12) says: “learning is a mental process, with a view, acquisitions, through which the memory of the content and use of this knowledge internalized cause the guy can master it and manipulate it, when needed.”

The children with dyslexia typically present a framework where is present difficulty in learning, however, on the other hand, develop other abilities. Can solve simple problems, and, in other situations, present difficulties to perform fairly obvious resolutions.

Vygostsky (1992) apud Brandão (2015, p 16) says that it is not possible to think about the construction of writing as a linear process and constant. During the acquisition of oral language, the child also introduces instability: practice makes perfect, trying, manipulating and hitting. We must accept that the whole process of appropriation of new knowledge requires reflections and comparisons in a back and forth, which, far from stability, leads to questions, inquiries and perplexities.

It is understood that there is a need for stimulation and active participation and creativity of imagination, in order to make room for the kids to act on their own.

In relation to the adoption of some methods, Moura (2013, p. 14) cites that from diagnosis (or professionals) who will treat her. Among the various methods adopted, the Brazilian Association of Dyslexia advises multisensorial therapy, systematic and cumulative works all ways at the same time (like Dyslexic assimilates easily everything is experienced concretely, it can be trained to read and hear, as you type, for example), the treatment is usually done by educational psychologists, speech therapists and psychologists specialized in the subject.

Moura (2013) makes an important analysis. The author cites the Pedagogical Advisor shall help the teacher plan regularly activities that provide freedom of action for children, promoting a relational environment, offering them conditions to overcome the difficulties and especially knowing the importance of games in child development.

Says Moura (2013) that fits the Pedagogical Advisor along with the team, research, study, reflect and take to educating the knowledge process, observing what the skills and interests of students, suggesting strategies and resources with regard to the difficulties which the student may present in relation to dyslexia.

Marsili (2010, p. 33) cites that it is up to the school to provide students ‘ parents and the students themselves, interesting and efficient methods in pedagogical design, to meet special students, those with difficulties in reading, writing and spelling. It is the duty of the school and especially of teachers, offer recovery to those that have low utilization.

In relation to the posture and some actions of professor front dyslexia, Marsili (2010) in the foreground the teacher need to be trained and have knowledge about what is dyslexia and its causes.

Another way to help this student is explaining to him that his difficulty in learning in reading and writing is called Dyslexia, and the teacher can only help you to overcome this problem, if he himself does not give up at the first obstacle. Moving forward, firm, with bravery and perseverance. The teacher needs to take it easy with this student, as it will be slower than the others, need more time to do this, copy the picture, solve a problem. It is therefore necessary to use several strategies for this student so that he understands the content: using stimulants and interesting materials, such as games, stories, etc., trying to teach him to understand better the proposed content (MARSILI, 2010).

Marsili (2010, p. 35) advise that:

[…] children need to be taught how to spell the words to be aware of the sounds they hear. Train them to repeat words to themselves, while listening to the sounds. […] Teaching needs to be hands-on and student must be actively involved in the task.

Many are the ways to promote strategies for the educator, for the teacher and for the massive support of the family.

Giroto (2001, p. 50) apud Moura (2013, p. 41) with proper guidance, the student will be able to be successful in class. The teacher can assist with some strategies to help the Dyslexic student selected below:

-The Dyslexic child should sit close to the teacher, so that it may encourage him to ask for help;

-Each point should be revised several times;

-Never compare your written work with colleagues;

-Their knowledge should be judged more by the oral responses than by writing the meaning that should be evaluated on a daily basis;

-Whenever possible, ask the child to repeat it several times in your own words, what the teacher asked her to do, as this helps in learning;

-Teach children to “feel” the lyrics through different textures of materials;

-Never force the student to take the lesson of the day;

-Avoid subjecting the student to time pressure or competition with other children;

-To encourage writing in alternating rows, because it will help the teacher to read a calligraphy imprecise and often crowded;

-Imitate and reproduce sounds and words;

-Does not require large newsrooms;

-Never force him to write on the Blackboard/

-Never ask him to answer questions without having volunteered to do so;

-Perform revision classes to allow adequate time for questions and answers;

-Allow the use of Calculator during math lessons;

-Give him a chance to answer the questions orally, testing and retesting when needed, assigning extra note to compensate for the low notes;

-To evaluate students ‘ knowledge always with dyslexia using alternative methods, including oral assessments, home-made jobs and individual presentations.

One of the events that most meet the child is working on playing. So, Fonseca (1999) apud (Marsili (2010) cites that the playful activities are beneficial, as can the student involvement and ensure that the phonological elements needed to be entered into the job that will be developed with each child, such as: invention of rhymes and words, recognition activities and use of words that rhyme, blending and segmenting syllables, phonemes and initial identification of the symbols sounds games, discrimination of vowels, rhyming songs, among other activities.

Still the same authors cite above that there is also support approaches that can be improvised in the classroom by the teacher are: the use of the portfolio, simultaneous oral spelling, specific software, development of study skills, visual intensity activities and word games.

So, does not end here the numerous educational actions to be taught in the classroom, accompanied by the parents, but it is important for the educator who has the consciousness that the stimulus, creativity, perseverance, dedication, care and love, can provide the Dyslexic student situations to be surmounted thus allowing the reach of varying degrees of expertise.

For there to be a confrontation of this problem within the school context it is necessary that the school be aware and conscious of its responsibility in the analysis and in the note to the students that present difficulties and/or disorders in terms of reading and writing, and, being that to note cases of dyslexia as the elementary language difficulty, should be treated even , by specialized professionals such as doctors, Audiologists, psychologists, educational psychologists and at the same time, it is up to the school to take initiatives denoting the construction of methodologies for the student with dyslexia, collaborating with this student to overcome barriers through effective strategies in line with the collective contribution of the school institution.

It is concluded that dyslexia is a disorder that causes difficulties in learning reading and writing in neurological bases, in addition to genetic or acquired factors. Not featuring as a disease in the scientific world.

Is factor of scientific studies that the sooner it is diagnosed the Dyslexia, the higher the effective results of the treatments and strategies of actions directed to this individual. Same with learning difficulties of writing and reading, the Dyslexic present a degree of normal intelligence or even above average.

So there is a pedagogical work that comes close to the maximum of the Dyslexic student needs, it is important that the educator has the knowledge essential to the diagnosis, so that the different types of learning disorders may be worked strategically and that the construction of knowledge is also motivated early, subsidizing the effusive progress educating and on their families.

It is clear that it is the responsibility of the educator and pedagogical team present interventions that create challenging situations causing the interest in learning, outlining the opportunity of development of student’s autonomy, independence and encouragement for the pursuit of problem solving and who knows how to deal with the possibilities of frustration.

The playful, play, the educational games can be an instrument of added value for the Dyslexic a nicer approach in search of overruns, in improving school performance, the development of abstraction, of creativity and imagination, highlighting the development of self-esteem and emotional balance and sociability.

Another factor is the need of affective relationship, of commitment, of care, of the goodwill of the professor for educational practices result in positive effects, taking as a point of support, respect and the acceptance of the child as a human being under construction, and that by factors inherent to the nature of the child, needs a more acute by the educator.

BARROW, Leticia Pandey. Dyslexia: Characteristics and interventions. Specialization in Special and inclusive Education. Universidade Cândido Mendes. Rio de Janeiro: RJ. 2015. Available at: http://www.avm.edu.br/docpdf/monografias_publicadas/R201671.pdf. Accessed at: 4/2/2016.

Candide, Edilde da Conceição. Educational psychology for dyslexia in the initial series of elementary school. Specialization in Pedagogy. Universidade Cândido Mendes. Rio de Janeiro: RJ. 2013. Available at: http://www.avm.edu.br/docpdf/monografias_publicadas/T208833.pdf. Access in: 4/1/2016.

