A fellow bought a new Mercedes and was out on the interstate for a nice evening drive. The top was down, the breeze was blowing through what was left of his hair and he decided to open her up. As the needle jumped up to 80 mph, he suddenly saw flashing red and blue lights behind him. "There's no way they can catch a Mercedes," he thought to himself and opened her up further. The needle hit 90, 100.... Then the reality of the situation hit him. "What am I doing?" he thought and pulled over. The cop came up to him, took his license without a word and examined it and the car. "It's been a long day, this is the end of my shift and it's Friday the 13th. I don't feel like more paperwork, so if you can give me an excuse for your driving that I haven't heard before, you can go."
The guy thinks for a second and says, "Last week my wife ran off with a cop. I was afraid you were trying to give her back!"
"Have a nice weekend," said the officer.
Saturday, May 31, 2008
Friday, May 30, 2008
Thursday, May 29, 2008
Imagination
"Imagination will often carry us to worlds that never were. But without it, we go nowhere." --Carl Sagan, astronomer and Pulitzer Prize-winning author
Wednesday, May 28, 2008
Help!
A man walking down the street noticed a small boy trying to reach the doorbell of a house. Even when he jumped up, he couldn't quite reach it.The man decided to help the boy, walked up on to the porch and pushed the doorbell. He looked down at the boy, smiled and asked, "What now?"
The boy answered, "Now we run like crazy!"
The boy answered, "Now we run like crazy!"
Tuesday, May 27, 2008
Monday, May 26, 2008
The older I get, the more I enjoy Saturday mornings.
Perhaps it's the quiet solitude that comes with being the first to rise, or maybe it's the unbounded joy of not having to be at work. Either way, the first few hours of a Saturday morning are most enjoyable.
A few weeks ago, I was shuffling toward the garage with a steaming cup of coffee in one hand and the morning paper in the other. What began as a typical Saturday morning turned into one of those lessons that life seems to hand you from time to time. Let me tell you about it:
I turned the dial up into the phone portion of the band on my ham radio in order to listen to a Saturday morning swap net. Along the way, I came across an older sounding chap, with a tremendous signal and a golden voice. You know the kind; he sounded like he should be in the broadcasting business. He was telling whom-ever he was talking with something about 'a thousand marbles.' I was intrigued and stopped to listen to what he had to say
'Well, Tom, it sure sounds like you're busy with your job. I'm sure they pay you well but it's a shame you have to be away from home and your family so much. Hard to believe a young fellow should have to work sixty or seventy hours a week to make ends meet. It's too bad you missed your daughter's 'dance recital' he continued. 'Let me tell you something that has helped me keep my own priorities.' And that's when he began to explain his theory of a 'thousand marbles.'
You see, I sat down one day and did a little arithmetic. The average person lives about seventy-five years. I know, some live more and some live less, but on average, folks live about seventy-five years.
Now then, I multiplied 75 times 52 and I came up with 3900, which is the number of Saturdays that the average person has in their entire lifetime. Now, stick with me, Tom, I'm getting to the important part.
It took me until I was fifty-five years old to think about all this in any detail', he went on, 'and by that time I had lived through over twenty-eight hundred Saturdays.' 'I got to thinking that if I lived to be seventy-five, I only had about a thousand of them left to enjoy.
So I went to a toy store and bought every single marble they had. I ended up having to visit three toy stores to round up 1000 marbles. I took them home and put them inside a large, clear plastic container right here in the shack next to my gear.'
“Every Saturday since then, I have taken one marble out and thrown it away. I found that by watching the marbles diminish, I focused more on the really important things in life.
There is nothing like watching your time here on this earth run out to Help get your priorities straight .'
'Now let me tell you one last thing before I sign-off with you and take my lovely wife out for breakfast. This morning, I took the very last marble out of the container. I figure that if I make it until next Saturday then I have been given a little extra time. And the one thing we can all use is a little more time.'
'It was nice to meet you Tom, I hope you spend more time with your family, and I hope to meet you again here on the band. This is a 75 Year old Man, K9NZQ, clear and going QRT, good morning!'
You could have heard a pin drop on the band when this fellow signed off. I guess he gave us all a lot to think about. I had planned to work on the antenna that morning, and then I was going to meet up with a few hams to work on the next club newsletter.
Instead, I went upstairs and woke my wife up with a kiss. 'C'mon honey, I'm taking you and the kids to breakfast.' 'What brought this on?' she asked with a smile. 'Oh, nothing special, it's just been a long time since we spent a Saturday together with the kids. And hey, can we stop at a toy store while we're out? I need to buy some marbles.
A few weeks ago, I was shuffling toward the garage with a steaming cup of coffee in one hand and the morning paper in the other. What began as a typical Saturday morning turned into one of those lessons that life seems to hand you from time to time. Let me tell you about it:
I turned the dial up into the phone portion of the band on my ham radio in order to listen to a Saturday morning swap net. Along the way, I came across an older sounding chap, with a tremendous signal and a golden voice. You know the kind; he sounded like he should be in the broadcasting business. He was telling whom-ever he was talking with something about 'a thousand marbles.' I was intrigued and stopped to listen to what he had to say
'Well, Tom, it sure sounds like you're busy with your job. I'm sure they pay you well but it's a shame you have to be away from home and your family so much. Hard to believe a young fellow should have to work sixty or seventy hours a week to make ends meet. It's too bad you missed your daughter's 'dance recital' he continued. 'Let me tell you something that has helped me keep my own priorities.' And that's when he began to explain his theory of a 'thousand marbles.'
You see, I sat down one day and did a little arithmetic. The average person lives about seventy-five years. I know, some live more and some live less, but on average, folks live about seventy-five years.
Now then, I multiplied 75 times 52 and I came up with 3900, which is the number of Saturdays that the average person has in their entire lifetime. Now, stick with me, Tom, I'm getting to the important part.
