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aifoxuan · 9 months

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The Westminster Schools Admission Requirements, Teachers, Alumni, Fees, History

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The Westminster Schools Admission Requirements, Teachers, Alumni, Fees, History

The Westminster Schools Admission Requirements

Nestled in the vibrant city of Atlanta, The Westminster Schools stands as an educational beacon known for its unwavering commitment to academic excellence and character development. To maintain its reputation for providing an exceptional education, Westminster has established a set of admission requirements that serve as a gateway to this distinguished institution. These requirements are carefully designed to ensure that students admitted to Westminster possess not only the academic aptitude but also the qualities of character that align with the school’s core values.

At the core of The Westminster Schools’ admission philosophy is the belief that education should encompass more than just intellectual growth. It should also nurture the development of compassionate, ethical, and engaged citizens. This holistic approach to education is reflected in the admission criteria, which go beyond academic achievement to consider a student’s character, interests, and potential contributions to the school community.

Prospective students and their families considering enrollment at Westminster can expect a comprehensive evaluation process. Typically, this process begins with the submission of an application that includes academic records, standardized test scores, teacher recommendations, and a personal essay. These components provide the admission committee with a well-rounded view of the applicant’s academic abilities and potential.

However, what sets the admission process at Westminster apart is its emphasis on character. The school seeks students who not only excel academically but also demonstrate qualities such as integrity, empathy, and a commitment to the community. Interviews often play a crucial role in assessing an applicant’s character and values. It is during these interviews that prospective students have the opportunity to convey their passions, interests, and their potential to contribute positively to the Westminster community.

Furthermore, Westminster actively values diversity and inclusivity. The school aims to create a rich and vibrant learning environment where students from various backgrounds and experiences can learn from one another. Consequently, the admission process also considers an applicant’s unique perspectives and the enriching diversity they can bring to the school community.

Beyond the academic and character criteria, Westminster is interested in students who are curious, passionate, and engaged in a wide range of extracurricular activities. The school offers a multitude of opportunities for students to explore their interests in areas such as arts, athletics, community service, and leadership. Participation in these activities can enhance an applicant’s profile and reflect their commitment to personal growth and community engagement.

In conclusion, The Westminster Schools’ admission requirements are a reflection of its dedication to providing an education that goes beyond the classroom. They seek students who not only excel academically but also embrace the values of integrity, curiosity, and community engagement. Westminster’s holistic approach to education ensures that students admitted to the school are not only well-prepared academically but also possess the qualities and potential to thrive in a dynamic and inclusive educational community. In the subsequent sections, we will delve deeper into the specific components of Westminster’s admission process, including interviews, recommendations, and the school’s ongoing commitment to diversity and inclusivity

The Westminster Schools Teachers

At The Westminster Schools, located in the heart of Atlanta, the teaching faculty forms the backbone of an institution renowned for its unwavering commitment to academic excellence, character development, and community engagement. The Westminster Schools teachers are not merely educators; they are mentors, role models, and champions of student growth. This dedicated and accomplished group of professionals is at the forefront of the school’s mission to inspire and educate students to be exceptional in both mind and character.

The faculty at The Westminster Schools is a diverse and dynamic community of educators who bring a wealth of experience, expertise, and passion to their roles. Many hold advanced degrees in their respective fields, and they are encouraged to engage in ongoing professional development to stay at the forefront of educational best practices. This commitment to personal growth ensures that Westminster students receive instruction that is not only rigorous but also informed by the latest pedagogical advancements and research.

However, what truly sets The Westminster Schools teachers apart is their unwavering dedication to fostering a love of learning. They are more than just conveyors of knowledge; they are enthusiastic guides who inspire students to explore their intellectual passions, ask meaningful questions, and pursue excellence in all their endeavors. This passion for learning is contagious and creates a vibrant academic atmosphere where students are encouraged to stretch their intellectual boundaries.

Beyond their role in the classroom, Westminster teachers serve as role models for their students. They embody the values of integrity, empathy, and social responsibility that the school holds dear. They actively engage in the lives of their students, guiding them through the challenges of adolescence and helping them navigate the complexities of the world. These relationships often extend beyond graduation, forming lasting bonds grounded in mutual respect and admiration.

Furthermore, The Westminster Schools teachers actively participate in a wide range of extracurricular activities, from coaching sports teams to advising clubs and leading community service initiatives. Their involvement in these activities reinforces the sense of community and camaraderie that defines The Westminster Schools experience. It also allows students to see their teachers in diverse roles, fostering a deeper understanding of their talents and interests.

Westminster teachers are also deeply committed to the principles of character development and ethical leadership. They actively promote an atmosphere of respect and understanding, allowing students from various backgrounds and experiences to thrive. The school’s dedication to inclusivity is reflected in the actions of its educators, who work tirelessly to create a welcoming and equitable environment where every student feels valued and supported.

In conclusion, The Westminster Schools teachers are not just educators; they are mentors, inspirers, and lifelong learners who shape the lives of their students. Their unwavering dedication, expertise, and commitment to character development make them an integral part of The Westminster Schools experience. These exceptional individuals are instrumental in ensuring that each student graduates not only with a world-class education but also with the values and qualities necessary to succeed and lead in an ever-changing world. In the following sections, we will delve deeper into the stories and achievements of The Westminster Schools teachers, showcasing their diverse talents and the profound impact they have on their students.

The Westminster Schools Alumni

At The Westminster Schools in Atlanta, the legacy of excellence extends far beyond the confines of the school campus. It lives on in the remarkable community of Westminster alumni who have left an indelible mark on the world. These alumni, hailing from diverse backgrounds and experiences, represent a living testament to the school’s commitment to nurturing both the intellect and character of its students.

One defining characteristic of Westminster alumni is their pursuit of excellence in a wide range of fields. Graduates of the school have ventured into academia, business, healthcare, the arts, sciences, public service, and countless other endeavors. They are innovators, leaders, and advocates for positive change, consistently achieving remarkable success in their chosen paths. The rigorous academic programs and dedicated faculty at Westminster have equipped these alumni with the knowledge, skills, and determination needed to excel in their respective careers.

Yet, the Westminster alumni community is more than just a collection of individual success stories; it is a close-knit network of individuals who share a common bond forged through their shared educational experiences. The connections formed during their time at Westminster often extend well beyond graduation. Alumni frequently return to campus to engage with current students, offer mentorship, and participate in school events, strengthening the sense of community that is central to the Westminster experience.

Furthermore, Westminster alumni are characterized by their commitment to character development and ethical leadership. The values of integrity, empathy, and social responsibility instilled during their time at the school remain integral to their lives. Many alumni actively engage in acts of service, philanthropy, and advocacy, striving to make a positive impact on their communities and society at large. They view their success not as an end in itself but as a means to effect positive change and contribute to the greater good.

