#ntpr

[fallen-for-the-stars]

“A friend from insta made me this! 😭❤️

I love it so much! 🫶🏼🫶🏼🫶🏼”

—————

Artist: ntpr.10/instagram

[hyperfixationsstation]

oh??? https://twitter.com/thekccurrent/status/1675640500542488578?s=20

who else could they possibly be signing 😭

they also definitely cant have any roster or cap space?? unless its a ntpr??? but idk seems like alot of hype for that

[tonyamckenziepr]

#WhenWeCollaborate #Repost @ntpragency ・・・ It’s July 1st! and I’m excited about today’s PR Convo with founder of Sand & Shores, Public Relations & Leadership Consultant, Podcast Host, and Commentator, Mrs. Tonya McKenzie. . Today we’re pivoting a bit in our PR Convos series as we share insight on working with Executive level clients in Leadership and Personal Brand Awareness. . Join us 2PM, EST on our NTPR Agency FB LIVE for more insight. See you there! #prconvos #publicistlife #publicrelations #pr101 #mybrandislife #press #ntpragency #ntpr #mediaplease #pr (at Redondo Beach, California) https://www.instagram.com/p/CCHH-MXjQuM/?igshid=158md1ed7z8uh

[srta-jax-blog]

NTPRS Day 4 & 5 (This one’s gonna be a long one!)

I’m putting these two days together because Day 5 was a half day and both days consisted of one-hour sessions addressing special topics. On these days, presenters like Mira Canion, Bryce Hedstrom, Jim Woolridge, and many others presented, and I consider myself very blessed to sit at the feet of more experienced professionals and learn from them. I went to sessions with Von Ray, Bryce Hedstrom (2x), Clarice Swaney, Scott Benedict (2x), Nathan Spencer, and Mira Canion. Thursday was also when Dr. Bill VanPatten gave the keynote speech, which was mind blowing. (I’ll address BVP’s address separately, because this is already a very long post!)

The first session was conducted by Von Ray. (I guess I didn’t get enough of him the first three days of the conference!) He presented on the value of developing good improvisation skills, which he pulled from “Truth In Comedy: The manual of improvisation” by Charna Halpern, Del Close, and Kim “Howard” Johnson. It was during this session that Von said that “Bad TPRS is better than good grammar” and that “Anything worth doing well is worth doing poorly in the beginning.” I think the best pieces of advice that I got from this was that I should try to be funny/make jokes, I should embrace the unexpected, listen and make connections, and make the students look good.

Blaine Ray sat in on this session, and he gave a ground rule that he uses in Storyasking: Once I state the fact, you cannot contradict that. This was in response to someone asking about students adamantly trying to change the details of the story to suit themselves. This is one of the concerns I’ve had, but having a succinct rule like this will be very helpful.

I went to two sessions with Bryce Hedstrom because he had two topics that I really wanted to know more about: passwords and student interviews. The passwords session was first, and it was really helpful. Bryce gave great tips on how to introduce and teach the passwords, and gave some tips for how to get through them in a time crunch. After the morning sessions, I did go buy his book on passwords, just so that I could peruse the material at my leisure again and again. The book also has lists of passwords that can be used at different levels, which is helpful for me to have handy. I can’t wait use these in my classroom (and I’ll probably even make my administrators say the password when they come to visit!) He also talked a little bit about how he handles late students. They don’t have to say the password, but they do have to say “Lo siento” (I’m sorry) and the class responds with “Está bien” (It’s okay.) His reason for this, which I thought was beautiful, was that the students need to learn to forgive and also that they can be forgiven, which is a concept that so many students are unfamiliar with these days. Bryce also gave some neat little tidbits about things he does in his classroom… but you had to be there. ;)

I tried doing student interviews last semester, but the students didn’t seem to get super into it. In the second session I went to with Bryce, he explained his Special Person Interviews (we discussed the unfortunate naming, and someone suggested Selfie Talk to match with other CI terms like Picture Talk and Movie Talk) and demonstrated how he handles them in class. He said that this all stems from his personal philosophy of helping students realize who they are, what they are about, and what they want to do so they can realize Ikigai. In other words, he is using the target language to help his students become better people. He has posters with his Special Person interview questions (and sentence frames for answers) up all year round. This is an easy way to differentiate for varying processing speeds.