It took me until I was fifty-five years old to think about all this in any detail', he went on, 'and by that time I had lived through over twenty-eight hundred Saturdays.' 'I got to thinking that if I lived to be seventy-five, I only had about a thousand of them left to enjoy.
So I went to a toy store and bought every single marble they had. I ended up having to visit three toy stores to round up 1000 marbles. I took them home and put them inside a large, clear plastic container right here in the shack next to my gear.'
“Every Saturday since then, I have taken one marble out and thrown it away. I found that by watching the marbles diminish, I focused more on the really important things in life.
There is nothing like watching your time here on this earth run out to Help get your priorities straight .'
'Now let me tell you one last thing before I sign-off with you and take my lovely wife out for breakfast. This morning, I took the very last marble out of the container. I figure that if I make it until next Saturday then I have been given a little extra time. And the one thing we can all use is a little more time.'
'It was nice to meet you Tom, I hope you spend more time with your family, and I hope to meet you again here on the band. This is a 75 Year old Man, K9NZQ, clear and going QRT, good morning!'
You could have heard a pin drop on the band when this fellow signed off. I guess he gave us all a lot to think about. I had planned to work on the antenna that morning, and then I was going to meet up with a few hams to work on the next club newsletter.
Instead, I went upstairs and woke my wife up with a kiss. 'C'mon honey, I'm taking you and the kids to breakfast.' 'What brought this on?' she asked with a smile. 'Oh, nothing special, it's just been a long time since we spent a Saturday together with the kids. And hey, can we stop at a toy store while we're out? I need to buy some marbles.
Sunday, May 25, 2008
Centipede
Four animals a Snake, a Cock, a Cat and a Centipede, all heavy smokers, were playing cards together. When the cigarettes run out, the snake, the big brother, said, "Cock, go out and get some packs! You know, I have NO legs." "But why me?" said the Cock, "I have only TWO legs!" So, the task fell on Centipede with no doubt. Centipede said nothing and left the room.
The left three waited and waited, but Centipede did not show up. One hour later, they couldn't wait anymore. "What's the devil Centipede doing?" Snake said impatiently, "Cat, go out and take a look!"
When Cat gets to the door, he got frightened. Centipede was SITTING there!!!! So the angry Cat said, "What are you doing here?"
"Can't you see? I'm putting on my shoes,” said Centipede.
The left three waited and waited, but Centipede did not show up. One hour later, they couldn't wait anymore. "What's the devil Centipede doing?" Snake said impatiently, "Cat, go out and take a look!"
When Cat gets to the door, he got frightened. Centipede was SITTING there!!!! So the angry Cat said, "What are you doing here?"
"Can't you see? I'm putting on my shoes,” said Centipede.
Saturday, May 24, 2008
Friday, May 23, 2008
Is Your School's Culture Toxic or Positive?
By Dr Kent Peterson, professor, Department of Educational Administration at the University of Wisconsin-Madison
Every school has underlying assumptions about what staff members will discuss at meetings, which teaching techniques work well, how amenable the staff is to change, and how critical staff development is, adds Peterson. That core set of beliefs underlies the school's overall culture.
POSITIVE OR NEGATIVE?
In a school with a positive culture, Peterson says, "[T]here's an informal network of heroes and heroines and an informal grapevine that passes along information about what's going on in the school... [A] set of values that supports professional development of teachers, a sense of responsibility for student learning, and a positive, caring atmosphere" exist. On the other hand, in a toxic school environment, "teacher relations are often conflictual, the staff doesn't believe in the ability of the students to succeed, and a generally negative attitude" prevails, notes Peterson.
Staff and administrators in a positive school culture believe they have the ability to achieve their ambitions. Their counterparts operating in a negative school environment lack faith in the possibility of realizing their visions. School culture has a profound effect on staff development. "It affects attitudes toward spending time to improve instruction, motivation to attend workshops, and the [activities] people choose to participate in," Peterson says.
GANADO PRIMARY SCHOOL
In the article Positive or Negative? (Journal of Staff Development, Summer 2002), Peterson writes about the exemplary school culture at Ganado (Arizona) Primary School. Located in one of the poorest counties in the United States, the school has not always boasted a vibrant professional community. "Over time," Peterson wrote, "Sigmund Boloz, the principal, and his staff developed a strong, professional culture that supports staff and student learning."
In that article, Peterson described a school culture in which staff, students, principal, and community members are all seen as learners. All teachers have been trained in a reading intervention program called CLIP (Collaborative Literacy Intervention Project). Teachers are supported in their use of the program and are invited to regular "curriculum conversations" to discuss new ideas and share experiences.
At Ganado, "[T]he presence of a staff professional library symbolically communicates the importance of learning," Peterson continued. "The school has amassed 4,000 professional books and 400 videotapes on effective teaching and other professional issues." In addition, the school hosts an academy for parents each year to help enhance parenting abilities.
"Staff members feel responsible for improving their own skills and knowledge to help students learn," concluded Peterson. "They regularly recount stories of successfully using new ideas. The staff expects and encourages collaboration and sharing. In short, professional learning is valued in the culture."
CHANGING A TOXIC CULTURE
According to Peterson, schools with a negative, or toxic, culture
• lack a clear sense of purpose
• have norms that reinforce inertia
• blame students for lack of progress
• discourage collaboration
• often have actively hostile relations among staff.
In fighting such a negative culture, Peterson tells Education World, "to begin with, the staff must assess the underlying norms and values of the culture and then as a group activity, work to change them to have a more positive, supportive culture."
WHAT CAN ADMINISTRATORS DO?
Principals need to "read the school," Peterson suggests. They must talk to storytellers on the staff to discern what kind of history the school has. Staff and administrators need to examine what they have learned about the school culture, and then they must ask two questions:
• What aspects of the culture are positive and should be reinforced?
• What aspects of the culture are negative and harmful and should be changed?
In "Positive or Negative?" Peterson shared ways in which principals and staff leaders can nurture the school culture's positive aspects. They include the following:
• Celebrate successes in staff meetings and ceremonies.