The Westminster Schools actively celebrate diversity, and this commitment is reflected in the composition of the alumni community. Graduates of the school come from various backgrounds, cultures, and walks of life. This diversity is embraced and leveraged as alumni collaborate to address complex global challenges and foster a more inclusive and equitable world.

In conclusion, The Westminster Schools alumni are more than just graduates of an esteemed institution; they are individuals who have been shaped by the school’s values and have gone on to make significant contributions to society. Their commitment to academic excellence, character development, and ethical leadership reflects the enduring impact of a Westminster education. As we explore the stories and achievements of Westminster alumni in the following sections, we will witness the depth and breadth of their accomplishments and the lasting legacy of this remarkable community

The Westminster Schools Fees

At The Westminster Schools in Atlanta, the pursuit of academic excellence is at the heart of the institution’s mission, and this commitment extends to making its exceptional education accessible to a diverse student body. To achieve this, The Westminster Schools has established a comprehensive fee structure that reflects both the institution’s dedication to providing a world-class education and its commitment to inclusivity and affordability.

The fees at The Westminster Schools encompass various components designed to ensure that students have access to an exceptional educational experience. Tuition, the cornerstone of the school’s financial structure, covers the core academic expenses, including faculty salaries, educational resources, and a wide range of extracurricular programs. It reflects the school’s commitment to attracting and retaining a distinguished faculty—educators who are not only experts in their fields but also passionate about guiding students on their intellectual journeys.

Beyond tuition, the fee structure at Westminster incorporates various elements that contribute to the overall value of a Westminster education. These may include additional expenses related to specific programs, activities, or services. For instance, some students may choose to participate in international travel experiences, advanced placement exam fees, or specific extracurricular activities. These optional fees allow students to customize their educational journey, pursue their passions, and develop a well-rounded set of skills and experiences.

Westminster is dedicated to ensuring that its exceptional education is within reach for a wide range of students. To this end, the school offers a robust financial aid program designed to assist families with demonstrated financial need. Scholarships and financial aid opportunities are available to help make a Westminster education accessible to deserving students, fostering a diverse and inclusive community.

In addition to financial aid, Westminster actively seeks to address the unique financial circumstances of its students and families. The school’s commitment to transparency and affordability is evident in its efforts to provide comprehensive information about its fee structure, payment plans, and available resources. This proactive approach ensures that families can make informed decisions about financing their child’s education and accessing available support.

Furthermore, The Westminster Schools understands that investing in education is not merely a financial endeavor; it is an investment in a student’s future. Beyond academic rigor, the fees encompass the values, character development, and transformative experiences that shape Westminster graduates. These alumni go on to excel in diverse fields, carrying with them the values and qualities instilled during their time at Westminster.

In conclusion, The Westminster Schools’ fees are a reflection of its dedication to providing an exceptional education that equips students for success in college and beyond. They encompass not only academic expenses but also the values and experiences that define a Westminster education. The school’s commitment to affordability and inclusivity ensures that deserving students have the opportunity to benefit from all that Westminster has to offer. In the subsequent sections, we will delve deeper into the specifics of Westminster’s fee structure, available financial aid options, and the school’s ongoing commitment to diversity and inclusivity.

History of The Westminster Schools

The Westminster Schools, nestled in the vibrant city of Atlanta, have a storied history that spans over a century, rich with tradition, innovation, and a relentless commitment to academic excellence. Founded in 1951, Westminster was established as a result of a merger between two distinguished institutions, the North Avenue Presbyterian School and Washington Seminary, each with its own unique legacy of educational achievement.

The roots of Westminster’s history trace back to 1950 when the leaders of both schools recognized the potential for collaboration and growth. With a shared vision of providing a world-class education rooted in Christian values, they embarked on a historic merger, forming The Westminster Schools. This union marked the beginning of a new era in Atlanta’s educational landscape, creating an institution that would go on to shape the lives of thousands of students.

From its inception, Westminster sought to set a standard of excellence in education that extended beyond the classroom. The school’s founders envisioned an educational environment that not only nurtured academic achievement but also fostered character development and a strong sense of social responsibility. This holistic approach to education became a cornerstone of Westminster’s mission, emphasizing not just what students learn but who they become.

Over the decades, Westminster has continued to evolve and adapt, embracing innovations in pedagogy and technology while staying true to its core values. The school’s commitment to academic rigor has remained unwavering, attracting a distinguished faculty dedicated to nurturing the next generation of thinkers, leaders, and change-makers. Westminster students have consistently achieved remarkable success in academics, the arts, athletics, and community service, guided by a philosophy that values curiosity, critical thinking, and a passion for lifelong learning.

One hallmark of Westminster’s history is its commitment to diversity and inclusivity. The school actively seeks to create a community that reflects the rich tapestry of the world, welcoming students from diverse backgrounds and cultures. This commitment to inclusivity is not only reflected in the composition of the student body but also in the school’s curriculum, programs, and extracurricular activities that celebrate different perspectives and experiences.

Moreover, Westminster’s alumni, known collectively as Westminster Wolves, are a testament to the enduring impact of a Westminster education. Graduates of the school have gone on to excel in diverse fields, from business and law to medicine, education, and the arts. They carry with them the values and principles instilled during their time at Westminster, making a meaningful impact on their communities and the world.

In conclusion, The Westminster Schools’ history is a narrative of growth, innovation, and an unwavering commitment to values that transcend time. It is a story of an institution that has evolved with the changing times while remaining steadfast in its dedication to providing an exceptional education. As we delve deeper into The Westminster Schools’ history in the following sections, we will explore the milestones, leaders, and defining moments that have shaped it into the esteemed institution it is today.

#The Westminster Schools Admission Requirements #The Westminster Schools Alumni #The Westminster Schools Fees #The Westminster Schools Teachers

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ukrfeminism · 1 year

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3 minute read

Right now it feels like every public service employee is having to resort to strike action to gain acceptable standards of employment. Who’s next? If we’re talking about labour that is woefully undervalued and unsupported, it should be mums.

Statutory maternity pay, at £156.66 per week, is less than half of minimum wage (£384 for a standard 40-hour week). New mothers (and their child) have to survive on 41 per cent of the minimum we consider acceptable to live on. 30 hours per week of subsidised childcare is available for three-year-olds, but maternity pay ends at 39-weeks-old. During that two-year gap, nursery fees cost 65 per cent of the average parent’s wages, and many mothers are falling into debt, or dropping out of the workforce, as a result.

Moreover, 54,000 women lose their jobs in the UK every year because of maternity discrimination. Maternity is a protected characteristic under the Equality Act 2010, but only for the first 26 weeks. Any claim for maternity discrimination must be brought within three months – almost impossible in the midst of the physical and mental upheavals of matrescence. During which time, 31 per cent of mothers didn’t have confidence in their postnatal care. And, according to the Office of National Statistics, in heterosexual couples women still perform 77 per cent more childcare and 62 per cent of the domestic work.