FIGUEIRA, Guilherme Luiz Mascarenhas. A look at Psychology about dyslexia. Specialization in Pedagogy. Universidade Cândido Mendes. Niterói: RJ. 2012. Available at: http://www.avm.edu.br/docpdf/monografias_publicadas/N204682.pdf. Access in 4/2/2016.

FONSECA, Vitor. Introduction to learning disabilities.  2A. Ed. Porto Alegre: Artes M ´ tips, 1999.

FONSECA, Rosamaria Maria Reboredo Martins da. The development of language competence in Dyslexia. Specialization in Pedagogy. Universidade Cândido Mendes. Rio de Janeiro: RJ. 2011. Available at: http://www.avm.edu.br/docpdf/monografias_publicadas/G200735.pdf. Access in: 4/1/2016.

GIROTO, C.R.M. (Org.). Current perspectives of speech therapy at school London: Plexus, 2001. Available at: https://books.google.com.br/books?hl=en&lr=&id=fxPKQ-VVGH8C & Hi = DNF pg = PA7 & & dq = info: 3kwj7wE114wJ: scholar.google.com & Kf19kKuS6A & sig = ots = 3eW1UzC3-nixYmr7H3zrntFlOxY & redir_esc = y # v = onepage&q & f = false. Access in: 4/1/2016.

MARSILI, Mira Allil. Dyslexia in the context of learning. Specialization in accounting and Finance. Universidade Cândido Mendes. Rio de Janeiro: RJ. 2010. Available at: http://www.avm.edu.br/docpdf/monografias_publicadas/c205242.pdf. Access in: 4/1/2016.

MOURA, Suzana Paula Quarry Tagalog. Dyslexia and teaching challenges. Specialization in Educational and pedagogical Guidance. Universidade Cândido Mendes. Niterói: RJ. 2013. Available at: http://www.avm.edu.br/docpdf/monografias_publicadas/N205864.pdf. Access in: 4/1/2016.

[1] Graduated in Pedagogy by UNOPAR-Universidade North of Paraná. Student of the specialization course (Lato Sensu) in Educational Neuropedagogia by the RHEMA-FATEC-Faculdade de Tecnologia do Vale do Ivaí-Arapongas-Paraná.

[2] Master teacher in the Institute’s Education RHEMA-FATEC-Faculdade de Tecnologia do Vale do Ivaí-Arapongas-Paraná.

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Bad Bunny Drops Surprise New Song, ‘Callaita’: Listen

  • 49

Urbano hitmaker Bad Bunny covertly self-released a new song at midnight, titled “Callaita.” The song is a one-off single, tailor-made for summertime.

Produced by new reggaeton architect Tainy, the new song encapsulates some of the most telltale signs of the impending beach-faring season: the hiss of crashing waves, distant cries of seagulls and carnivalesque echoes of a steam organ. Altogether, they make for a spellbinding collage-turned-reggaeton lullaby. According to Bad Bunny, the “callaita” is a woman who’s generally shy and unassuming — but after a few drinks, he says, she unleashes her wild side. “Where there’s sun, there’s the beach/Where there’s a beach, there’s alcohol,” sings Bunny to the leisurely beat. “Where there’s alcohol, there’s sex/When with you, it’s the best.”

In the days prior to its release, Bad Bunny shared snippets of “Callaita” on his Instagram page. “My favorite song!!!!!!!” he typed out in a live, now deleted recording from his iPhone. Then on Wednesday, he issued yet another broadcast from inside a Lamborghini — parked somewhere along the Puerto Rican seaside, Bunny flashed his Vogue-brand sunglasses and sipped on Corona as he played about 30 seconds of the song. “I don’t know when to release it,” he wrote in the caption.

The late night Instagram song drop has been a fruitful release strategy for the 25-year-old Latin trap singer. After all, “Soltera (Remix)” — his latest track with Lunay and Daddy Yankee — is just a step down from “Mia,” his 2018 hit song featuring Drake, on the Hot Latin Songs chart. (“No Me Conoce,” his song with Jhay Cortez and J Balvin, is trailing much further behind.)

Yet it begs several questions: will Bad Bunny have another album to share soon, much less one comparable to X100 Pre? Will he and J Balvin finally release their joint LP, Oasis? Or will B.B. revive the back-to-back singles strategy that first helped him ascend to the top of the charts? If ever in doubt, stay tuned to his Instagram account.


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Hypebeast Alert: The Prada x adidas Collaboration Is Confirmed

  • 6283

The sneaker game is about to get a jolt for Q4. It seems two of the biggest brands will be indeed working together for a special release.

As spotted on Hypebeast the Prada and is a real thing. On Wednesday, November 6 the luxury retailer released a very telling creative piece basically confirming something between the two companies is in the works. The photo in question shows Prada’ signature white shopping bag. Inside are two adidas boxes; one for their Originals lifestyle line and the other for their standard releases. The caption read “#PradaForAdidas Coming Soon”.

The co-branding was originally reported by the PY_LEAKS by PY_RATES account back in October claiming the two releases would be adidas x Prada sailing shoe as a nod to Prada’s long history with America’s Cup.

As now there is now release date for the drop but expect a “White/Metallic Silver” and “Red” colorway.

Photo: Getty


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Past Presentations

NWCCC encourages all presenters at the monthly meetings to provide their presentations for inclusion on this website. The presentation titles are listed below in alphabetical order. Clicking on a title will take you to a bio of the presenter and date of presentation. From there, you can download the presentation in Adobe Acrobat format.

Get Adobe Reader Free Adobe provides a free Acrobat reader that you can use to view and print the documents. Use the button at the right to get this software.

Presentation Summary

Sorry, no presentations matched your criteria.


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The Normal West High School Concert Orchestra

Mrs. Boyd

2020-2021 Events and Performances

Note that only performances are listed.  A full rehearsal

schedule can be found on the Calendar page, under the

EVENTS pulldown menu.

26th Annual Hauntcert

Thursday, October 22, 2020

Unit 5 Music Parents Spaghetti Supper

Monday, November 2, 2020

Winter Concert

Monday, December 14, 2020

IHSA Solo and Ensemble Concert

Saturday, March 6, 2021

Unit Orchestra Concert

Tuesday, March 16, 2021

Spring Concert

Tuesday, May 11, 2021

Dates and times are tentative, and changes are possible.  If necessary, any modifications will be announced in class and/or posted on this website as early as possible.

© 2016 - Normal West High School Orchestras - Normal, IL USA - All Rights Reserved is owned/operated by the Unit 5 Music Parents Association


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Kitchen Plumbing

Comprehensive kitchen plumbing services in Brooklyn.

The kitchen is by far one of the busiest areas in any household. It’s a place where food is prepared, guests are entertained and often the setting for eating meals. Any activity has to be matched by equally functional kitchen plumbing appliances.

It’s why problems such as leaky faucets, faulty plumbing or broken down garbage disposal units can be so troublesome. The technicians at NY HVAC Services are ready to help with a wide variety of kitchen plumbing services for homes in the Brooklyn, NY area. We’re able to perform tasks ranging from faucet repair service to garbage disposal installation service when you need them most.

Do you want to save a bundle of cash on your next service call? Start by reading our coupons page today.

kitchen plumbing services

Do You Need a Kitchen Plumbing Company?

We offer several different types of kitchen plumbing services. Get in touch with us if you need help with any of the following:

Leaky Kitchen Faucets

Does the faucet in your kitchen leak any water or spray when you turn it on? It could be due to extensive wear and tear from regular use daily. If you give our plumbing experts a call, we can supply a speedy solution with our faucet repair service.