• Tell stories of accomplishment and collaboration whenever there's an opportunity.
• Use clear, shared language created during professional development to foster a commitment to staff and student learning.
When administrators and staff collaborate in a strong push to foster an environment in which learning blooms, Peterson concluded, they will decrease such negatives as student misbehaviour and faculty grousing and create an overall positive school culture with a flourishing staff and students.
Every school has underlying assumptions about what staff members will discuss at meetings, which teaching techniques work well, how amenable the staff is to change, and how critical staff development is, adds Peterson. That core set of beliefs underlies the school's overall culture.
POSITIVE OR NEGATIVE?
In a school with a positive culture, Peterson says, "[T]here's an informal network of heroes and heroines and an informal grapevine that passes along information about what's going on in the school... [A] set of values that supports professional development of teachers, a sense of responsibility for student learning, and a positive, caring atmosphere" exist. On the other hand, in a toxic school environment, "teacher relations are often conflictual, the staff doesn't believe in the ability of the students to succeed, and a generally negative attitude" prevails, notes Peterson.
Staff and administrators in a positive school culture believe they have the ability to achieve their ambitions. Their counterparts operating in a negative school environment lack faith in the possibility of realizing their visions. School culture has a profound effect on staff development. "It affects attitudes toward spending time to improve instruction, motivation to attend workshops, and the [activities] people choose to participate in," Peterson says.
GANADO PRIMARY SCHOOL
In the article Positive or Negative? (Journal of Staff Development, Summer 2002), Peterson writes about the exemplary school culture at Ganado (Arizona) Primary School. Located in one of the poorest counties in the United States, the school has not always boasted a vibrant professional community. "Over time," Peterson wrote, "Sigmund Boloz, the principal, and his staff developed a strong, professional culture that supports staff and student learning."
In that article, Peterson described a school culture in which staff, students, principal, and community members are all seen as learners. All teachers have been trained in a reading intervention program called CLIP (Collaborative Literacy Intervention Project). Teachers are supported in their use of the program and are invited to regular "curriculum conversations" to discuss new ideas and share experiences.
At Ganado, "[T]he presence of a staff professional library symbolically communicates the importance of learning," Peterson continued. "The school has amassed 4,000 professional books and 400 videotapes on effective teaching and other professional issues." In addition, the school hosts an academy for parents each year to help enhance parenting abilities.
"Staff members feel responsible for improving their own skills and knowledge to help students learn," concluded Peterson. "They regularly recount stories of successfully using new ideas. The staff expects and encourages collaboration and sharing. In short, professional learning is valued in the culture."
CHANGING A TOXIC CULTURE
According to Peterson, schools with a negative, or toxic, culture
• lack a clear sense of purpose
• have norms that reinforce inertia
• blame students for lack of progress
• discourage collaboration
• often have actively hostile relations among staff.
In fighting such a negative culture, Peterson tells Education World, "to begin with, the staff must assess the underlying norms and values of the culture and then as a group activity, work to change them to have a more positive, supportive culture."
WHAT CAN ADMINISTRATORS DO?
Principals need to "read the school," Peterson suggests. They must talk to storytellers on the staff to discern what kind of history the school has. Staff and administrators need to examine what they have learned about the school culture, and then they must ask two questions:
• What aspects of the culture are positive and should be reinforced?
• What aspects of the culture are negative and harmful and should be changed?
In "Positive or Negative?" Peterson shared ways in which principals and staff leaders can nurture the school culture's positive aspects. They include the following:
• Celebrate successes in staff meetings and ceremonies.
• Tell stories of accomplishment and collaboration whenever there's an opportunity.
• Use clear, shared language created during professional development to foster a commitment to staff and student learning.
When administrators and staff collaborate in a strong push to foster an environment in which learning blooms, Peterson concluded, they will decrease such negatives as student misbehaviour and faculty grousing and create an overall positive school culture with a flourishing staff and students.
Thursday, May 22, 2008
Moth
A man goes to see his doctor. The doctor asks what is wrong and the man says, "Doctor, I think I'm a moth."
To this the doctor responds, "You think you're a moth? Well I don't think you need a doctor. Sounds like what you need is a therapist."
"Yeah I know," replies the patient. "I was on my way to see a therapist, but I came in here because I saw your light was on."
To this the doctor responds, "You think you're a moth? Well I don't think you need a doctor. Sounds like what you need is a therapist."
"Yeah I know," replies the patient. "I was on my way to see a therapist, but I came in here because I saw your light was on."
Wednesday, May 21, 2008
Tuesday, May 20, 2008
Love life and yourself
"Being deeply loved by someone gives you strength while loving someone deeply gives you courage." -- Lao Tzu
There are two basic motivating forces: fear and love. When we are afraid, we pull back from life. When we are in love, we open to all that life has to offer with passion, excitement, and acceptance.
We need to learn to love ourselves first, in all our glory and our imperfections. If we cannot love ourselves, we cannot fully open to our ability to love others or our potential to create. Evolution and all hopes for a better world rest in the fearlessness and open-hearted vision of people who embrace life.
"It matters not Who you love, Where you love, Why you love, When you love, Or how you love, It matters only that you love." -- John Lennon
"Why not go out on a limb? Isn't that where the fruit is?" -- Frank Scully
There are two basic motivating forces: fear and love. When we are afraid, we pull back from life. When we are in love, we open to all that life has to offer with passion, excitement, and acceptance.
We need to learn to love ourselves first, in all our glory and our imperfections. If we cannot love ourselves, we cannot fully open to our ability to love others or our potential to create. Evolution and all hopes for a better world rest in the fearlessness and open-hearted vision of people who embrace life.
"It matters not Who you love, Where you love, Why you love, When you love, Or how you love, It matters only that you love." -- John Lennon
"Why not go out on a limb? Isn't that where the fruit is?" -- Frank Scully
Body Piercing
Body piercing has been banned in schools,
With the exception of the ears,
If this wasn't done by us,
There'd be piercings in their rears.