Surely that’s reason to strike!

There is precedent. In Iceland in 1975, women refused to go to work, cook, clean or perform childcare, during what was termed “the long Friday”. Many schools and nurseries had to close, forcing fathers to bring their children to work. Banks, factories and shops simply couldn’t function. Even the next day’s newspapers were shorter than usual.

Ninety per cent of women in Iceland took part and the next year Iceland’s parliament passed a law guaranteeing equal rights to women and men. Five years later, Vigdis Finnbogadottir became Iceland’s president – the world’s first democratically elected female head of state. She insists this couldn’t have happened without the strike, which paralysed the country and demonstrated women’s importance to society. She served for 16 years, and, having introduced initiatives such as all-women shortlists and paid paternity leave ahead of the curve, Iceland became known as the world’s most feminist country.

Collective action amongst mothers is happening here. Women’s Strike asked women to refuse all work on International Women’s Day 2022. Then, just six weeks ago, charity Pregnant Then Screwed led 15,000 parents onto the streets across the UK in March of the Mummies. Founder Joeli Brearley told me, “There is such power in protesting. We were under no illusion that the Government would immediately fix the issues, but it is a signal that unless they act soon they will lose votes at the ballot box. Make no mistake – Westminster heard us that day.”

So, what do we want? I propose: maternity pay brought in line with minimum wage; childcare free for parents (and properly paid for by the Government) from birth until starting school; parenthood made a protected characteristic for life; and parents given 12 months to bring discrimination claims. When you consider that more mothers in work could be worth £28.2 billion to the UK economy, this is just sensible. The birth rate has now dropped below the level needed for a stable population, fuelling fears of economic decline. We need investment in motherhood.

As Iceland showed, when women stop, everything stops. In the UK, women are the vast majority of childcare workers, administrative staff, care workers, cleaners, hospitality staff, HR professionals, teachers and nurses. If they refused to work for just 24 hours, the impact for society and the economy would be crippling. Then there’s women’s domestic work, which is estimated to be worth 56 per cent of GDP. Strike once – that includes paid employment as well as cleaning, childcare, cooking, organising and so on – and it’s unlikely we would need to again.

What made Iceland’s strike so successful was so many women took part. But mobilising primary care givers is a nightmare, given the burden of domestic responsibility. We’re missing the cornerstone of effective industrial action – a union. Unions provide support, mobilise large disparate groups, and lobby for members’ rights. We need a union for parents. There are amazing campaigning charities, but unions are protected by legislation, forcing employers (or governments) to negotiate, and keeping workers’ jobs safe if they strike. Unions have teeth.

When do we want it? According to research from YouGov more than half of women say they do the majority of Christmas tasks, 51 per cent of women feel stressed at Christmas and according to Action for Children one in six parents said they would cancel the whole thing if they could. Ancient Anglo-Saxons celebrated Modranicht (“mother’s night”) on 24 December. What if mothers honoured themselves this Christmas Eve by doing absolutely nothing?

No last minute shopping. No festive food preparation. No present wrapping. No stuffing of stockings. No ringing round to coordinate family members or clarifying dietary requirements. Just putting our feet up with a mulled wine and watching It’s a Wonderful Life while someone else takes responsibility for the over-excited, sugar-hyped children. We baulk at the idea, because Christmas would fall apart. But isn’t that exactly the reason to do it? To show how much motherhood matters.

Allegra Chapman is a diversity and inclusion consultant, and co-founder of Watch This Sp_ce.

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darkphoenixlady · 6 months

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So, for those that don't know, the Conservative party has always been pro landowners, rich, and the gentry. Over the last 20 years they have also grown to encompass the Brexit idiots on the far right, and we've seen a similar decline in parties like the BNP too.

Also fairly well published is their relationship with TERF's, going so far as to host well known TERF's in the palace of Westminster (where the houses of parliament are)

This latest news is only as good as it is because the Attorney General stepped in and stated that a full ban would likely breach the Equalities Act. (and none of the newspapers that have reported this have mentioned that little fact yet)

What does it mean for trans people like me?

One of the big arguments that TERF's have against transwomen transitioning is that we were socialised as men growing up. This is why schools are such a battleground for them, as if children are allowed to socially transition and grow up as girls (or boys in the case of transmen) then one of their foundational arguments falls by the wayside.

As it stands, this news is likely to be absolutely devastating to some children, and will likely lead to a few suicides over the next several years. Why? Because the guidance says that teachers don't have to respect a child's chosen pronouns.

What can you do to help? If you don't live in the UK, beyond donating to a charity like Mermaids unfortunately not a lot. But remember that if it's happening here, similar conversations are likely happening in your own country.

If you're in the UK, you can write to your MP. They are obliged to write a response back to every letter and e-mail they receive. But only for their own constituencies. If you're not sure who your MP is, or how to contact them, you can do both at Write to Them.

#uk politics #transgender

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itsmythang · 7 months

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In 2019, this young boy cemented himself in history! Repost from @blacknews: (His discovery changed the way math is taught around the world!

Chika Ofili, a 12-year old boy from the UK has made a significant mathematical discovery. He has unearthed a new formula that makes the study of math much easier to understand than ever before.⁠ ⁠ Chika, who attends Westminster Under School in London, made the discovery while completing a homework assignment given to him by his teacher, Mary Ellis. She gave him a book called “First Steps for Problem Solvers” while on break. The book contained several division problems that required him to determine if various numbers are divisible by 2, 3, 4, 5, 6, 7, 8 or 9 before completing the full problem, but his math book didn’t contain a memorable test for dividing by 7.⁠ ⁠ Chika created a new method that consists of taking the last digit of any whole number, multiplying it by 5 and then adding this to the remaining part of the number to get a new number. He found that if this new number is divisible by 7, then the original number is also divisible by 7.⁠)

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princesscatherinemiddleton · 1 year

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The Princess of Wales' Year in Review: March

March 1st - The Duke and Duchess of Cambridge visited Wales and carried out a number of engagements. They started their day at Pant Farm, before visiting Abergavenny Market. Later, the couple visited the Hwb Torfaen before finally planting a tree at Blaenavon World Heritage Centre for The Queen’s Green Canopy

March 3rd - The Duchess of Cambridge, Patron of the Royal Foundation of The Duke and Duchess of Cambridge, held a Centre for Early Childhood Meeting at Kensington Palace. On the same day, the Duchess of Cornwall's Reading Room released a post sharing Catherine's top five children's books: The Owl Who Was Afraid of the Dark, Stig of the Dump, Charlotte's Web, the Katie Morag series, and Feelings