Foul-smelling Garbage Disposals

Garbage disposals can be handy gadgets, but they’re not without issues. These devices are great for shredding food particles and making it easy to dispose of them, but can be problematic when they malfunction. Broken units can lead to foul smells and clogs. Contact us if you need garbage disposal repair service or garbage disposal replacement service.

Trouble With the Kitchen Sink

There’s no sink that gets more use in your home than the one in your kitchen. It’s crucial, therefore, you get in touch with a kitchen sink repair service the moment you spot any problems. If you require kitchen sink installation service, we can perform that task as well. Don’t put the structure of your home at risk of costly water damage by neglecting to properly maintain your kitchen sink.

You Can Trust Us With Kitchen Plumbing Services

Here at NY HVAC Services, we’re focused on providing comfort and safety to all of our customers. We want nothing more than to provide complete satisfaction to all of our patrons. If we make a mistake or you’re not happy with our service, we’ll do whatever it takes to correct the problem right away.

We also provide emergency services 24 hours a day, seven days a week. If you need one of our technicians to conduct kitchen plumbing services, we’re just a phone call away.

Check out our what people are saying about our business by taking a peek at our reviews page.

We’re trusted by the people in Brooklyn, NY to be their kitchen plumbing company. Got a problem with your faucets or garbage disposal? Give us a call at 718-551-2029 to schedule a service appointment.


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Print Page | Contact Us | Sign In | Join NYSPA
Student Resources

NYSPA's Graduate Students (NYSPAGS) is the only professional organization for psychology Graduate Students in New York State. This group aims to provide future psychologists with a forum in which to shape their professional futures

2020 Executive Board

Chair Rebecca Kraut
NYSPA Member Since 2018
Chair-Elect Daliah Ross NYSPA Member Since 2018
Past Chair Jamie Schaffer NYSPA Member Since 2016
Secretary Lisa Cruz
NYSPA Member Since 2017
Treasurer Sara Babad NYSPA Member Since 2020
Representative to Council Hannah Samson NYSPA Member Since 2019
Alt Rep to Council VACANT
Member at Large VACANT
Training and Advocacy Coordinator Sara Babad
NYSPA Member Since 2020
Campus Representative VACANT

NYSPAGS Executive Board 2016

NYSPAGS Executive Board 2015


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Student Life at OCU
Home Away from Home

Student Life

Welcome to Oakland City University, a Christian community of rich tradition, where students have many opportunities to grow and develop both in and out of the classroom.

As the Director of Student Life, my job is to help students have an excellent student experience!  I oversee a number of departments outside of academics.  One of our goals in Student Life is to provide students with a variety of programs and services for their growth and development that compliments what they learn in the classroom. At OCU, we challenge our students to reach their fullest potential and care about them and their personal development.

I wish you the very best as you search for a campus that fits your needs.  If we can be of assistance to you, please feel free to contact me at 812-749-1215.

Bradley R. Knotts,
Director of Student Life


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Early Signs of Autism Often Missed by Pediatricians

5 Early Signs of Autism Often Missed by Pediatricians – Dr. Kat Lewitzke of Bright Pine Behavioral Health in Clarkston lists symptoms that are often missed when diagnosing autism spectrum disorders. She even offers a link to FREE online autism screening courtesy of Bright Pine (see below).

Autism Spectrum Disorder is a developmental disorder that affects communication, social skills, and behavior. While it can be diagnosed at any age, it is categorized as a “developmental disorder” because symptoms become most prominent in the first two years of life. Autism is classified as a spectrum due to the wide variation in the severity of symptoms. Furthermore, while autism is often classified as low, moderate, or high functioning, the prognosis varies from person to person.

Unfortunately, many of the common signs of autism are often missed by pediatricians. I see it becoming an increasing trend that many parents come to me with a child who is 3, 5, or even 9 years old; and despite expressing multiple developmental concerns to their pediatrician have yet to have an autism evaluation completed. What concerns me about this is that testing for autism can be carried out as young as 12 months, and research shows that early intervention is critical for treatment.

5 Early Signs of Autism Often Missed by Pediatricians

Early Signs of Autism Often Missed by Pediatricians – SPEECH
Delayed language is one of the first noted parent concerns. However, just because a child is speaking, or may even present as highly verbal, does not dismiss them from having autism. They may also appear obliviousness to others, which can sometimes be misinterpreted as defiance or disobedience. When in play groups they may be seen more as “wonderers” than truly engaged in the group activity, or cut in front of others on the playground without realizing there is a line. Children with autism may also struggle to respond to friendly social overtures; which are social engagements directed to another with the intention of reciprocal communication.

Early Signs of Autism Often Missed by Pediatricians – EYE CONTACT
Lack of eye contact or eye that is intermittent and inconsistent, is a key symptom of autism; but it is not indicative of a diagnosis. Many individuals can maintain eye contact and only exhibit minor impairments in non-verbal gesturing. When these are evident, autism may pediatricians may not readily push parents for autism testing. However, other things to look out for are difficulty responding to name, and the direction of the child’s gaze; are they looking at you, or is their gaze object oriented? For example, if you’re blowing bubbles and they want more, do they look at you when asking for more bubbles or are they solely fixated on the object?

Early Signs of Autism Often Missed by Pediatricians – DIFFICULTIES IDENTIFYING WITH EMOTIONS
Other things to look out aside from eye contact is flat affect and lack of smiling, especially directing a smile towards caregivers. Emotions may fluctuate from happy and laughing, to frustration and screaming in a matter of seconds. When reading or looking at a book with your child, observe the quality of their ability to identify emotions and facial expressions displayed in pictures.

Early Signs of Autism Often Missed by Pediatricians – DIFFICULTY INTERACTING WITH OTHERS
Many with autism struggle with interacting with others. This is something that can be evidenced as early as 12 months. Children may not readily respond to their name, even when it is a parent or caregiver attempting to get their attention. It is normal development for young toddlers to show parents and caregivers objects. This is often in the form of the child bring a toy to the parent and walking away. When a child is demonstrating “lack of showing,” does not bring you objects, or has difficulty with pointing at objects, it is advised that parents investigate further with a psychologist who specializes in treating young children; and who has training in autism and working with children as young as 12 or 18 months.

Early Signs of Autism Often Missed by Pediatricians – RESTRICTED INTERESTS AND REPETETIVE BEHAVIORS
Children may struggle with imaginative and pretend play. By the time children are two or three years old, most can play together with others and interact in an activity to achieve a goal. Children with autism struggle with this; often getting “stuck” in solitary play or engage in activities that lack meaning or purpose. They play differently, and the following are often observed
• A preference to be alone, despite encouragement and engagement from others.
• Difficulty understanding basic rules of play and turn taking; struggles with playing sports, or following a board game.
• Engaging in purposeless and repetitive activities (i.e., lining up objects, flicking light switch, slamming doors, lining up objects, etc.)
• Difficulty with imaginative and symbolic play (i.e., vague, struggles to role play).

Autism affects a person’s ability to function properly in school, work, and other areas of life. It is not a requirement for all these 5 symptoms to be present for a diagnosis of autism; and remember, these symptoms occur on a spectrum – meaning that in some individuals the intensity of the behaviors can be very subtle. Often, when mild, a diagnosis can be missed or inaccurate.

