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This was an older lone male who was making folks nervous near Machakos
(Scanned from old 35mm slide)
Lesson on the pyramid of race hate: students activists from CT Students for a Dream conduct teach-in on racial prejudice, discrimination, violence and genocide, Connecticut Legislature: Legislative Office Building, 300 Capitol Avenue, Hartford, Connecticut, Thursday, March 16, 2017.
Week of Student Action: Demand equal access to student-generated, institutional aid for undocumented students:
Many undocumented immigrant students cannot afford to go to college and pursue their dreams.
In Connecticut, public colleges and universities set aside a proportion of tuition revenue to be used as ‘institutional aid’ to assist students with a demonstrated financial need. However, immigrant students who have grown up in CT and have graduated high school here are not eligible for this student-generated aid. All Connecticut students, including undocumented students, pay tuition and therefore contribute towards this institutional aid pool of funds. Yet Connecticut does not allow immigrant students access to institutional aid themselves. This aid is student funded, we believe all students who pay tuition should be be eligible to receive it.
Each year, undocumented immigrant students graduate from our high schools with dreams of college attendance - dreams that are dashed due to financial obstacles.
But it doesn’t have to be this way, our legislators have the power to equalize access to this student-generated, institutional aid all CT in-state resident students, and end the "all pay no aid" system for immigrant students.
The time is now for Connecticut to pass legislation that equalizes access to student generated funds for all students regardless of immigration status.
Now, more than ever, it is crucial for Connecticut to uphold the values of equality for all its residents, and for CTto support the dreams of all its students.
From: actionnetwork.org/petitions/demand-equal-access-to-studen...
To: The Connecticut State Legislature
From: [Your Name]
We, the undersigned, appeal to the Connecticut State Legislature to vote on and pass HB7000: AN ACT EQUALIZING ACCESS TO STUDENT GENERATED FINANCIAL AID and SB17: AN ACT ASSISTING STUDENTS WITHOUT LEGAL IMMIGRATION STATUS WITH THE COST OF COLLEGE.
This bill would equalize access to student-generated, institutional financial aid at Connecticut’s public universities and colleges to all in-state Connecticut resident students regardless of immigration status. Passage of this bill would uphold the legislature's stated goal of education equity and be a significant move towards strengthening our state’s economic future.
A portion of the tuition dollars every student pays to attend Connecticut’s public institutions is set aside as institutional financial aid. Undocumented immigrant students’ tuition helps fund institutional financial aid, however undocumented students cannot access the institutional aid they are helping to fund. This legislation would equalize access to the student-generated, institutional aid to all in-state students.
General Assembly
Committee Bill No. 17
January Session, 2017
LCO No. 3912
*03912SB00017HED*
Referred to Committee on HIGHER EDUCATION AND EMPLOYMENT ADVANCEMENT
Introduced by:
(HED)
AN ACT ASSISTING STUDENTS WITHOUT LEGAL IMMIGRATION STATUS WITH THE COST OF COLLEGE.
Be it enacted by the Senate and House of Representatives in General Assembly convened:
Section 1. (NEW) (Effective July 1, 2017) (a) Beginning in the fall semester of 2018, and for each semester thereafter, in accordance with 8 USC 1621(d), any person who is entitled to classification as an in-state student for tuition purposes, pursuant to section 10a-29 of the general statutes, shall be eligible to apply for and receive, to the extent permitted by federal law, institutional financial aid to attend a public institution of higher education in the state from the funds set aside by the constituent unit, as defined in section 10a-1 of the general statutes. For the purposes of this section, "institutional financial aid" means funds set aside from the anticipated tuition revenue of an institution of higher education for the purposes of providing tuition waivers, tuition remissions, grants for educational expenses, and student employment for residents of the state enrolled as full or part-time matriculated students in a degree-granting program or enrolled in a precollege remedial program and who demonstrate substantial financial need.
(b) Not later than January 1, 2018, the Board of Regents for Higher Education and the Board of Trustees for The University of Connecticut shall establish procedures and develop forms to enable persons who are eligible for institutional financial aid under subsection (a) of this section to apply for and receive, to the extent permitted by federal law, such institutional financial aid.