March 8th - The Duchess of Cambridge, Patron of the Royal Foundation of The Duke and Duchess of Cambridge, held a Centre for Early Childhood Meeting at Kensington Palace

March 9th - The Duke and Duchess of Cambridge, Patrons of the Royal Foundation of The Duke and Duchess of Cambridge, received Lord Hague. That afternoon, William and Catherine visited the Ukrainian Cultural Centre

March 14th - The Duke and Duchess of Cambridge attended the Commonwealth Observation Day service at Westminster Abbey

March 17th - The Duke and Duchess of Cambridge presented shamrocks to the Irish Guards on St Patrick's Day

March 19th - On behalf of HM Queen Elizabeth II in her Platinum Jubilee year, the Duke and Duchess of Cambridge departed from Royal Air Force Brize Norton for Belize, arriving at Philip S W Goldson International Airport. Later, the couple met with Juan Antonio Briceño (the Prime Minister of Belize) and Rossana Briceño (his wife)

March 20th - William and Catherine visited Che’il Mayan Chocolate Factory, before attending a festival of Garifuna culture at Hopkins Football Square. Later, the couple met marine conservation experts at Hopkins Dock

March 21st - The Duke and Duchess of Cambridge visited Caracol Natural Monument Reservation. Later, they attended a training session of the British Army Training Support Unit Belize in the Chiquibul Forest. That evening, the Duke and Duchess of Cambridge attended a Reception to mark The Queen’s Platinum Jubilee at Cahal Pech ruins

March 22nd - The Duke and Duchess of Cambridge departed from Philip S W Goldson International Airport, and arrived at Kingston Norman Manley International Airport, where they were met by - amongst others - Kamina Johnson Smith (Representative of the Prime Minister of Jamaica). After that, Wiliam and Catherine met with the Governor-General of Jamaica and Lady Allen at King’s House. Finally, they attended a Sports and Cultural Event at Trench Town Culture Yard

March 23rd - William and Catherine met with Andrew Holness (Prime Minister of Jamaica). The couple - in their role as joint Patrons of the Royal Foundation of The Duke and Duchess of Cambridge - visited Shortwood Teachers’ College, where Catherine gave a speech. Later, they visited Spanish Town Hospital, before visiting the Caribbean Military Technical Training Institute. Finally, the Cambridges attended a dinner to mark The Queen’s Platinum Jubilee given by the Governor-General of Jamaica

March 24th - The Duke and Duchess of Cambridge attended the Commissioning Parade for the inaugural Initial Officer Training Programme at the Caribbean Military Academy. They then departed Norman Manley International Airport before arriving at Lynden Pindling International Airport, where they were greeted by Sir Cornelius Smith (Governor-General of the Bahamas). William and Catherine later visited Philip Davis (Prime Minister of the Bahamas) and his wife

March 25th - The Duke and Duchess of Cambridge visited Sybil Strachan School, where Catherine gave a speech. They then attended a celebration for key workers at the Garden of Remembrance, before visiting Parliament Square. William and Catherine then participated in a Platinum Jubilee Sailing Regatta, before attending a reception at the Baha Mar Hotel to mark The Queen’s Platinum Jubilee

March 26th - The Duke and Duchess of Cambridge visited Daystar Church, before unveiling a memorial at Memorial Garden, to commemorate those who lost their lives in Hurricane Dorian. William and Catherine later visited a beach area in Abaco to meet local stall holders. The Duke and Duchess of Cambridge visited Grand Bahama Children’s Home. Before finally, in their roles as joint Patrons of the Royal Foundation of The Duke and Duchess of Cambridge, visiting Coral Vita, winners of the 2021 Earthshot Prize. The couple departed Lynden Pindling International Airport for the UK that evening

March 27th - The Duke and Duchess of Cambridge arrived at Royal Air Force Brize Norton

March 29th - The Duke and Duchess of Cambridge, along with Prince George and Princess Charlotte, attended the Service of Thanksgiving for The Prince Philip, Duke of Edinburgh, at Westminster Abbey

#mine #royaltyedit #yearreview #kate #will #wales22 #centre for early childhood meeting 22 3 #centre for early childhood meeting 22 4 #hague22 1 #ukrainian cultural centre #commonwealth 22 #irish guards 22 #2022 tour #service of thanksgiving 2022

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mybeingthere · 1 year

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Emily Carr was born in Victoria, British Columbia in 1871. Her inclination to art was duly encouraged by her father, Richard Carr, a wholesale merchant. After the death of both her parents in 1890, she started to pursue art seriously, and studied at the San Francisco Art Institute for two years. At the age of 26, Carr visited a small village near Ucluelet located on the western coast of the Vancouver Island. There she sketched the lives of the Nootka people, indigenous to the land. Her interest in the lifestyle of Indian people was promoted by her trip to Alaska, where she spent days sketching the daily activities of the villagers.

In 1899, Carr went to the UK to study at the Westminster School of Art in London. In England she befriended and worked with Julius Olsson and Algernon Talmage, artists of the St. Ives School. By the time she returned to Canada, Carr established herself as a professional artist. She worked as a teacher at the Ladies Art Club in Vancouver, where she was highly unpopular among the students due to her smoking habits and cursing, that eventually led her to resign from her job.

After her tryst with many Indian villages in the Queen Charlotte Islands and the Upper Skeena River, Carr once again went to Europe in 1910, to study at the Académie Colarossi in Paris. She also took private lessons from Harry Phelan Gibb who influenced her palette adding there more vibrant colors. She was also influenced by French Post-Impressionism and Fauvism, and, after returning back to Canada in 1912, she exhibited 70 oils and watercolors of her “french period”, showing those influences. However, her bold new style was not appreciated by Canadians.

During the next 15 years, Carr did not paint much. She run a boarding house, took a short-story writing course, and spent some time in San Francisco doing different jobs, like painting decorations for the St. Francis Hotel and drawing cartoons for Western Woman’s Weekly. In 1927 Carr attended an exhibition of West Coast Aboriginal art in National Gallery of Canada. There she met Lawren Harris and other members of the Group of Seven, the most recognized modern painters in Canada at that time. Their distinctively Canadian art impressed her greatly, and triggered the most prolific period of her creative career. Throughout the decade, she mastered the scenes from the daily lives, traditions and culture of the indigenous Americans. With Lawren Harris as her mentor, Carr began to paint bold, almost hallucinatory canvases with which many people identify her - paintings of Aboriginal totem poles set in deep forest locations or the sites of abandoned Indigenous villages.

After a year or two Carr left Aboriginal subjects to devote herself to nature themes. From 1928 on, critical recognition and exposure in exhibitions of more than regional significance, like the National Gallery of Canada and the American Federation of Artists in Washington, D.C., began to come her way. There was even the occasional sale, though never enough to improve her financial situation. In full mastery of her talents and with deepening vision, she continued to produce a great body of paintings freely expressive of the large rhythms of Western forests, driftwood-tossed beaches and expansive skies, like Indian Church (1929), Loggers’ Culls (1935), and Heart of the Forest (1935).