For additional information, please check out this FREE autism screener from Bright Pine Behavioral Health

Bright Pine Behavioral Health Clarkston
6060 Dixie Highway, Suite H
Clarkston, MI 48346

For more info on the 5 Early Signs of Autism Often Missed by Pediatricians, call our friends at Bright Pine Behavioral Health at 248-455-6619 or visit www.brightpinepsychology.com

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Circumcision and Baptism

Thu, 14/06/2012 - 13:15 -- James Oakley

Reading Bruce Waltke's commentary on Genesis, he has a fine couple of paragraphs on page 264 where he explores how the sign of circumcision relates to baptism today. I agree with nearly everything he says, and it's so helpful that I thought I'd put it here in case it's helpful for some:

Today God defines his people not by their physical descent from Abraham but by their relationship to Jesus Christ, the only descendant of Abraham who kept God’s covenant without transgression. Moreover, God administers them by a new covenant. In this new covenant he grants his people his Holy Spirit and writes the law on their hearts, guaranteeing their circumcision (Jer. 31:31-34 – esp. v. 33; Rom. 2:28-29; 2 Cor 3:2-6; Gal 6:15). Circumcision, the old sign of initiation into the covenant community, is replaced by a new sing, baptism. This rite symbolises that the saint is ‘circumcised, in the putting off of the sinful nature, not with a circumcision done by the hands of men but with the circumcision done by Christ’ (Col 2:11). It also symbolizes that they live not naturally but supernaturally by faith, ‘having in been buried with him in baptism and raised with him through [their] faith in the power of God, who raised him from the dead’ (Col 2:12). Baptism is the symbol of inclusion in Christ’s church, the new expression of God’s covenant people, and the symbol of the cleansing of sin (Rom 6:1-14; 11:16; 1 Cor 7:14; Col 2:11-12; 1 Peter 3:20).

In the baptism ritual God continues to use the family institution (see Gen 7:1; Acts 16:31). Because in Christ’s body there is neither male nor female, all may come, male, female, parent, and child (Luke 18:15-17; Gal 3:26-29; Col 2:11-12; cf. Luke 1:59; 2:21; Phil 3:5). However, once again the community must guard against the danger of participating in an initiation rite without living the life of God’s new covenant.

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Lesson Plans - Details

Making reservations at a hotel

  • 25 May 2018
  • Posted by: TANYA MORGAN
  • Number of views: 67
Making reservations at a hotel
Students’ age range: 14-16
Topic: Has quedado en un hotel?
Description: Double Session 1: Methodology

1. Teacher will greet and welcome students upon their return to class from the Easter Break.
2. As a warm up activity, students will be told to state one thing they did alone, as well as one thing they did with someone during the break.
3. Students will be issued the handout on making reservations. They will be allowed to work in pairs and will be given some guiding questions to which they must respond after /during their reading.
1. How long does the guest plan to stay at the hotel?
2. What special request does he make?
3. Why does he make this request?
4. What payment arrangements does the hotel require?
5. What instructions does the receptionist give him?
4. The students and teacher will review the questions. Students will note the highlighted vocabulary from the passage.
5. The teacher will then draw students’ focus to directions. (vocabulary can be found on page 26 of the Viva 4). The class will explore ways of asking as well as stating locations of various places around the hotel. (This is to allow the students to become familiar with the hotel vocabulary items.)

Useful vocabulary
1. Review how to give directions using Commands. Review vocabulary:
Doblar, torcer(ue), continuar, seguir, ir, conducir/manejar, caminar, tomar, todo recto, por (along/through/by/past), calle arriba/abajo, al/hasta el final de la calle, en la esquina, a la derecha/izquierda, a..cuadras, esta/ se queda/ se ubica/se sitúa, esta ubicado/situado, como se llega a.., por donde puedo llegar a...

Students will be given the following situations as practice.
1. You are at a hotel and the receptionist gives you two directions to get to your room. What does she say?
2. You want to find out where is the closest Cambio to the hotel. What do you ask the receptionist?
3. The door to the elevator is on the ground floor. How do you tell your friend this?

Single Session
OBJECTIVES: Students should be able to:

1. Complete a listening activity from the ¿Cuál es?

a. The teacher will greet and settle the class. Students will be allowed to prepare to complete a listening.
b. Students will complete the listening activity. New vocabulary items will be taken from the exercise and students will note these.

Double Session 2

OBJECTIVES: Students should be able to:

1. Make reservations at a hotel.
2. Discuss problems that may arise when one travels.
3. Read and discuss the accounts of three women who experienced travel problem.
4. Report on problems that they experienced when travelling.

a. Teacher will greet and settle the students.
b. Using vocabulary items from the passage given to the students in the previous class, the students will be exposed to expressions used when making reservations. These will be noted.
c. Students will be given 15 minutes in pairs to complete the first 5 lines of a dialogue completion activity. This is to ensure that they grasp the concept/idea of what is to be done. They will complete same for homework.
d. The class will then hold a discussion about problems that can arise at a hotel. After the discussion, the teacher will present the vocabulary to students, using a PowerPoint. These will be noted.
e. The students will then be allowed to read the encounters of 3 women who have experienced various types of problems while travelling. Students will be placed in groups; each group is to read and dramatize their encounter. They will also explain to the class why they believe their problem is worst.
f. The students will write a complaint about issues they have experienced while traveling.

The students will be given 5 situations to complete for homework. These will be graded.

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Oberlin College offers free individual and group tutoring services for all students through the Center for Student Success.

Peer tutors are provided at no cost for students who could benefit from additional support with their coursework, or a study partner. You must be enrolled full time to tutor or receive services.

Should you need additional help, consider the drop-in tutoring services offered by the Center for Learning, Education, and Research (CLEAR) in the Quantitative Skills Center. They provide peer tutors from a variety of majors with strong backgrounds in mathematics, or experience in programming, modeling and other quantitative methods.  In addition, the student-led Oberlin Workshop and Learning Sessions (OWLS ) program is an interactive way to get different types of practice mastering the class material outside of homework and problem sets.

If you need a tutor for any humanities or social science courses, please fill out the tutor request form below.  If you have questions, contact Donna Allen in Student Academic Success Programs, Peters Hall, Room 118 or call 440-775-8464.

Use the following documents to participate in our tutoring services:


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Daytona is known for more than its beach and its International Speedway. The historic Bethune home is Trip Advisor's top-rated Daytona attraction.

DAYTONA BEACH — For the last three years, it’s been the city's highest-rated attraction on Trip Advisor.

Hint: It’s not Daytona International Speedway. Or the beach.

Set on the grounds of Bethune-Cookman University, The Mary McLeod Bethune Foundation: National Historic Landmark, or the Bethune Foundation as it's known informally, placed No. 1 of the 83 things to do in the city.

The best part? It’s free.

Here’s what reviewers are saying about the only five-star rated attraction in Daytona Beach, which of 143 reviews — only four were rated average or less.

“I was mesmerized by all of the history that took place at that home. It is always great when you can go back in time to see how things came to be as I did with Bethune Cookman. The tour guide was excellent and knew his history of the house … Would very much suggest everyone to go visit.”

“A wonderfully restored and well-kept exhibit of past local history … This home reflects the beautiful pieces of furniture and architecture of the early century and the care with which they were chosen.”

To appreciate the home formerly called “Bethune Mansion,” it helps to know a little about the woman who occupied it.

Born in 1875 as the 15th child of former slaves, Mary McLeod Bethune would go on in 1904 to use $1.50 to found the Daytona Beach Literary and Industrial School for Training Negro Girls (now Bethune-Cookman University) on what was then a garbage dump. Later, in 1936, as director of Negro Affairs of the National Youth Administration, Bethune became the highest-ranking African American woman in the U.S. government.

Florida History: Here are Florida's top 15 moments of all time, with a woman's touch

She championed tirelessly for women’s and civil rights and advised U.S. Presidents Calvin Coolidge, Herbert Hoover, Franklin D. Roosevelt, and Harry S. Truman. Now streets bear her name and statues of her likeness.