(c) Nothing in this section is intended to require or compel a public institution of higher education to match the amount of federal student financial aid a person eligible for institutional financial aid under subsection (a) of this section would receive if such person was eligible for such federal student financial aid.
(d) The Board of Regents for Higher Education and the Board of Trustees for The University of Connecticut may adopt such policies as are necessary to carry out the purposes of this section.
This act shall take effect as follows and shall amend the following sections:
Section 1 July 1, 2017 New section
Statement of Purpose:
To allow students to have equal access to institutional financial aid.
[Proposed deletions are enclosed in brackets. Proposed additions are indicated by underline, except that when the entire text of a bill or resolution or a section of a bill or resolution is new, it is not underlined.]
Co-Sponsors:
SEN. LOONEY, 11th Dist.; SEN. GOMES, 23rd Dist.
SEN. WINFIELD, 10th Dist.; REP. LEMAR, 96th Dist.
REP. D'AGOSTINO, 91st Dist.; REP. DILLON, 92nd Dist.
S.B. 17
------
General Assembly
Raised Bill No. 7000
January Session, 2017
LCO No. 3405
*03405_______HED*
Referred to Committee on HIGHER EDUCATION AND EMPLOYMENT ADVANCEMENT
Introduced by:
(HED)
AN ACT EQUALIZING ACCESS TO STUDENT-GENERATED FINANCIAL AID.
Be it enacted by the Senate and House of Representatives in General Assembly convened:
Section 1. (NEW) (Effective July 1, 2017) (a) Beginning in the fall semester of 2018, and for each semester thereafter, in accordance with 8 USC 1621(d), any person who is entitled to classification as an in-state student for tuition purposes, pursuant to section 10a-29 of the general statutes, shall be eligible to apply for and receive, to the extent permitted by federal law, institutional financial aid to attend a public institution of higher education in the state from the funds set aside by the constituent unit, as defined in section 10a-1 of the general statutes. For the purposes of this section, "institutional financial aid" means funds set aside from the anticipated tuition revenue of an institution of higher education for the purposes of providing tuition waivers, tuition remissions, grants for educational expenses, and student employment for residents of the state enrolled as full or part-time matriculated students in a degree-granting program or enrolled in a precollege remedial program and who demonstrate substantial financial need.
(b) Not later than January 1, 2018, the Board of Regents for Higher Education and the Board of Trustees for The University of Connecticut shall establish procedures and develop forms to enable persons who are eligible for institutional financial aid under subsection (a) of this section to apply for and receive, to the extent permitted by federal law, such institutional financial aid.
(c) Nothing in this section is intended to require or compel a public institution of higher education to match the amount of federal student financial aid a person eligible for institutional financial aid under subsection (a) of this section would receive if such person was eligible for such federal student financial aid.
(d) The Board of Regents for Higher Education and the Board of Trustees for The University of Connecticut may adopt such policies as are necessary to carry out the purposes of this section.
This act shall take effect as follows and shall amend the following sections:
Section 1 July 1, 2017 New section
Statement of Purpose:
To allow students to have equal access to institutional financial aid.
[Proposed deletions are enclosed in brackets. Proposed additions are indicated by underline, except that when the entire text of a bill or resolution or a section of a bill or resolution is new, it is not underlined.]
Lesson 2 of Carla Sonheim's "gelli plate plus" class....painting on to gelli plate and pulling prints
At the beginning of Addison's riding lesson Dave rode first. He explained what he wanted Addy to know, and physically demonstrated what and what not to do.
Cody Pendant Channel on Vimeo (HD music videos)
Web Site: Cody Pendant on ReverbNation
A student of TJP swims down the lane. Our lessons are held at St. Francis de Sales High School in Toledo, Oh. Home of the Knights!