In 1937, Carr suffered her first heart attack, which marked the beginning of a decline in her health and a lessening of the energy required for painting. Artworks from her last decade, like Odds and Ends (1939), reveal her growing anxiety about the environmental impact of industry on British Columbia's landscape and on the lives of Indigenous people. Carr died in 1945 of a heart attack. More than half a century after her death, she has become a Canadian icon. Her long preoccupation with the Indigenous culture of the Canadian west coast coincided with the beginnings of a rising tide of awareness and confident self-identification on the part of Aboriginal people who had for some time been considered part of a moribund culture. In the same way, her passionate involvement with nature and its portrayal coincided with a growing popular awareness of environmental issues and an accompanying sense of loss associated with the disappearance of "nature" in our own day. And the fact that she was a woman fighting the overwhelming obstacles that faced women of her day to become an artist of stunning originality and strength has made her a favorite of the women's movement.

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education30and40blog · 4 days

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6 AI Tools Recommended By Teachers, That Aren’t ChatGPT

22k+ educators received this last week - don't be late this week and subscribe at theaieducator.ioThank you to schoolonline.ai for sponsoring this newsletterThis week for The AI Educator:Back on the road this week. I'm looking forward to working with Royal Russel School, Atelier 21 School and Westminster Bi-Borough Inclusion Service, and speaking at the Bryanston Education Summit. I'll also be on the Skilfully Speaking podcast on Tuesday.Recent feedback:"Dan's sessions are a transformative journ

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lboogie1906 · 7 days

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Patrick Ellis Connery (May 30, 1943 - July 16, 2020) was a legendary radio personality for WHUR-FM’s Sunday Gospel Spirit Show in the DC area for more than four decades.

He was born in DC. He was born in Freeman’s Hospital, in a building that became the home of the radio station he worked for. His mother was a teacher and his father was a labor relations specialist for the government. He was raised in an Episcopal Church. When friends took a young him to see Shirley Caesar and the Caravans at the Apollo Theater, he found a love for Gospel music. After attending Westminster School in Connecticut, he enrolled at Howard University. He enrolled in the pre-med program, but after about a year and a half, he dropped out of school. He returned to Howard and earned his BA in communications.

He was invited by WHUR, the Howard University radio station, to co-host a new radio show with his sister, who had been hired as a producer. The show was called The People’s Platform, he spent the next seven years producing different shows before being asked to become the host of a Sunday morning inspirational show. His broadcast (6:00 a.m. - 11:00 a.m.) weekly became a staple in the DMV. He created a playlist each week, made birthday and anniversary announcements, and promoted church news from across the region. He lent his voice to every Howard University commencement for decades and held workshops on producing radio broadcasts. He became the station’s production director.

He started his philanthropic efforts by feeding the community with a Thanksgiving program called Project Harvest. All of the monies donated went towards helping families in need, providing care for babies born into substance abuse, and assisting in helping to build a shelter for domestic violence victims and their children. He received countless awards, proclamations, and citations for his work, including Washingtonian Magazine’s Person of the Year and NAB Radio Host of the Year.

His first three marriages ended in divorce, he married Angela Green (1999). He is survived by his wife, daughter, and three grandchildren. #africanhistory365 #africanexcellence

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grantgoddard · 2 months

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Around the British Rail network in eight hundred minutes : 1976 : Durham University challenge

“Which bus goes to the University, please?” I asked. The man replied helpfully, but I could not understand a word he had said. He spoke English, though not an English I had heard before. I was confused by all the bus stops, having just exited Lancaster railway station. At which one did I need to wait? There was no bus map. There were no obvious students to ask. I had never been north of Luton until then. I had never watched ‘Coronation Street’. I was a southerner who barely understood a word that was being said to me there, hundreds of miles from home.

I had left the house that morning at the crack of dawn to make a day trip to check out Lancaster University. It was one of five universities I had selected on my UCCA form, all of which had offered me a place, conditional upon A-level results, without requesting an interview. However, if I was going to spend three years far away from home, I wanted to go see each one to help me choose. I had never visited a university before. Aside from my teachers, I had never met anyone who had attended university. That year, I hoped to be one of the 6% of school leavers who would go on to university, a proportion that had multiplied from 2% the year I had been born.

My state school had provided no useful advice how to choose a university or course. Our designated ‘careers counsellor’ was actually a moonlighting English teacher who would merely direct us to a row of dogeared university prospectuses on his office shelf. Some were out-of-date, many were missing. We were offered no ‘careers’ seminars. Surrey County Council had compelled each sixth-former to complete a multiple-choice questionnaire and then informed us for which career we were supposedly suited. Further studies were never suggested. You were on your own when it came to an academic future.

I understood that my choice of university could be a life-changing decision, one that required me to review the maximum amount of available information. If neither my family nor my school could provide useful advice, I would research all the options myself. I wrote a letter to every UK university outside London (where I realised accommodation was unaffordable), requesting their current prospectus and details of their economics courses. I chose that subject simply because it had provided my best academic results at school. I had known for a decade that I desired a career in ‘radio’, though university courses in media or broadcasting did not exist. If I had known then that Britain’s first ‘media studies’ degree had been launched at the Polytechnic of Central London (later renamed the University of Westminster) in 1975, I might have rethought my plans.

Seven years earlier, at my council estate junior school, I had been one of three children out of my class of thirty (10%) to have passed the ’11-Plus’ examination, necessary to progress to ‘grammar school’. However, at that time, around 20% of UK pupils attended these ‘selective’ secondary schools, the difference attributable to the substantial numbers of privately educated children who were crammed intensively at fee-paying ‘preparatory schools’ to pass the exam and who then dominated grammar schools’ intakes. From my ‘year’ of sixty students at Strode’s School, only around ten of us progressed to university, an indication that the ’11-Plus’ was less a successful method of identifying Britain’s brightest children, and more a route for middle-class parents to secure their offsprings an elitist secondary education paid for by the state. Has this situation since improved? In 2008, the Sutton Trust reported that grammar schools were enrolling “…half as many academically able children from disadvantaged backgrounds as they could do”.

I was fortunate that Surrey County Council would pay my train fares for visits to five universities, whether an interview was required or not. I had to determine when each institution offered ‘open days’, book my place, arrange train tickets and inform the school of my impending absence. It required considerable organisation, particularly as these visits necessitated train connections in London. These were days when I would not return home until almost midnight and would have to go to school the following day. I had never travelled so many miles on public transport or seen so much of England from a train window.