Besides, the oldest of our kids is thirteen,
Really too young for such things,
Piercing has many decisions,
And the responsibilities that brings.
Although one child amused me recently,
Plain for all to see,
He had his eyebrow pierced,
Held open by a golf tee.
I called him into the office,
Inquired if he new the rules,
That piercings were not appropriate,
Did he think us fools?
"Oh no, Mr Ymir, I know you're not a fool,
But you have to see,
This is not a piercing,
It's just a golf tee."
Without warning I reached behind,
And put a ball on it's top,
I asked him not to tremble,
And for all movement to stop.
He smiled at me sheepishly,
And had seen the joke,
He thought it was ending there,
But there was still more fun to poke.
Then I grabbed a golf club,
See, I was ready for this guy,
I would up behind my head,
And was ready to let fly.
He jumped backwards in a flash,
The tee he pulled from his brow,
And our school piercing policy,
Is adhered to unquestioningly now.
With the exception of the ears,
If this wasn't done by us,
There'd be piercings in their rears.
Besides, the oldest of our kids is thirteen,
Really too young for such things,
Piercing has many decisions,
And the responsibilities that brings.
Although one child amused me recently,
Plain for all to see,
He had his eyebrow pierced,
Held open by a golf tee.
I called him into the office,
Inquired if he new the rules,
That piercings were not appropriate,
Did he think us fools?
"Oh no, Mr Ymir, I know you're not a fool,
But you have to see,
This is not a piercing,
It's just a golf tee."
Without warning I reached behind,
And put a ball on it's top,
I asked him not to tremble,
And for all movement to stop.
He smiled at me sheepishly,
And had seen the joke,
He thought it was ending there,
But there was still more fun to poke.
Then I grabbed a golf club,
See, I was ready for this guy,
I would up behind my head,
And was ready to let fly.
He jumped backwards in a flash,
The tee he pulled from his brow,
And our school piercing policy,
Is adhered to unquestioningly now.
Monday, May 19, 2008
Neighbour
A man mentioned to his landlord about the tenants in the apartment over his. “Many a night they stamp on the floor and shout till midnight.”
When the landlord asked if it bothered him, he replied, “Not really, for I usually stay up and practice my trumpet till about that time most every night anyway.”
When the landlord asked if it bothered him, he replied, “Not really, for I usually stay up and practice my trumpet till about that time most every night anyway.”
Sunday, May 18, 2008
Saturday, May 17, 2008
Marathon
“I believe people run marathons every day of their lives in one way or another, and we need to remember to give ourselves the finishers' medals we deserve." --Zoe Koplowitz, author and marathon competitor
Friday, May 16, 2008
Sorry
Lying on his deathbed, the wealthy Mr. Sams was instructing his attorney on last-minute changes in his will.
“I wish to leave everything I own, all stocks, bonds property, art, and money, to my wife. However, there is one stipulation.”
“And that is?”
“In order to inherit, she must marry within six months of my death.”
The lawyer seemed puzzled. “Why make such an unusual request?”
Mr. Sams answered, “Because I want someone to be sorry I died.”
“I wish to leave everything I own, all stocks, bonds property, art, and money, to my wife. However, there is one stipulation.”
“And that is?”
“In order to inherit, she must marry within six months of my death.”
The lawyer seemed puzzled. “Why make such an unusual request?”
Mr. Sams answered, “Because I want someone to be sorry I died.”
Thursday, May 15, 2008
Wednesday, May 14, 2008
For Peace
A CNN journalist heard about a very old Jewish man in Jerusalem who had been going to the Western Wall to pray, twice a day, every day, for a long, long time. That'd make a good story, she decided.
So she drove to the wall and, sure enough, there was the elderly gent, praying away. She watched him for an hour and, as he turned to leave, approached him for an interview.
"Rebecca Smith, CNN," she said. "Sir, how long have you been coming to the Western Wall to pray?"
"Sixty years."
"Sixty years! Amazing! What do you pray for?"
"I pray for peace between Christians, Jews and Muslims. I pray for all hatred to stop and I pray for all our children to grow up in safety and friendship."
"So how do you feel after doing this for so long?"
"Like I'm talking to a bloody wall!"
Author Unknown
So she drove to the wall and, sure enough, there was the elderly gent, praying away. She watched him for an hour and, as he turned to leave, approached him for an interview.
"Rebecca Smith, CNN," she said. "Sir, how long have you been coming to the Western Wall to pray?"
"Sixty years."
"Sixty years! Amazing! What do you pray for?"
"I pray for peace between Christians, Jews and Muslims. I pray for all hatred to stop and I pray for all our children to grow up in safety and friendship."
"So how do you feel after doing this for so long?"
"Like I'm talking to a bloody wall!"
Author Unknown
Tuesday, May 13, 2008
Needs
After just a few years of marriage filled with constant arguments, a young man and his wife decided the only way to save their marriage was to try counseling. They had been at each other's throat for some time and felt that this was their last straw. When they arrived at the counselor's office, the counselor jumped right in and opened the floor for discussion." What seems to be the problem?"
Immediately, the husband held his long face down without anything to say. On the other hand, the wife began talking 90 miles an hour describing all the wrongs within their marriage.
After 5 - - 10 - - 15 minutes of listening to the wife, the counselor went over to her, picked her up by her shoulders, kissed her passionately for several minutes and sat her back down. Afterwards, the wife sat there speechless. He looked over at the husband who was staring in disbelief at what had happened. The counselor spoke to the husband, "Your wife NEEDS that at least twice a week!
"The husband scratched his head and replied, "I can have her here every Tuesday and Thursday."
Immediately, the husband held his long face down without anything to say. On the other hand, the wife began talking 90 miles an hour describing all the wrongs within their marriage.
After 5 - - 10 - - 15 minutes of listening to the wife, the counselor went over to her, picked her up by her shoulders, kissed her passionately for several minutes and sat her back down. Afterwards, the wife sat there speechless. He looked over at the husband who was staring in disbelief at what had happened. The counselor spoke to the husband, "Your wife NEEDS that at least twice a week!