At the beginning of Addison's riding lesson Dave rode first. He explained what he wanted Addy to know, and physically demonstrated what and what not to do.
i came back from a piano lesson and felt like making a selfie – it was kind of hard as you can see ;) – the lesson was again really good. i love having music back in my life and i am happy to have such a great teacher. / 090514 / (67/365)
by Shauna Gibby
For thus saith the scripture: Choose ye this day, whom ye will serve. (Alma 30:8)
Conference Talk:
For more information on this topic read "Moral Discipline," by D. Todd
Christofferson, Ensign, Nov 2009, 105-8.
Thought:
Moral discipline is the consistent exercise of agency to choose the right because it is right, even when it is hard.
(D. Todd Christofferson, "Moral Discipline," Ensign, Nov 2009, 105-8.)
Song:
"Choose the Right," Hymns, #239.
Scripture:
For thus saith the scripture: Choose ye this day, whom ye will serve. (Alma 30:8)
Lesson:
Ask your family what the consequences are for the following choices:
Touching a hot stove with your bare hand.
Not paying your phone bill for several months.
Going to work late every day.
Write the following sentence on paper large enough for everyone to see and invite your family to rewrite that first situation by filling in the blank: "If you touch a hot stove, then ________."
Remind your family that often gospel principles fit that "if/then" format. It is a reminder that consequences are an important part of agency. Leviticus 26 contains the consequences for obedience and disobedience, and is written in an "if/then" format.
Turn to Leviticus 26:3-4 and ask your family to mark the words if and then. In the same manner, read Leviticus 26:14,16 and mark the words If and I also will. Read together Leviticus 26:3-12 and 14-28. Ask:
What blessings are listed for obedience?
What cursings come when we violate God's commandments?
What do D&C 130:20-21 and 82:10 add to help us understand why this is so?
How does understanding this principle make you feel?
Ask your family:
What do you believe the Lord specifically expects of you?
What promises has He made to you?
Do you believe He will keep those promises if you do what He expects?
Testify to your family that as we keep our promises and witness the Lord
fulfilling His, it increases our faith.
Story:
Elder Howard W. Hunter
I recall a young man in our stake when I served as a stake president. He traveled around with a crowd that thought it was smart to do things that were not right. On a few occasions he was caught in some minor violations.
One day I got a call from the police station and was told he was being held because of a traffic violation. He had been caught speeding, as he had on a few other occasions prior to this time. Knowing that the things he was doing might prevent him from going on a mission, he straightened up, and when he was nineteen years of age he received his call.
I shall never forget the talk we had when he returned. He told me that while he was in the mission field he had often thought of the trouble he had caused by the mistaken belief that the violation of little things was not important. But a great change had come into his life. He had come to the realization that there was no happiness or pleasure in violation of the law, whether it be God's law or whether it be the laws that society imposes upon us.
He said to me, "When I drive a car now and the speed limit is sixty miles an hour, I feel it is morally wrong to drive a single mile faster."
I was impressed by the great change that had come over this young man while he served on his mission and studied moral principles. How unfortunate it is that he had to learn his lesson the hard way, but what a great blessing comes when there is the realization that one cannot be in violation and feel good about that conduct.
Activity:
Use tape or yard to draw a large circle on the floor. This is the den. Pick someone to be the werewolf and stay inside the den.
The object is for the other players to taunt the werewolf by daringly stepping into the den. If the werewolf bites (tags) someone who is completely or partially in the den, then he also becomes a werewolf and helps the first werewolf catch others. The last person caught becomes the werewolf for the next round of play.
Gospel application: When we choose to put ourselves in situations where we can be tempted, we will often get caught. We need to choose to stay far away from the things that are wrong.
Refreshment
Cinnamon Chips
Ingredients
6 large flour tortillas
4 Tbs. sugar
1 Tbs. cinnamon
Directions
Preheat oven to 375° F. Combine cinnamon and sugar in small bowl. Using water spray bottle, lightly spray tortillas and sprinkle with cinnamon-sugar mixture. Using pizza cutter, cut each tortilla into 8 wedges. Place tortilla wedges on baking sheet and bake 10 to 12 minutes or until crispy. Remove from oven and cool.
67/365
Karl giving Nachi a unicycle lesson in a qiet corner of the parking lot at work. The light was a little tough for my tiny Sanyo video camera but it did pretty well.
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