I must have been the only student at my school to own a copy at home of almost every UK university’s current prospectus. My request for economics course information proved less successful. Many sent me nothing, the remainder provided a single sheet outlining a course that merely encompassed all aspects of the subject. I read absolutely everything I was sent and concluded that every university claimed to be absolutely perfect and their courses the best. I had merely filled my bedroom bookshelf with marketing propaganda. Instead, I decided to select four universities that already operated student radio stations as this was my long-term career objective … plus Durham.

Although Durham University had no radio station, I learned it was apparently thought of highly. If I were rejected by Cambridge, I considered it might be a reputational substitute. Due to the 300-mile distance, my trip to Durham required an overnight stay in Collingwood College which was offered free to those attending ‘open days’. After a long train journey followed by an uphill walk, I was given an undergraduate bedroom within the college and met several other visitors who were there for the same reason. We took the university’s guided tours together the next day and ate as a group in the college’s dining room, offering us a first taste of undergraduate life.

The following morning, we packed our bags and met together for the thirty-minute walk to Durham railway station on the opposite side of town to catch our trains back to ‘the south’. However, we found the platforms deserted and, eventually locating a member of staff, we were told that a strike had started that morning and there were no trains departing in any direction. Returning to the college with our tails between our legs, we explained our problem and it kindly offered to extend its hospitality until we could depart. Each of us changed our banknotes into piles of ten-pence coins and queued at the college’s one public phone in the basement to contact our parents and schools to explain that we did not yet know when we could return. A quick visit had unexpectedly transformed into something longer.

I took the opportunity to wander around Durham’s compact town centre and explore more places, particularly the ‘Musicore’ record shop. The university library and the cathedral were both impressive, as was the brutalist concrete student union building ‘Dunelm House’ and adjoining ‘Kingsgate Bridge’ constructed by architect Ove Arup in 1963. The other universities I had visited were campus-based, requiring a bus journey to the nearest town. I quite liked Durham’s integration into the city and the ability to walk from one end to the other without need of transport.

The next morning, before breakfast in the college dining room, I phoned Durham railway station, to be informed that no trains would be running for the second consecutive day. This was the only method to obtain information in those days. I met the others and we phoned our families with our disappointing update. We spent most of that day sat together in the Junior Common Room chatting, sharing our university visit experiences and our hopes for the future. For me, it was particularly interesting to meet young people for the first time who shared my situation.

I made another call to the railway station the next morning, anticipating more bad news, but was told a single train was expected that day. It would be heading north, the opposite direction to what we required. I asked if there was any alternative route to London and it was explained that, although the east coast route was still on strike, we could try travelling via the west coast on the opposite side of the country. When was this one train expected? In an hour, I was told. Action stations!

I located my fellow visitors and, without taking breakfast, we all signed out of college and rushed off to the station. There was no information available there about the time of the train, on which platform it would arrive or where it would be heading. While we waited, we examined a British Rail route map in the ticket office which showed a cross-country route from east to west coast that started in Newcastle, the next major stop north of Durham. We were the only people awaiting a train and did wonder whether we had been sent on a wild goose chase, only to have to return to the college for yet another night.

Then the day’s promised one train appeared and pulled into the station. Unsurprisingly, it was almost empty. Who would have known it would be running in the midst of a crippling strike? We boarded and waved farewell to Durham, not knowing if any of us would ever return. Within a quarter-hour, we alighted in Newcastle. It was the first of many times that day that we were required to explain to confused railway staff that, although our tickets to London were dated days earlier, the unanticipated strike had forced us to take the only train available … in the opposite direction.

Next, to cross England to the west coast, we discovered we had to take a less regular, slower train that would depart in an hour. The wait gave us an opportunity to walk out of Newcastle railway station, buy some breakfast and wander around the city. Compared to Durham, it appeared a huge, busy scruffy city centre with huge Victorian stores and old-fashioned shopping arcades. Even the clothes people wore seemed dated and dowdy, particularly seeing many men wearing flat caps. It was an industrial city where time seemed to have stood still fifty years earlier.

Our ninety-minute journey in a local train from Newcastle to Carlisle took us across the bleak terrain of the North Pennine hills, stopping only at tiny towns with strange, unfamiliar names like Prudhoe, Corbridge, Hexham and Haltwhistle. Once again, we were required to explain to the train’s on-board ticket inspector why we were travelling in the wrong direction with out-of-date tickets. He knew about the strike and laughed heartily at our story, wishing us well on our journey home. It began to feel like a kind of ‘expedition’ where, at every step, it proved necessary to explain why our little group of seventeen-year-olds were taking a route no sane person would choose to follow.

The train terminated at Carlisle, a two-thousand-year-old city on the border between England and Scotland, fifty-five miles west and north of Durham. It was midday by now and, from there, we could now take a west coast 'Intercity' train southbound. We did not venture outside the station as this would have entailed having to explain our tickets once more and we feared not being allowed entry back into the station. This region was unaffected by the strike and trains seemed thankfully to be running as scheduled.

Our four-hour journey to London was comfortable until a ticket inspector arrived. We explained our story but he seemed unaware of the rail strike on the east coast and disbelieved our narrative. Initially, he demanded we pay for new tickets. We refused because we each held a valid, paid-for British Rail ticket that we had been prevented from using by the strike. The argument continued and he demanded we write down our names and addresses in order that the police could be contacted so that we would be fined for travelling without valid tickets. He was a ridiculous ‘jobsworthy’ who showed no sympathy for our plight. His attitude ruined the longest, most gruelling part of that day’s journey.

Reaching London’s Euston station, our small group split up to head different directions home. It was a sad parting of ways as we had no idea if we would ever see each other again or even which university each of us might attend (no social media or mobile phones then!). The last few days had required us to bond in the face of adversity, forcing us to make a round-Britain trip we had never imagined. It would be quite a story to tell our classmates.

I crossed London by Tube, caught a train from Waterloo station to Camberley and then a bus, reaching home more than twelve hours after having left Collingwood College in Durham. My school might not have been happy about my extended absence but, later that year, those awaydays would play a major role in my decision to study in Durham. I felt as if I was already sufficiently familiar with the college and the town as a result of that elongated visit. I imagined that my fellow Durham students would be similar to those with whom I had travelled the length and breadth of England.

Did I receive correspondence from British Rail or the police as a result of the unfriendly ticket inspector we had encountered? Thankfully, no. Did I ever see my newfound friends again? Sadly, no.

#Cordwalles Junior School #Durham University #Grant Goddard #Newcastle #Strode's School #student #travel

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englishindubellay · 2 months

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Why aren’t more girls in the UK choosing to study computing and technology?

Adapted from The Guardian 28th June 2022

Getting women into tech careers has never been more important, but teachers believe old-fashioned stereotypes about subjects such as design and technology and computer science put girls off choosing them at school.