Originally built in 1904 in a segregated black neighborhood just west of today's Dr. Martin Luther King Jr. Boulevard, the two-story home was gifted to Bethune in 1913 by James Gamble of Proctor & Gamble fame and Thomas White of White Sewing Machine Co. They gave the educator the home because they wanted her to have a fitting place to retreat and entertain guests, said Tasha Youmans, dean of B-CU’s library.

And in the more than 40 years she spent there before her death in 1955, Bethune hosted celebrities and dignitaries of the times under the home’s roof: First Lady Eleanor Roosevelt, baseball great Jackie Robinson, famed writer Langston Hughes.

Want more Florida history? Catch up with Florida Time, our weekly history column

“It really shows how deep her relationships were throughout this county. You have pictures of presidents, entrepreneurs, people that you never would’ve thought that a little black girl from Maysville, South Carolina, would’ve had interactions with,” Youmans said. “The depth of her relationships, it’s just mind-blowing.”

The humble home is an inward reflection of Bethune’s vast outward reach. Filled with her original belongings, to visit the home is to walk through 2,500 square feet of history.

Here’s just some of what you’ll see inside it:

Ground floor

Rows of china given to Bethune from John D. Rockefeller and Eleanor Roosevelt line the cabinets of the home’s formal dining room. Ornate wooden chairs flank the dining room table where Bethune often entertained guests.

The room also houses an antique radio, an old record player that can spin 45s, and one of the home’s two oil-burning stoves.

In the kitchen stands old icebox-style refrigerator and stove with built-in crockpot. Sugar packets from a Jacksonville plantation and a mounted nutcracker stand at the ready for what B-CU senior and tour guide Lydia Bob said students used to make pecan and other pies sold to help support the school.

In Bethune’s office, rows of old, rich books covering everything from history to spirituality line the bookcases. A great number of plaques, trophies and awards stand as a testament to Bethune’s decades of advocacy.

But her heart is perhaps best symbolized by a stand of artificial black roses that rest on her desk.

As Bob told it, one time on a trip to Amsterdam, Bethune passed a rose garden. In it, grew a white, red, pink, and black rose, now nicknamed the Bethune Rose. Seeing how the roses all were growing together in harmony, Bethune wished that the same peaceful coexistence found in nature would extend to humankind.

“She felt as people, that’s how we should be,” Bob said.

The ground floor also features the home’s newest addition, a modest gift shop, which Youmans said was greatly expanded last year. In it, patrons can peruse clothes, postcards, and other keepsakes.

Upstairs is home to a number of rooms including that of Bethune’s caretakers and nieces, Ms. Georgia and Ms. Lucille. Another room housed Bethune's son, foster child, grandson and great-grandson, though all lived at different times.

One of the home’s more notable features is its bathroom with all original fixtures and more importantly, interior plumbing.

“It sounds very simple, but I remember the first time my parents told me, as black people, we had to go to the bathroom outside, and as a kid, I was like, ‘that’s weird,’ ” Bob said. “To think that she was the only African American in Daytona Beach to have indoor plumbing … it kind of blows me away. We don’t think about that people couldn’t do that at the time, and only selective people could.”

And if the walls could speak — and through the home’s tour guides they do — they’d tell of the time Bethune’s friend Eleanor Roosevelt paid a visit.

As the story goes, Bethune insisted Roosevelt have her bedroom, which was the largest in the house and had its own private bathroom. The room also features a photo of Bethune’s parents, a picture of the shack she grew up in, and dressers to store a lady’s wardrobe.

However, the Secret Service, wary of all the windows in the master bedroom, wasn’t having it and directed Roosevelt to stay in the much more modest guest bedroom.

It didn’t seem to bother Roosevelt, who — herself a champion for human rights — was more interested in the woman of the house than her bedchamber. She wrote about Bethune in the now defunct New York World-Telegram and a copy of the article hangs on the guest bedroom wall.

"I have real admiration for Mrs. Bethune and her devotion to her race as well as her tact and wisdom in all the work she undertakes," Roosevelt wrote.

The Sunroom or the “Who’s Who Room,” as it called colloquially is one of the more interesting rooms in the house. In it, all one has to do is point — and history unfolds, Youmans said.

Rows upon rows of photos line the walls, including one addressed to Bethune by Truman himself. An intricate wooden cane, given to Franklin D. Roosevelt, by his uncle — and 26th U.S. President Theodore Roosevelt rests in a glass case. Another section houses a B-CU senior exhibit featuring letters, Bethune’s gavel, and Haitian Medal of Honor from 1949.

In 1953, two years before she died, Bethune willed the home to the Mary McLeod Bethune Foundation. She said she wanted the home to serve as a place to “awaken people and have them realize there is something in the world they can do.”

Her gravesite rests on the flowered grounds just outside the home.

On December 2, 1974, the National Park Service listed the home as a National Historic Landmark. According to the foundation’s website, it receives thousands of visitors each year.

Statues of elephants rest throughout the home, standing as symbols of the strength and wisdom indicative of Bethune, whose legacy continues to inspire successive generations. Among them is Bob, who said she admired Bethune’s bravery.

“History like this needs to be taught more in schools,” Bob said. “I know as little girl if I would’ve known about Dr. Bethune and if I would’ve known more about African American women and their power, I feel like that hugely would’ve impacted how I felt about myself and thankfully coming to this university has truly given me a unique black experience.”

If you go

WHERE: The Mary McLeod Bethune Foundation National Historic Landmark home is located at 640 Dr. Mary McLeod Bethune Boulevard in Daytona Beach.

HOURS: 10 a.m. to 3 p.m., Monday through Friday, and Saturdays by appointment.

COST: Tours are free and donations are welcome. Exterior photos are permitted, but interior shots are not allowed.

DONATE: To give or for more information about a visit email mmbfoundation@cookman.edu or call 386-481-2121.

This story originally published to news-journalonline.com, and was shared to other Florida newspapers in the GateHouse Media network.


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Category : Sociology

The Stonewall Riots and their Influence on Workplace Discrimination

The Stonewall Riots and their Influence on Workplace Discrimination By: Kelsey Murray On the night of June 27, 1969, the Stonewall riots broke out in New York City at the Stonewall Inn. The Stonewall Inn was traditionally a bar that whose patrons were mostly homosexual or queer. These militaristic style riots caught widespread attention across the United States because it appeared to be sudden and those who were involved were part of an ostracized community. The ostracized community was the […]

Gender Equality – When Will He and She Become We?

Written by Maxwell Distinctions may effortlessly be made between the sexes based only upon personal experience, even without the influence from the societies and cultures in which personal values are bred. My personal involvement in such a phenomenon speaks clearly towards this aspect. Being raised by a mother who, without fail, took on the duty of a stereotypical housewife, has taught me of the magnitude of which gender in society has proved to reproduce itself and its norms throughout the […]

Examining the Proposed Roles of Women in “Belinda”

Belinda by Maria Edgeworth seems to say that women’s roles aren’t simple to define. The focus on domestic happiness appears to imply that this lifestyle is the one that should be followed. However, it also offers alternatives to the domestic life and shows how unconventional lifestyle choices can lead to good decisions, happy endings and are ultimately, not as awful as they may seem. This is exemplified through the contrast between Lady Delacour and Anne Percival. Edgeworth finds a balance […]

Summary of “Social Sites are Becoming Too Much of a Good Thing”

In the essay, “Social Sites are Becoming Too Much of a Good Thing” the author talks about how people are sick of social sites and the ratings are dropping by the millions. The author provides reason why this is occurring. One reason is students are returning to school and they do not have time. Another reason is that there are an increasing number of sites competing for attention. Ellen Lee continues on and provides a story about a social site […]

Summary of Caroline McCarthy’s “In Defense of Twitter”

Caroline McCarthy starts out her essay with a story of her being disappointed in a convenience store and she wanted to make her disappointment know by using twitter. McCarthy then talks about how you can tweet anything and how random the tweets can be. McCarthy then starts to compare twitter to social-networking sites and how twitter is more free form than these social networking sites. McCarthy mentions how people are not fully satisfied and abandon twitter for rivals, like Jaiku. […]

Summary of Farhad Manjoo’s “Do I Really Have to Join Twitter?”