"The husband scratched his head and replied, "I can have her here every Tuesday and Thursday."
Monday, May 12, 2008
Alan Moffat Special
Thanks once more to the Falcon GT club’s historian, we now have some more information regarding the Allan Moffat Specials. Here is a breakdown of what they offered:
Serial Prefix JG23TG (TC ?) August 1977
Serial number 48xxx (49 ?)
SIDO Number 524 followed by 001-500 (seems to denote AMS number)
Model Code 18633 - XC Falcon 500 4 door sedan
Engine Code
P - 4.9 litre 4V 8 cylinder
Transmission Code
L - 4 speed floor manual or B - 3 speed floor auto
Paint
P - Pine 'n' Lime
9 - Snow White
H - Red Flame
Trim
Z - Saddle
G - Ginger
B - Black
D - Doeskin
U - Dusk
C - Chamois
Options
03 - Seat belts (mandatory)
45 - Limited slip differential
48 - GS Rally pack (incl bonnet, wheel, driv lights, instruments, clock, LH Mirror, Overriders, 12 slots)
53 - 4 wheel power disc brakes
67 - Dual exhaust system
68 - Sports handling suspension
Tyre Code 92 - FR70 H14 Black sidewall radials
OSOS Off Standard Options - Black G.T. Striping (denoted by G.T. on radiator support plate)
Serial Prefix JG23TG (TC ?) August 1977
Serial number 48xxx (49 ?)
SIDO Number 524 followed by 001-500 (seems to denote AMS number)
Model Code 18633 - XC Falcon 500 4 door sedan
Engine Code
P - 4.9 litre 4V 8 cylinder
Transmission Code
L - 4 speed floor manual or B - 3 speed floor auto
Paint
P - Pine 'n' Lime
9 - Snow White
H - Red Flame
Trim
Z - Saddle
G - Ginger
B - Black
D - Doeskin
U - Dusk
C - Chamois
Options
03 - Seat belts (mandatory)
45 - Limited slip differential
48 - GS Rally pack (incl bonnet, wheel, driv lights, instruments, clock, LH Mirror, Overriders, 12 slots)
53 - 4 wheel power disc brakes
67 - Dual exhaust system
68 - Sports handling suspension
Tyre Code 92 - FR70 H14 Black sidewall radials
OSOS Off Standard Options - Black G.T. Striping (denoted by G.T. on radiator support plate)
Sunday, May 11, 2008
Homework
An interesting way to look at homework:
Teacher Valerie Grimes of Phoenix, Arizona, discovered a unique way to add interest to homework assignments and get parents involved. Whether it is cooking, shopping, or going on a trip, once per month students design their own assignments and report to the group about their activities. The kids say that this technique allows them to be creative and teaches them responsibility. Will it work in your classroom?
When Valerie Grimes saw that her fourth- and fifth-grade students were becoming disenchanted with the day-to-day homework assignments they were receiving in her classroom, she found a solution -- have the students design their own homework! "I started by sending home a letter to parents at the beginning of school explaining that once a month, in lieu of an assignment that I made, the students could instead bring in their own homework project,"
Grimes instructed her students at Creighton School in Phoenix, Arizona, to create assignments that "required some thought." The students also had to be prepared to share what they had learned through their self-designed activities. When they submitted their projects, the students received credit for a regular homework assignment of their choice.
"My primary goal was to help my students begin to think of school and home life as interwoven, and to view learning as a lifelong activity," said Grimes.
SUCCESS BY DESIGN
Most students loved these self-generated assignments more than the everyday homework, said Grimes. "I think they felt these were more meaningful. Generally speaking, the more creative and bright the youngster, the more he or she embraced the project."
In order to make the student-made projects as successful as possible, Grimes established a few guidelines:
• At least one piece of paper accompanied each assignment. The students were required to write a statement that described what they did and what they learned by doing it.
• A parental signature also had to be turned in with each assignment.
• Each time a student brought in a completed once-a-month homework assignment, he or she shared it with the whole class.
To share their projects, most students read the written compositions aloud to the class and answered any questions classmates or the teacher asked. To Grimes, this sharing was very important because it provided a constant flow of new ideas. Grimes was impressed with the variety of ideas her students dreamed up. "We would sometimes have long periods of repetition, and then suddenly something new and inspirational would be introduced," she explained. "The kids never failed to astonish me with the original ideas! I began putting a code in my grade book next to the first to introduce the idea."
Grimes has many favourites among the design-your-own homework assignments students completed. One of those was the family tree one student designed. He had been reading a book about the topic and spent a great deal of time in developing his own. He used the class's large whiteboard to illustrate it. "That whiteboard wasn't my own again for nearly a month as half the class scrambled to make their own family trees, and of course they all wanted the use of the whiteboard too! Somehow it became a tradition that the tree remained up all day. It was a lot of work to merely erase it a few minutes later!"
Wondering what some of the other student-created assignments were? See more of the projects in the endbar at the bottom of this story.
STUDENTS RESPOND TO MAKE-YOUR-OWN WORK
"What made the work different was that it was a choice, not an obligation," said Alice B. "Choice can mean a lot to a kid, since it often feels like we don't have any say. What I learned was to be responsible for what I do and that consequence always follows a choice you make." Through her self-designed homework, Alice discovered a passion for creative writing. Now she plans to be an author when she grows up! Other students plunged into science experiments. "My favourite assignment was when I dissected an Easter egg that had been left outside for three days," recalled Tana G. "It had experienced both rainy and sunny weather. I learned that the egg did not change much. Except for the colour. The sun had bleached the yellow colour out of the top. It tasted almost exactly like the eggs that come out of your refrigerator. The only difference was that it was warm, and it didn't have salt on it!"