In 2020, the number of girls choosing to study computer science GCSE was 16,919 – just over 21.4% of total entrants – compared with 61,540 boys. Slightly fewer girls and boys picked the subject compared with the previous year.

A recent study by the Learning and Work Institute said the UK was facing a looming digital skills crisis caused by the falling numbers of young people taking IT courses. It found a gender gap in digital skills, with young women accounting for just 17% of A-level entrants in IT subjects.

Elizabeth English teaches computer science at the Harris Academy St John’s Wood, in Westminster, north-west London. She says numbers have been steadily improving, but there is still work to do.

English hopes a rise in female gamers and YouTubers could also translate to more girls taking her course. “It’s not a change that is going to happen overnight,” she says. “But a lot of kids, male and female, love social media and YouTube

The image is changing. It has become a bit cooler to be geeky now. Hopefully in time this will translate to more numbers for us.”

Why aren’t more girls in the UK choosing to study computing and technology ?

Pourquoi n'y a-t-il pas plus de jeunes filles qui choisissent d'étudier l'informatique et les nouvelles technologies?

Adapted from The Guardian 28th June 2022

Faire en sorte que les femmes embrassent des carrières technologiques n'a jamais été plus crucial, mais les enseignants pensent que des stéréotypes démodés au sujet de matières comme le design, la technologie ou l'informatique les découragent de les choisir à l'école.

En 2020, le nombre de jeunes filles ayant pris l'informatique pour le GCSE (équivalent du Brevet des Collèges) était de 16919, soit un peu plus de 21,4% des candidats, contre 61540 garçons. Légèrement moins de filles que de garçons avaient choisi cette matière par rapport à l'année précédente.

Une étude récente réalisée par le Learning and Work Institute a révélé que le Royaume-Uni devait s'attendre à une pénurie de diplômés dans le secteur du numérique à cause de la baisse du nombre de jeunes choisissant les sciences informatiques. L'étude a mis en évidence qu'un nombre inférieur de filles choisissait les matières liées au numérique. En effet les jeunes femmes ne représentent que 17% des candidats qui choisissent des matières technologiques pour leurs A-levels (équivalent du baccalauréat français)

Elizabeth English teaches computer science at the Harris Academy St John’s Wood, in Westminster, north-west London. She says numbers have been steadily improving, but there is still work to do.

Elizabeth English enseigne l'informatique à Harris Academy St John's Wood situé dans le quartier de Westminster dans le nord-ouest de Londres. Elle explique que les effectifs sont en constante améliorations mais qu'il reste du pain sur la planche.

The image is changing. It has become a bit cooler to be geeky now. Hopefully in time this will translate to more numbers for us.”

Madame English espère que l'augmentation du nombre de joueuses en ligne et de YouTubeuses pourrait encourager davantage de filles à suivre ses cours. « Ce changement ne va pas s'opérer d'un coup de baguette magique, » dit-elle. « Cependant beaucoup de gamins et de gamines adorent les réseaux sociaux et YouTube. L'image est en train de changer. Il est devenu un peu plus branché d'être geek aujourd'hui. Espérons qu'avec le temps, cela se traduise par une augmentation des effectifs pour nous. »

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madamwoozle · 3 months

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Assignment 1 - Evaluating a Reference Source

At my last school library (elementary), most of the requests were for improving writing. The classroom teachers often wanted students to add more detail. The early version of “The Oxford Children’s Thesaurus”, Scholastic, etc. were highly illustrated. Unfortunately, the updated ones don’t offer as many pictures. Neither do the free online thesauruses.

Teachers often remind students of the five senses and brainstorm descriptive words to accompany each one. TPT offers many free graphic organizers one can download, for recording ideas.

ULS said the current hard copy of The “Oxford Children’s Thesaurus” is $32.50, minus a 50% discount. They said not many schools are replacing their thesauruses. There are many similar publishers with similar pricing (DK, Scholastic, Usbourne, Collins, etc.)

So far I’ve found numerous free, online thesauruses, such as thesaurus.com, Merriam-Webster.com, reverso.net (for French and English), etc. They mainly show word lists of synonyms (for different levels and do use colour.)

I’m still researching digital thesauruses. There may be a better option with a small annual subscription price. Maybe there is an option within a broader online Writing resource.

Alicia Dobbs, at the New Westminster Public Library showed me “The Oxford First Thesaurus.” On Amazon it’s only $10.-$12. (2007)

It does have a lot of illustrations and about five or seven synonyms for each word. I imagine for Intermediates, this would be a "low-vocab./high interest" book that some might label as "babyish". It would be interesting to ask an ELL Intermediate student. Maybe, they wouldn't want to be seen with it unless others were also using it (but secretly it might be at their level.)

#Assignment 1 - Evaluating a Reference Source

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reallyqualityengineer · 4 months

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Roll's Right Driving School - Comprehensive Driving Lessons

Welcome to Roll's Right Driving School, where we take pride in shaping safe and skilled drivers through our comprehensive driving lessons. With over 5 years of experience, our dedicated team is committed to providing personalized instruction in New Westminster, Burnaby, and Vancouver. We believe in empowering individuals with the precision and confidence necessary for the road.

At Roll's Right Driving School, our experienced instructors go beyond being teachers; they are mentors dedicated to guiding learners through every turn and challenge. Our mission is to deliver top-notch driving education while fostering a safe, supportive, and effective learning environment.

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Roll's Right Driving School is more than just a place to learn how to drive; it's a community dedicated to creating safe and skilled drivers. With our experienced instructors, comprehensive lessons, and commitment to excellence, we invite you to join us on the journey to becoming a confident and responsible driver. Book your driving lessons with us today and experience the Roll's Right difference!

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oldsalempost-blog · 5 months

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The Old Salem Post

Our Local Tamassee-Salem SC Area News each Monday except holidays Contact: [email protected] Distributed to local businesses, town hall, library.

Volume 7 Issue 5 Week of January 8, 2024 https://www.tumblr.com/settings/blog/oldsalempost-blog Lynne Martin Publishing

EDITOR: People are seeking our beautiful upstate for many reasons. One main reason is to get away from development disasters created where they came from. They want a piece of land with freedom, clean air, and space away from crowds and traffic. Housing developments are now becoming overdevelopment and disgusting, with house on house and stripped land where once were pastures or beautiful shade trees. We are sacrificing our way of life when we do not speak out against this overdevelopment. Some lake properties are disgusting with house on house. One of our local golf courses looks like a crowded housing development rather than a golf course community. If you enjoy our way of life, you need to be active to save what is left of it. A fitting quote I overheard this week is from a stranger: “I think normal people are sick of where modern society is going.” LRMartin

TOWN of SALEM: * Visit the Downtown Market every Sat 8am-12pm. * Next Town Council Meeting Jan. 16th at 5pm. We will be swearing in Leigh Roach, new member on Town Council.