Farhad Manjoo first starts out talking about twitter and how it is becoming more popular rapidly. Manjoo continues on about twitter and how some think twitter is the next great mode of human communication, while others say they have a hard time wrapping their heads around the service. Manjoo then ask the reader if twitter is a fad and how if you do not join twitter then would you be missing out on some important cultural touch stone. Manjoo also […]


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EH90 and EH99 Big Block V-Twin Engines

Subaru has added two engines to its line of big block V-Twin engines, the 35 hp EH90 and 40 hp EH99.

Subaru Eh99 Engine 10881201
Logo 10933091

Subaru Industrial Engines introduces two big block V-Twin engines, the 35 hp EH90 and 40 hp EH99. These engines meet a growing demand for larger, air-cooled gasoline engines that deliver increased power for a wider range of applications.

  • Well suited for equipment like concrete polishers, riding trowels, utility vehicles, zero-turn mowers and ride-on blowers
  • Features extreme durability, low maintenance and heat-reduction technology
  • Both engines are 999cc and feature heavy-duty connecting rods, large crankshaft bearings and three-ring pistons
  • Hardened exhaust valve and seats can handle high temperatures, which improves engine performance, efficiency and overall life
  • Temperature sensors are located on engine heads and will shut off engine to prevent any damage from overheating due to clogged air intake valves
  • Includes dual element air filter that protects against dust and reduces maintenance
  • A Donaldson canister-style air cleaner comes standard
  • Inlet pre-cleaner on air cleaner provides extra filtration by removing majority of particles before they reach filter, minimizing maintenance and extending intervals between cleanings or filter changes
  • Low oil pressure sensor allows equipment manufacturers to offer control panel alerts or automatic engine shutoff
  • Pressurized lubrication systems keep engine well lubricated by pumping oil directly to every critical bearing, even when a piece of equipment is operating at extreme angles
  • Lubrication system also allows use of an automotive grade spin-on oil filter, which removes dirt and carbon solids to keep oil clean and extend time between oil changes
  • Oversized oil cooler reduces temperature of oil to extend oil life
  • Complies with all current EPA and CARB requirements
Request More Information
Fill out the form below to request more information about EH90 and EH99 Big Block V-Twin Engines


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Corvus Corax

Order: Passerines (Passeriformes)

Suborder: Songbirds (Passeri)

Family: Ravens (Corvidae)

Size: 54 – 67 cm

Span: ca. 115 – 130 cm

Weight: 1.070 – 1.460 g

The Raven is the largest representative of songbirds and a true vocal artist. If you work intensively with a raven, it can also learn to speak, furthermore, one of the most intelligent animals. They are omnivore’s –  and eat bread, vegetables, legumes, nuts, meat and even carrion – they spare nothing. The Raven is a classic example that a species can return after intense pursuit or hunting, the process is slow but with conservation and protection can happen. Despite intensive resettlement projects, they have become extinct in some parts of Europe, but in general the numbers have recovered.


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02 March 2020

OFFPRICE to showcase affordable fashion through NYC Market Show in May

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(Brookfield, Wisc, October 30th, 2019): OFFPRICE announced a return to New York City for a market show featuring a curated collection of exhibitors, from May 5-6, 2020, at the Penn Plaza Pavilion, located on 7th Avenue in Midtown Manhattan near Penn Station.

“Retailers at the OFFPRICE NYC Market Show will notice some west coast flavor,” says Tricia Barglof, Executive Director. “Many exhibitors from the Los Angeles and west coast region will be selling closeout merchandise in the big city. It will be the right time of year for buyers to pick up last-minute summer fill ins, or round out their back-to-school buys.”

The OFFPRICE NYC Market Show will be the perfect market week buying occasion, where quality merchandise meets value-based pricing. For small boutique owners or retailers new-to-OFFPRICE, the market show offers a convenient taste of what’s to come for the August 2020 OFFPRICE Show during Las Vegas Fashion Week. Or, retailers who can’t make it out to Las Vegas can take a quick day trip to the city to stay connected with the OFFPRICE community and see the season’s new lines and most competitive apparel deals.

“Besides the fact that NYC is the largest apparel market in the world, the show represents another great opportunity to establish new connections, and to further promote and expand the off-price industry,” says Top Iyoha, OFFPRICE Exhibitor and CEO of TBI Apparel. “It's a market that cannot be ignored.”

Registration for the OFFPRICE NYC Market Show will open in the coming weeks, with a complete exhibitor list to come. Get a sneak peek of exhibitors coming to NYC on OFFPRICE365, where retailers are staying connected year-round.

For photos, biographies or further information about OFFPRICE, please contact:

Mikaela Kornowski, Marketing Manager, OFFPRICE, tel 262-754-6906 or email mkornowski@offpriceshow.com.

Notes to editors:

The OFFPRICE Show takes place biannually in Las Vegas in February and August during Fashion Week, and an annual market show in New York City. The show is aimed at small business owners to retailers for national chain stores.

The OFFPRICE Shows are produced by Tarsus Group plc, an international media group with interests in exhibitions, conferences, publishing and the Internet. With offices in London, Shanghai and Milwaukee (home of OFFPRICE), Tarsus serves niche markets with trade events and online media. For further information on Tarsus and OFFPRICE, go to www.tarsus.com or www.OffPriceShow.com. Follow @OffPriceShow on twitter for the latest news.

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Subscribe to our free email updates on show announcements, product availability, and industry insights.


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Fantasy Football Gameweek 19

Another wonderful week!

A very big well done to rainbowgirl40xxx and onbo666 who beat both Ben and Chet and win £3 OhMyBingo cash – enjoy!

The following all beat Ben

Roomies, anyone remember the last time Ben was at the top? Does he really know what he’s doing? LOL!

Anyways good luck to you all for gameweek 20 x

This news story is property of Please do not reproduce without permission of the owners.


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Purolator PER2167 - Alternative oil filters

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Replacement oil filters for Purolator PER2167 on Ebay

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The Oil Filter Cross references are for general reference only. Check for correct application and spec/measurements. Any use of this cross reference is done at the installers risk.


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Old Town School will be closed on Monday, May 25.

Concerts & Events

Friday, November 15, 2019  ·  8:00 PM

Nellie McKay

4545 N Lincoln Ave · The Myron R. Szold Music & Dance Hall · 773.728.6000

Conjuring the image of a lonely all night truck stop along Highway 1 on the California coast, all but lost in the fog that comes creeping along the shoreline… this album speaks of the night, the outsider, the plaintive wail of those lost at sea. Sister Orchid was conceived in solitude, executed in darkness. It comes from a place of quiet, a world of low lights and cool drinks, up against a hard wall.

Sister Orchid is Nellie's seventh album, starting with Get Away From Me (“a tour de force” – The New York Times), including Normal As Blueberry Pie: A Tribute to Doris Day (“among the killer overhauls of American standards” – The New York Times) and My Weekly Reader, music of the ‘60s (“…kicks serious butt. The results are beautiful.” – PopMatters), her second collaboration with famed Beatles engineer Geoff Emerick. On Obligatory Villagers (“a brisk nine-song set that plays like the breathless first act of a stage musical decrying American fascism” – SPIN), local Poconos hometown jazz greats Bob Dorough, Phil Woods, and David Liebman contributed their exceptional talents.