Desiree K. appreciated the trust Grimes displayed by having the students implement their original activities. The opportunity provided freedom and responsibility at the same time. "My favourite assignment was when I wrote about playing video games with my brothers, and I had to always beat the total score," said Desiree. "I would add up the scores in my head before the computer on the screen. I got really good at mental math that year!
"I would recommend this assignment because it helped me learn math addition skills in a fun way," added Desiree. "But it also helps in other ways. Teachers can learn something. They learn how the students' minds work."
TOO MUCH OF A GOOD THING?
While student-designed homework can give new life to class assignments, Grimes warns that it is possible to have too much of a good thing.
"One year when I attempted to do this more often, it kind of fell flat," she said. "The assignments became very uninspired and the kids themselves wanted to return to teacher-assigned homework. I went back to the once-a-month requirement." Grimes encourages teachers to give this type of assignment a chance on a monthly basis. She added, "I learned a great deal about my students from doing this, and it was an excellent home-school link to encourage parental participation."
Teacher Valerie Grimes of Phoenix, Arizona, discovered a unique way to add interest to homework assignments and get parents involved. Whether it is cooking, shopping, or going on a trip, once per month students design their own assignments and report to the group about their activities. The kids say that this technique allows them to be creative and teaches them responsibility. Will it work in your classroom?
When Valerie Grimes saw that her fourth- and fifth-grade students were becoming disenchanted with the day-to-day homework assignments they were receiving in her classroom, she found a solution -- have the students design their own homework! "I started by sending home a letter to parents at the beginning of school explaining that once a month, in lieu of an assignment that I made, the students could instead bring in their own homework project,"
Grimes instructed her students at Creighton School in Phoenix, Arizona, to create assignments that "required some thought." The students also had to be prepared to share what they had learned through their self-designed activities. When they submitted their projects, the students received credit for a regular homework assignment of their choice.
"My primary goal was to help my students begin to think of school and home life as interwoven, and to view learning as a lifelong activity," said Grimes.
SUCCESS BY DESIGN
Most students loved these self-generated assignments more than the everyday homework, said Grimes. "I think they felt these were more meaningful. Generally speaking, the more creative and bright the youngster, the more he or she embraced the project."
In order to make the student-made projects as successful as possible, Grimes established a few guidelines:
• At least one piece of paper accompanied each assignment. The students were required to write a statement that described what they did and what they learned by doing it.
• A parental signature also had to be turned in with each assignment.
• Each time a student brought in a completed once-a-month homework assignment, he or she shared it with the whole class.
To share their projects, most students read the written compositions aloud to the class and answered any questions classmates or the teacher asked. To Grimes, this sharing was very important because it provided a constant flow of new ideas. Grimes was impressed with the variety of ideas her students dreamed up. "We would sometimes have long periods of repetition, and then suddenly something new and inspirational would be introduced," she explained. "The kids never failed to astonish me with the original ideas! I began putting a code in my grade book next to the first to introduce the idea."
Grimes has many favourites among the design-your-own homework assignments students completed. One of those was the family tree one student designed. He had been reading a book about the topic and spent a great deal of time in developing his own. He used the class's large whiteboard to illustrate it. "That whiteboard wasn't my own again for nearly a month as half the class scrambled to make their own family trees, and of course they all wanted the use of the whiteboard too! Somehow it became a tradition that the tree remained up all day. It was a lot of work to merely erase it a few minutes later!"
Wondering what some of the other student-created assignments were? See more of the projects in the endbar at the bottom of this story.
STUDENTS RESPOND TO MAKE-YOUR-OWN WORK
"What made the work different was that it was a choice, not an obligation," said Alice B. "Choice can mean a lot to a kid, since it often feels like we don't have any say. What I learned was to be responsible for what I do and that consequence always follows a choice you make." Through her self-designed homework, Alice discovered a passion for creative writing. Now she plans to be an author when she grows up! Other students plunged into science experiments. "My favourite assignment was when I dissected an Easter egg that had been left outside for three days," recalled Tana G. "It had experienced both rainy and sunny weather. I learned that the egg did not change much. Except for the colour. The sun had bleached the yellow colour out of the top. It tasted almost exactly like the eggs that come out of your refrigerator. The only difference was that it was warm, and it didn't have salt on it!"
Desiree K. appreciated the trust Grimes displayed by having the students implement their original activities. The opportunity provided freedom and responsibility at the same time. "My favourite assignment was when I wrote about playing video games with my brothers, and I had to always beat the total score," said Desiree. "I would add up the scores in my head before the computer on the screen. I got really good at mental math that year!
"I would recommend this assignment because it helped me learn math addition skills in a fun way," added Desiree. "But it also helps in other ways. Teachers can learn something. They learn how the students' minds work."
TOO MUCH OF A GOOD THING?
While student-designed homework can give new life to class assignments, Grimes warns that it is possible to have too much of a good thing.
"One year when I attempted to do this more often, it kind of fell flat," she said. "The assignments became very uninspired and the kids themselves wanted to return to teacher-assigned homework. I went back to the once-a-month requirement." Grimes encourages teachers to give this type of assignment a chance on a monthly basis. She added, "I learned a great deal about my students from doing this, and it was an excellent home-school link to encourage parental participation."
Saturday, May 10, 2008
Pat the dog
One day a man is walking down the street when he sees an old man with a nice looking dog. He goes over to the man and asks: 'does your dog bite?' the old man replies 'No never'. When the man bends down to stroke the dog, it immediately takes a snap at his hand. The man says 'I thought you said your dog did not bite! 'I did' replies the old man, but this isn't my dog!'
Friday, May 09, 2008
Alan Moffat Special
In addition to the cowl mounted compliance plates, many XC Falcons had an extra tag added to the front of the radiator support. This tag most usually showed options fitted to the car. However, the options were of a larger or more ‘serious’ nature, for example, sports handling suspension, rather than, say, sunroof.
The tag was located on the passenger side of the support and is seen here between the radiator cap and the rubber bonnet bumper.