SALEM LIBRARY: January is National Blood Donor Month. Please be aware that we will be hosting blood drives at each of our Oconee County Public Library locations in January, per the following schedule: Monday 1/8/24 10:00a-2:00p Salem Tuesday 1/16/24 10:00a-2:00p Walhalla Monday 1/22/24 10:00a-2:00p Seneca Monday 1/29/24 10:00a-2:00p Westminster Please give, if you are able. Sign up for an appointment. You may call the Blood Connection 864-751-1168.

JOCASSEE VALLEY BREWING COMPANY,(JVBC) & COFFEE SHOP* 13412 N Hwy 11 Open Wed–Sat 9am-9pm and Sunday 2pm-7pm. Events this week: Wed: Singer/Songwriter night hosted by Rick Malec 6:30pm. Thurs: Old Time Jam at 6:30pm. Fri: Food: Blue Ridge Grill Music: Luke Deuce at 6:30pm Sat–Food: Simple Sammies Music: Cannon & Cohen Trio at 6:30pm

ASHTON RECALLS: by Ashton

SALEM YOUTH WON 1953 CORN-GROWING CONTEST (The following story was in the December 30, 1953 issue of the Keowee Courier) - Coburn Lusk of Salem High school was the 1953 winner of the annual corn-growing contest sponsored jointly by the Rotary and Lions Clubs of Walhalla for members of the Future Farmer chapters at Salem, Tamassee and Walhalla High schools. . .The winner is determined by who grows the most bushels of corn on one acre. . .Young Lusk's winning total was 90 bushels. . .The second-place winner was James Crenshaw of Walhalla with 74 bushels, and third place went to Tim Duncan of Tamassee with 70 bushels. . .The Rotary and Lions clubs have sponsored the contest for a number of years, donating the prize money which is awarded on the basis of $15 to the first-place winner, $10 to the second-place winner and $5 to the third-place winner. They also award each school's Future Farmer chapter $10. . .This year's prize money was presented at an awards banquet by J.H. Murphree, agriculture teacher at Tamassee High school. . .In addition to the three overall winners, the second-place winner at each school was also recognized and presented a certificate. They were Gerald Townes of Salem, 67 bushels; Charles Chalmers of Tamassee, 63 bushels; and Harold Bryson of Walhalla, 42 bushels

Jottings from Miz Jeannie by Jeannie Barnwell "A well-lived Life is reflected in the beautiful things that we leave behind." We know that when we depart Planet Earth that "we can't take it with us"-- the money in savings, our cars, our houses, our collected plunder. However, some of our unique creations may live on after we are gone. They reflect who we were, and we can hope that they will be cherished and passed down to our grandchildren's grandchildren. These items will whisper: "Hey! I was here. I delighted in creating this." What is something beautiful that you will leave when it is your time to embark on the next stage of the great adventure? "A quilt, a story, a well-raised child? These are the things worth collecting." Inspired by "The Collector" by Amy Silvers: Country Woman Magazine: Aug 2021 I love you Oconee. Miz Jeannie

** I hope we leave our families the passion to work hard to have something, and work hard to save it. LRM **

EAGLES NEST ART CENTER

2024 UPCOMING EVENTS January, 20th, 7pm Oconee Mountain Opry. We hope you join us for Roots music on tap with a dose of cornball comedy as Dave Donor brings a set of Cajun music, Singer Songwriter Laura Jones plays some original tunes and Ageless Acoustic brings a mix of timeless hits from the sixties and beyond. The Eagle Opry Players will present old fashioned comedy skits between the rotating sets. This is our own hometown variety show of local and regional artists like no other. Doors open at 6 show at 7pm. Tickets are $10 and can be purchased online at eaglesnestartcenter.org or at the door the day of the show. Feb 3rd, 1pm-4pm Women Encouraging Women. 2nd annual Afternoon Retreat for women to refresh and encourage your faith. Feb. 10, 7pm Trial by Fire, A Journey Tribute, $20 advance tickets $25 day of show March 2nd, 2pm-5pm Second Annual Alumni Gathering 2pm-5pm

March 16th, 7pm Oconee Mountain Opry. $10

ENAC will host the House of Raeford Farms Chicken Sale: You must order online in order to pick up your fresh chicken on Saturday, March 2nd between 9am and 12pm. Type in House of Raeford Farms, Greenville, SC and scroll down to the preorder section. *Visit our website at Eaglesnestartcenter.org for more 2024 events and ticket information.

Name a seat at ENAC! $200 Single Name. $250 for couples or families. Please call Darlene at 864 710-8758.

The Eagles Nest Treasure Store be open every Saturday morning. 9am-12pm. We are accepting donations. For more information on sponsorships, events, volunteering, donations, or rentals call 864-280-1258

CHURCHNEWS Bethel Presbyterian Church (PCUSA), 580 Bethel Church Rd Walhalla, 29691, worships at 10:30 a.m. . Like us on Facebook: Bethelpresbyterianchurchwalhalla Love to sing? Love to be in charge? Come lead! All worshipers are welcome. Boones Creek Baptist Church, 264 Boones Creek Road, Salem invites you to join us for regular worship service on Sunday morning with Sunday School at 10am and followed by worship at 11am.

Salem Methodist Church: 520 Church Street, Salem. 9am for breakfast, 9:30am for Sunday School, and 10:30am for Worship. You may tune in to our live service on Facebook or view it later on our website.

11th Annual BELLFEST 2024: FRIENDS OF LAKE JOCASSEE will host BellFest 2024 at Devils Fork State Park on Saturday, March 16 from 10am-3pm. Celebrate the rare Oconee Bell, Shortia galacifolia, local harbinger of spring. Learn about its interesting place in history and view it blooming in the park. Interpretive Bell Trail walks* Oconee Bell story presentation* Music each hour* Exhibits* Local vendors* Food Trucks* Kid and Family activities* Silent Auction to benefit FOJ * Park entry fees apply $8 Adult, $5 SC Senior, $4 Children age 6–15, % and under free. Friends of Jocassee's goal is to preserve, protect and promote natural and cultural resources of the Jocassee area and the recreational opportunities it provides. Find us www.friendsof jocassee.org or email us at [email protected]

Newry General Store: Visit the Newry General Store & Cafe for breakfast, lunch or just coffee. It is about a 20 minute drive from Salem toward Seneca on highway 130. Take a left after crossing the Newry dam. Then another left at the stop sign will take you straight to it, as you drive through the row of mill houses. It is located beside the Newry Post Office, and just up from the beautiful apartments renovated from the old Newry mill . It is a sweet stop off specialty breads, groceries, produce or a delicious dessert. Three specialty beers are on tap. You will be glad to find this little treasure that has not been discovered yet. A special event space is available to rent for your next party or celebration. LRM

Stay well! Love one another! LRM

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