She has won a Theatre World Award for her portrayal of Polly Peachum on Broadway in The Threepenny Opera, performed onscreen in the films PS I Love You and Downtown Express, and her music was used in Rumor Has It, Monster-in-Law, PS I Love You, Gasland, Last Holiday and Private Life.

Nellie has made numerous radio appearances on NPR's Mountain Stage, A Prairie Home Companion, eTown, and Marion McPartland's Piano Jazz. The Chase Brock Experience produced a ballet of her third album, Obligatory Villagers, and she contributed the forward to the 20th anniversary edition of The Sexual Politics of Meat. Her writing has also appeared in The Onion, Interview and The New York Times Book Review.

“a cunning blend of Blossom Dearie's slyness, Julie London's smokiness and Lee Wiley's sophistication.” - Jazz Times

“The new record takes the concept of a ‘dark, foggy drive along Highway 1' and evokes a sultry, wee-hourly landscape, thanks to McKay's tinkly, jazzy piano and dreamy vocals.” -LA Weekly


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Olfa RM-CLIPS/3 Continuous Grid Cutting Mat Set 35" x 70"

Availability: In stock

MSRP: $248.03

Quick Overview

Continuous Grid Cutting Mat Set 35" x 70" (RM-CLIPS/3, 9894)

Olfa RM-CLIPS/3  Model 9894

No craft job is too big for Olfa's largest mat, which is actually three mats in one.  Includes 3 - 23" x 35" green self-healing professional quality rotary mats with clips to attach securely together. Ideal for covering and protecting large work surfaces. Specially designed for use with OLFA rotary cutters. Double-sided with yellow guidelines on one side, solid on opposite for general cutting. Rotary mats protect your work area and help extend the life of your rotary blades. 1.5mm thick for a variety of applications. To assemble, simply hold two mats tightly together and affix the clips, then repeat by adding the third mat. When you're finished, unclip the mats for space-saving storage. Store flat and out of direct sunlight.

  • 1.5mm thick
  • Includes three 23" x 35" mats and four mat clips
  • Double-sided mat is solid green on one side for general crafting and has yellow grid lines on other side for detailed cutting
  • Self-healing finish reseals surface cuts, providing a continually smooth surface for all cutting projects
  • Store flat and out of direct sunlight
  • For use only with rotary blades and blades; fixed-blade knives blade may damage mat
  • WARNING: This product contains a chemical known to the state of California to cause cancer, birth defects or other developmental harm

Good For: protecting cutting surfaces and extending the life of your rotary blades.

Additional Information

Brand Olfa
Weight (lbs.) 7.0000
UPC Code 91511300338

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Write Review for Rex

Do you have experience of keeping this animal? Tell other people what you think and help them choose their next breed.

Please Note: So that we can show your review, all submitted reviews become the licensed property of Omlet Limited. You can read our full Customer Review Policy here


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Organize Your Blog With Categories

Categories are a great way to keep your posts organized. They also help visitors explore more content that interests them.

Every time you write a post, you can add it up to 3 different categories. Those categories will then appear in your blog’s navigation menu, so choose categories that you normally post about and also serve as the main topics of your blog, e.g., Food, Fashion, Travel, etc.

Each category of your blog has its own page that’s fully customizable. Add a catchy title, a brief description and a beautiful image to the category page header.

Here’s a tip:

For easy navigation, it’s best to keep your category names short – 1 to 2 word titles. And for a clean look on your blog’s navigation menu, we recommend max 7 categories.

Here’s how to manage your categories:

  1. Go back to the Wix Editor

  2. Head to Settings > Categories

  3. Choose the category you want to customize

  4. Click the 3 dots

  5. Click Edit

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On-Site Magazine

Lavis Contracting Company Ltd. named 2012 MTO Paver of the Year

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February 21, 2013 by Staff Report

The Ontario Road Builders’ Association (ORBA), in partnership with the Ministry of Transportation (MTO), has announced Lavis Contracting Company Ltd. as the 2012 MTO Paver of the Year for their work on Highway 21 from Sheppardton north to Kingsbridge.

The Provincial Paver of the Year Award is presented annually at the ORBA Convention by the Ministry of Transportation (MTO). The award recognizes one winner and three finalists for excellence in hot mix paving on a project completed in the award year. Projects are judged on a number of criteria, including: smoothness, night paving, completion, workmanship, mix quality, and others.

“Ontario’s road builders are continually striving to improve the quality of product that they deliver,” said ORBA executive director Geoff Wilkinson. “This award is a celebration of the quality workmanship that our members deliver. ORBA offers its sincere congratulations to Lavis Contracting Company for winning Paver of the Year for 2012, and to Aecon Construction and Materials Ltd., Coco Paving Ltd., and R.W. Tomlinson Ltd., for their honorable mentions.”

Lavis’ Highway 21 project scored excellent ratings on its hot mix, which consistently met the MTO’s specification requirements. The ride quality and workmanship of the project area was graded as excellent by the MTO, which resulted in an extremely uniform mat. Workmanship at all joints was especially good and the overall finish and appearance of the job was considered exceptional.

Three finalists were also recognized for their quality work. They were:

•                Aecon Construction and Materials Ltd. – recognized for their work on Highway 403 Eastbound Collector Lanes in Mississauga and various other locations on Highways 401, 427 and QEW. They were recognized for their superior work under difficult circumstances, including high traffic volumes, night paving, and other contractors working in the area.

•                R.W. Tomlinson Ltd. – distinguished for their work on Highway 17, from 1.3 kms east of Highway 533 easterly for 8 km. They were recognized for their excellent workmanship, demonstrated by the very smooth surface of the asphalt and uniform mat, and the fact that no segregation was observed on the project.

•                Coco Paving Ltd. – acknowledged for their work on Highway 401 Eastbound and Westbound Lanes from Mitchell Road Easterly to County Road 41, Napanee. They were recognized for the excellent quality of their work, which included increasing the thickness of hot mix at their own cost to ensure a good ride over areas of severely cracked concrete.

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The Genuine Fakes – I Don’t Want It

The Genuine Fakes is a wonderful power pop band from Sweden. They’ve had a lot of great songs on their myspace during the past few years and now their debut album is finally coming out. I don’t know when exactly, but hopefully before the end of the year, because I’m really looking forward to it. The single I Don’t Want It is out and available and it sounds pretty damn good to me. Reminds me of Popsicle and that is always a good thing.

The Genuine Fakes Website
The Genuine Fakes at myspace

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Here is a basic chia pudding recipe that is absolutely delicious and so easy to make! Just combine the ingredients and put in the fridge overnight. Easy as that. Chia pudding is a great breakfast for busy mornings when you don't have time to make a breakfast or sit down to eat one. Just grab one of these babies from the fridge and head on your way. Just don't forget your reusable spoon! You can play around with the flavors in this basic chia pudding recipe to suit your liking. Try a chocolate, blueberry, or vanilla bean variation to shake it up! You can also try different plant-based milks to mix up the flavor and texture. In combination with fresh fruits and some fruit powder, it looks and tastes simply delicious.