The tag contained stampings for the paint code, the last five digits of the VIN, and the options.
In this instance we can see code ‘9’ for Snow White paint and ‘R/Pack’ is for the sports handling suspension.
However, the ‘G.T.’ stamp is interesting. As we know, Ford never produced an GT model in the XC range, but they did offer the buyer the option of speccing up their car to the equivalent of an old style GT, or purchasing the GXL, which was the ‘sport/luxury’ model in the XC range.
The ‘G.T.’ on the tag for the AMS refers to the XB GT style black paintouts on the bonnet and on the lower sills and wheel wells.
The tag was located on the passenger side of the support and is seen here between the radiator cap and the rubber bonnet bumper.
The tag contained stampings for the paint code, the last five digits of the VIN, and the options.
In this instance we can see code ‘9’ for Snow White paint and ‘R/Pack’ is for the sports handling suspension.
However, the ‘G.T.’ stamp is interesting. As we know, Ford never produced an GT model in the XC range, but they did offer the buyer the option of speccing up their car to the equivalent of an old style GT, or purchasing the GXL, which was the ‘sport/luxury’ model in the XC range.
The ‘G.T.’ on the tag for the AMS refers to the XB GT style black paintouts on the bonnet and on the lower sills and wheel wells.
Thursday, May 08, 2008
Leave the World A Bit Better
by Ron White
One of Ralph Waldo Emerson works was a poem on success, and one of his measures of success in that poem was to, 'Leave the world a bit better.'
That line has always stuck in my head. Emerson said you have succeeded if you leave the world a bit better. And I have made that line part of my life philosophy. When the tide goes out there is a watermark left behind of where the water was.
When the waters of life recede from the shore of my being and my heart pumps for the last time, my desire is that there will be a mark where I stood. My aim is that the mark will say, 'For some decades a man occupied this space who saw others more important than himself and efforted to leave the world a better place for them and those yet to come.'
Our society tells us that success is measured by bank accounts, power, beauty and wealth. These are often the result of hard work, luck or birth. They are not evil and I strive for some of them daily. However, they are not the mark I will measure the success of my life with.
So how do you do it? How do you 'leave the world a bit better?':
* You give a percent of your income away to a charity or church. This makes your community better.
* You save a percentage of your income to pass down to your family when you leave.
* You volunteer your time for those who are less fortunate.
Are you volunteering anywhere?
* You mentor someone who needs a positive direction in life.
* You follow and get involved in politics. Our laws and leaders will determine the future. You can have a hand in that future.
Or you can amass as much wealth as you can, spend it as fast as you can on the fading desires of your heart and seek to please yourself first. Our culture might tell you that this is success. Emerson tells us that it is not. I encourage you to realize that the waters of your life will eventually withdraw from the shore. When it does, will there be a watermark?
One of Ralph Waldo Emerson works was a poem on success, and one of his measures of success in that poem was to, 'Leave the world a bit better.'
That line has always stuck in my head. Emerson said you have succeeded if you leave the world a bit better. And I have made that line part of my life philosophy. When the tide goes out there is a watermark left behind of where the water was.
When the waters of life recede from the shore of my being and my heart pumps for the last time, my desire is that there will be a mark where I stood. My aim is that the mark will say, 'For some decades a man occupied this space who saw others more important than himself and efforted to leave the world a better place for them and those yet to come.'
Our society tells us that success is measured by bank accounts, power, beauty and wealth. These are often the result of hard work, luck or birth. They are not evil and I strive for some of them daily. However, they are not the mark I will measure the success of my life with.
So how do you do it? How do you 'leave the world a bit better?':
* You give a percent of your income away to a charity or church. This makes your community better.
* You save a percentage of your income to pass down to your family when you leave.
* You volunteer your time for those who are less fortunate.
Are you volunteering anywhere?
* You mentor someone who needs a positive direction in life.
* You follow and get involved in politics. Our laws and leaders will determine the future. You can have a hand in that future.
Or you can amass as much wealth as you can, spend it as fast as you can on the fading desires of your heart and seek to please yourself first. Our culture might tell you that this is success. Emerson tells us that it is not. I encourage you to realize that the waters of your life will eventually withdraw from the shore. When it does, will there be a watermark?
Wednesday, May 07, 2008
Tuesday, May 06, 2008
Monday, May 05, 2008
Big mind, little mind
"It is the mind that makes one wise or ignorant, bound or emancipated." -- Sri Ramakrishna
Zen distinguishes big mind from small mind. Big mind identifies with its process, is impersonal and participates universally. Big mind is unlimited possibilities, deeper understanding, forgiveness, acceptance, insight, connectedness, attention.
Small mind is self centred and focuses only on itself. It is compulsive, limited, reactive and mechanical. Small mind feeds on itself -- fear reacts to fear, judgment reacts to judgment, anger sparks more anger.
Always seek higher perspectives and you will in time find freedom.
"If a pickpocket meets a Holy Man, he will see only his pockets." -- Hari Dass "Minds are like parachutes; they work best when open." Lord Thomas Dewar
Zen distinguishes big mind from small mind. Big mind identifies with its process, is impersonal and participates universally. Big mind is unlimited possibilities, deeper understanding, forgiveness, acceptance, insight, connectedness, attention.
Small mind is self centred and focuses only on itself. It is compulsive, limited, reactive and mechanical. Small mind feeds on itself -- fear reacts to fear, judgment reacts to judgment, anger sparks more anger.
Always seek higher perspectives and you will in time find freedom.
"If a pickpocket meets a Holy Man, he will see only his pockets." -- Hari Dass "Minds are like parachutes; they work best when open." Lord Thomas Dewar
Sunday, May 04, 2008
Mixed emotions
Q. What’s a definition of mixed emotions?
A. Seeing your mother in-law backing over a cliff in your new car.
A. Seeing your mother in-law backing over a cliff in your new car.
Saturday, May 03, 2008
Allan Moffat Special
There is some ‘history’ as to why the XB John Goss Special and was not an Allan Moffat Special, but it would appear that, for whatever reason, Allan Moffat was not available to promote the limited edition XB when Ford needed him to be and John Goss was.