5-Ingredient Chia Pudding [Vegan, Gluten-Free]

  • 3 tablespoons white Chia seeds
  • 1 cup plant-based milk
  • 1/2 tablespoon strawberry fruit powder
  • 1/2 tablespoon blueberry fruit powder
  • 1 teaspoon rice syrup

  1. Mix all ingredients in a bowl and refrigerate overnight
  2. Top with fresh Mango and drys fruits
  3. Enjoy!

    Discover more recipes with these ingredients

  • Chia Seeds


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Maidenform Open Bust Body Shaper with Cool Comfort™ and Anti-Static

As low as $42.00 Regular Price $59.00
This wow-inducing wear-your-own-bra Firm Foundations body shaper provides targeted firm control for an hourglass look.
  • Innovative lightweight fabric shapes with no extra bulk.
  • Cool Comfort™ all-over cooling technology helps keep you cool and comfortable.
  • Kiss cling goodbye. Anti-static, cling-free fabric helps clothes glide on.
  • All-over solution. Power-mesh lining helps smooth tummy, hips and back.
  • Wear-your-own-bra for best fit and maximum comfort.
  • Back smoothing. Smooths bulges and visible lines for a sleeker silhouette.
  • Convertible and adjustable straps for versatility and custom fit.
  • No-pinch underarm design for comfort.
  • Elastic-free comfort leg openings in front.
  • Convenient hook & eye gusset.
  • Country of Origin: Imported
  • Fabric: 64% Nylon/36% Spandex
  • Units per pack: 1
© 2020 Hanesbrand Inc. All rights reserved. Playtex is a registered trademark Used under license.


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christening party signature frame

Tag: christening party signature frame

Christening Party Signature Frame

Christening Party Idea: Signature Keepsake Frame Giveaway {Closed}

Signature Keepsake Frame Christening Party Idea

Looking for ideas to make your christening party or baby shower extra memorable? Here’s a fast & easy way to bring a lasting personal touch to your plans: print your favorite version of our ‘For This Child I Prayed’ free printable, place it in a frame with a simple white mat, then invite guests to sign and/or share notes of love for the little guest of honor. Read more…


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How to Win in Texas Holdem Poker

How to Win in Texas Holdem Poker

Some simple ideas to help you on your way to becoming the king of the poker table.

You can research poker strategy until your heart's content.reams and reams have been written on this topic. In this article we take a snap-shot look at Texas Holdem Poker - the most popular form of the game, to give you some short, sharp tips to improve your play.

1. Play tight and aggressive

Poker is a waiting game. A good player will invariably fold most hands (around 80% in a 10-player game). The tell-tale sign of a poor player is one who falls in love with every hand. Most poker experts advise playing few hands (tight) but betting and raising often with the hands that you do play (aggressive).

2. Position yourself

Order of play or 'position' is a crucial element of Texas Holdem Poker. The later you are to act, the more time you have to deduce information about your opponents' cards. The earlier you are in the order of play, therefore, the more selective you should be about the cards that you play. In short, play tight early and loose later.

3. Spot the mug

Get to know your opponents. And we're not talking mind games. The main thing to figure out is which players are loose and which are tight. Most money in poker is made from the few novice players who repeatedly play weak hands. It's important to identify these players and even more important not to become one of them. Bear in mind that if you can't spot the mug in a poker game, it's most probably you!

4. Get caught bluffing

This is a good way to mix up your play and avoid becoming too predictable. You'll win pots that you don't deserve when your bluff works and lose a few chips when it doesn't. But it will get you calls from weaker hands later on when you do have a strong hand and need the action.

5. Change your sex

One for the guys: when playing online it can be a good idea to use a feminine sounding name. It's likely that most men at the table will not give their best game against a woman and may play less aggressively.Nothing is guaranteed but it's worth a try!

So in short, before getting bogged down in in-depth poker strategy, remember the basics: be patient, think about position, suss out your opponents, mix up your game and think about changing your sex!

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A Springtime Polar Vortex Is Headed For Virginia And Temperatures Will Plummet To A Record-Breaking Low

Unfortunately, the arrival of springtime here in Virginia doesn’t guarantee that the weather will follow suit. Weather forecasts indicate that the East Coast will soon see a record-breaking cold front for the month of May. States in New England could even experience heavy snowfall. Beginning on Friday, May 8th, a Northeastern-bound storm will clash with Arctic air in a phenomenon known as a polar vortex. Virginia is likely to experience lots of rain along with near-freezing temperatures and in some areas, a dusting of snow.

We’re aware that these uncertain times are limiting many aspects of life as we all practice social and physical distancing. While we’re continuing to feature destinations that make our state wonderful, we don’t expect or encourage you to go check them out immediately. We believe that supporting local attractions is important now more than ever and we hope our articles inspire your future adventures! And on that note, please nominate your favorite local business that could use some love right now: https://www.onlyinyourstate.com/nominate/

What are your thoughts on this freezing forecast for Virginia over the weekend? Be sure to leave a comment below and join in on the conversation!

Address: Virginia, USA


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The Grand on Princes

The Grand on Princes

The Grand on PrincesWhether you are planning a wedding gala dinner debutante ball or corporate seminar we can tailor a package to suit your specific needs.

Hidden from the public's eye, The Grand on Princes is sure to take you on a journey of wonders with its newly refurbished venue and art decor.

Upon entering The Grand, you're instantly welcomed into a world of charm. Offering a picturesque garden, vintage like gazebo, and an attractive display of water fountains, The Grand certainly draws you in. With a red carpet leading into a welcoming reception foyer, there'd no doubt that beyond our large gates, offers a truly grand venue, perfect to celebrate any event.

The Grand on Princes is made to accommodate between 180 to 380 guests. Offering a beautiful and spacious parquetry dance floor with alluring crystal chandeliers above; resplendent carpet throughout, all adorned with satin curtains and mirrors, providing elegance unmatched in our area.

Overlooking the entire ballroom, our sweeping staircase makes for a grand entrance of any kind. There is also an exclusive Mezzanine floor overlooking the dance floor, lavish VIP lounge area, and a spacious Bridal suite. There is an ample amount of secure parking within.

We offer a deliciously innovative and seasonal menu, created by our internationally skilled Executive Chef, who adds a touch of grand in every dish.

With our versatile venue, you are assured of the very highest standards of service and attention to detail. The team at the Grand on Princes is trained by the very best to provide a polished and level service.

The Grand on Princes has everything you need, to make your event outstanding.

The Grand on Princes:
Located on Princes Highway, Mulgrave
Newly refurbished art deco venue
Capacity of 180 to 380
12m x 9m polished dance floor
Ample amount of secured onsite car parking
Integrated sound and AV system
Two large screen projectors
Staging area
Lectern & cordless microphone for speeches
Innovative menus from an internationally experienced Executive chef
Elegant tabled settings including candelabras, lycra chair covers & several colours of chair sashes to select from

❊ Notice ❊

Many locations have gone into lockdown as the state takes action to stop the spread of the deadly coronavirus (COVID-19).

Disclaimer: Check with the venue before making plans...

❊ Address & Contact ❊

The Grand on Princes⊜ 2251 Princes Highway Mulgrave | Map
2251 Princes HighwayMulgrave
(03) 9800 1836

❊ Web Links ❊

The Grand on Princes

❊ Also See... ❊

The Grand Receptions

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 Buy Office Furniture Online at Discount Prices in Knox City

Shop for desks, chairs, cubicles & storage furniture online, with fast delivery to Knox City.

Get a quote in 5 minutes. Phone us 7 days, or chat with us online.

*Please note, despite the current Covid-19 situation, it is still business as usual, here at Only Office Furniture.

*Delivery charges to Knox City, are a flat rate of $55.00, incl gst. This delivery charge also applies to all suburbs in the Knox City Council area including :

  • Bayswater
  • Boronia
  • Ferntree Gully
  • Knoxville
  • Lysterfield
  • Rowville
  • Scoresby
  • The Basin
  • Upper Ferntree Gully
  • Wantirna
  • Wantirna South