Here is some information, supplied by Ford Australia, about the AMS.
The "Allan Moffat Special" Falcon 500 sedan was released in 1977 and was available in a limited run of 500 vehicles only.
The appearance of the "Allan Moffat Special" included a distinctive hood, bodyside and rocker panel black out exterior paint treatment similar to that of the XB GT.
Standard specifications of the vehicle were:
*Falcon 500 sedan
*4.9 litre V8 engine
*4 speed manual or T-bar automatic trans
*4 wheel disc brakes
*Limited slip differential
*Sports handling suspension
*Dual exhaust
*Driving lights
*Styled steel road wheels
*FR70 steel belted radial tyres
*Comprehensive instrumentation
*Padded steering wheel
*Left hand side mirror
Exterior colours were restricted to Red, Pine 'N Lime and White all with black accent paint.
Retail prices for the "Alan Moffat Special" was $7450 for manual and $7689 for automatic vehicles. This pricing saw a saving of over $400 off the normal recommended retail prices of the time.
The marketing company responsible for promoting the "Allan Moffat Special", R.J. Reynolds ran a competition around the vehicle offering one of the vehicles as the prize.
Friday, May 02, 2008
A.A.A.D.D.
Recently, I was diagnosed with A.A.A.D.D. - Age Activated Attention Deficit Disorder. This is how it manifests:
I decide to water the garden. As I turn on the hose in the drive, I look over at my car and decide It needs washing. As I start toward the garage, the postman arrives so I take the mail
and go inside I decide to go through the mail before I wash the car.
I lay my car keys on the table, I decide to put the junk mail straight in the waste bin but notice that the bin is full. So, I decide to put the bills back on the table and empty the bin
first But then I think, since there is a post box on the road outside I may as well post the bills when I go to empty the bin so I decide to pay the bills first. I take my cheque book off the table, and see that there is only one cheque left.
My new cheque book is in my desk in the study, so I go to my desk where I find the can of Coke I'd been drinking. I'm going to look for my cheque book, but first I need to push the
Coke aside so that I don't accidentally knock it over. The Coke is getting warm, and I decide to put it in the refrigerator to keep it cold.
As I head toward the kitchen with the Coke, a vase of flowers on the counter catches my eye--they need water. I put the Coke on the counter and discover my reading glasses that I've been searching for all morning. I decide I better put them back on my desk, but first I'm going to
water the flowers.
I set the glasses back down on the counter, fill a container with water and suddenly spot the TV remote. Someone left it on the kitchen table. I realise that tonight when we go to watch TV, I'll be looking for the remote, but I won't remember that it's on the kitchen table, so I decide to put it back in the living room where it belongs, but first I'll water the flowers. I pour some water in the flowers, but quite a bit of it spills on the floor.
So, I set the remote back on the table, get some towels and wipe up the spill. Then, I head down the hall trying to remember what I was planning to do.
At the end of the day:
1 the car isn't washed
2 the bills aren't paid
3 there is a warm can of Coke sitting on the counter
4 the flowers don't have enough water,
5 there is still only 1 cheque in my check book,
6 I can't find the remote,
7 I can't find my glasses,
8 and I don't remember what I did with the car keys.
Then, when I try to figure out why nothing got done today, I'm really baffled because I know I was busy all damn day, and I'm really tired. I realise this is a serious problem, and I'll try to get some help for it, but first I'll check my e-mail....
Don't laugh -- if this isn't you yet, your day is coming!!
I decide to water the garden. As I turn on the hose in the drive, I look over at my car and decide It needs washing. As I start toward the garage, the postman arrives so I take the mail
and go inside I decide to go through the mail before I wash the car.
I lay my car keys on the table, I decide to put the junk mail straight in the waste bin but notice that the bin is full. So, I decide to put the bills back on the table and empty the bin
first But then I think, since there is a post box on the road outside I may as well post the bills when I go to empty the bin so I decide to pay the bills first. I take my cheque book off the table, and see that there is only one cheque left.
My new cheque book is in my desk in the study, so I go to my desk where I find the can of Coke I'd been drinking. I'm going to look for my cheque book, but first I need to push the
Coke aside so that I don't accidentally knock it over. The Coke is getting warm, and I decide to put it in the refrigerator to keep it cold.
As I head toward the kitchen with the Coke, a vase of flowers on the counter catches my eye--they need water. I put the Coke on the counter and discover my reading glasses that I've been searching for all morning. I decide I better put them back on my desk, but first I'm going to
water the flowers.
I set the glasses back down on the counter, fill a container with water and suddenly spot the TV remote. Someone left it on the kitchen table. I realise that tonight when we go to watch TV, I'll be looking for the remote, but I won't remember that it's on the kitchen table, so I decide to put it back in the living room where it belongs, but first I'll water the flowers. I pour some water in the flowers, but quite a bit of it spills on the floor.
So, I set the remote back on the table, get some towels and wipe up the spill. Then, I head down the hall trying to remember what I was planning to do.
At the end of the day:
1 the car isn't washed
2 the bills aren't paid
3 there is a warm can of Coke sitting on the counter
4 the flowers don't have enough water,
5 there is still only 1 cheque in my check book,
6 I can't find the remote,
7 I can't find my glasses,
8 and I don't remember what I did with the car keys.
Then, when I try to figure out why nothing got done today, I'm really baffled because I know I was busy all damn day, and I'm really tired. I realise this is a serious problem, and I'll try to get some help for it, but first I'll check my e-mail....
Don't laugh -- if this isn't you yet, your day is coming!!
Thursday, May 01, 2008
Be prepared
Some boy scouts from the city were on a camping trip. The mosquitoes were so fierce, the boys had to hide under their blankets to avoid being bitten. Then one of them saw some glow worms and said to his friend, "We might as well give up. They're coming after us with flashlights."
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