In this session he also addressed quizzes based on the SPI, free-writing, do nows, and how he organizes it all in a composition notebook and grades the various things within. I really liked how he organized it. I was planning on having my students get binders, but I may have them get composition notebooks and use those as well to develop a portfolio of writings throughout the semester. (I’ll be having mine keep their composition books in the classroom.)

I think part of my problem last summer was that I did not do a good job of asking follow-up questions, and I limited the questions they were asked too much. In his demonstration, he showed how he was able to get a lot of follow-up questions based on the answer to the question ¿Qué te gusta hacer? (What do you like to do?) This year, I plan to stick closer to his script for the questions that are being asked.

Which leads to the first of the two sessions that Scott Benedict presented. Both of his sessions were very helpful (and I had originally only planned on going to one of his sessions), the first one addressing using the Super 7/Sweet 16 verbs as the basis for a world language curriculum and the second regarding grading and flexible seating.

Scott explained how the Super 7 (Dr. Terry Waltz) and Sweet 16 verbs (Mike Peto) give our students the ability to communicate pretty much every idea they need to if they can use them in the past, present, and future tenses. The students will not be able to say everythingthey want say in the exactway they want to, but they will be able to circumlocute (talk around) pretty much every concept they can be expected to talk about. In Scott’s school district, the main focus of Spanish I and II is to get the students to “own” these 16 verbs across all persons in the most common present, past, and future indicative uses, although they are introduced to other tenses.

The big takeaways from this session:

1) less is more-If I focus on teaching and repeating a small set of words-the Sweet 16 and personalized, releveant vocab, the students will retain that and then some.

2) Focus on the Super 7 first, but teach “disgust” before “gust” so that the reverse construction doesn’t confuse them too much.

3) We are language parents, not language teachers. That’s actually a Haiyun Lu quote, but the point is that we need to talk to our students like we would talk to a little kid. In general, a parent corrects their child by restating their statement with correct grammar, not making them parrot it or lecturing them on grammar.

4) Shortrunposters is the cheapest website to get posters made for your classroom. Scott has made posters of the Sweet 16 verbs in a number of languages using the most common past, present, and future forms of the verbs for free on his website, and he had them blown up, printed, and laminated for his own classroom. I have done the same for the 9 I’m sure I’ll need from day one as well as 2 pages of Bryce Hedstrom’s Special Person Interview document. (In a few weeks I’ll do another order to get the rest of the posters made, because even though each 17”x22” poster was only $5.50, I’m still not made of money.)

In the second Scott Benedict session I attended addressed classroom layout and gradebook layout. This was an accidental session for me, I intended to go to a different session, but couldn’t find it. I had already planned to go deskless and begin implementing alternative seating, but this session really helped me feel better about that decision and get a better idea of what that could look like.

The benefits of a deskless classroom:

1)   There’s more space. Chairs, yoga balls, and bean bags take up a lot less space in the room than the traditional chair-desk combination. This helps me stay close to everyone, which improves classroom management and lets me have a bigger staging area.

2)   I can rearrange and group students easily.

3)   Desks are a barrier to conversation and give students a place to hide illicit activity (phones, food, etc) or disengage by putting their head down.

4)   It’s easier to implement alternative seating. There is only so much space in a classroom, having to accommodate a yoga ball next to a chair-desk or a table takes up a lot more room or makes it almost impossible to reach everyone quickly.

Scott doesn’t implement alternative seating until a few weeks into the school year, and lays very clear guidelines for the use of alternative seating.

Scott addressed how he uses various posters to develop his classroom culture, including classroom rules, a word wall, his Sweet 16 posters, question words (I like that his don’t have the English on them, but rather are illustrated with pictures), and behavior warning posters. He uses a clothesline to hang his collection of funny hats to be used by student actors (or student behavior problems) and some shelves to store realistic animal plushes that he gets at zoos all over the country. (They look amazing, and I want to start similar collections!)

Finally he talked about how he sets up his gradebook. He divides his into Speaking, Writing, Listening, Reading, and Culture categories that contribute to the students academic grade, but he can/does track things like participation, homework, effort, etc in a 0% category for documentation purposes. The percentages he uses align with blooms taxonomy and range from 10%-30%. For his level 1s, there are no speaking and writing grades in quarter 1, but he has them for the full school year, and he gives three grades per category per marking period. Two are formative, one is summative, and he assesses all the categories in one exam at the end of the quarter. This means he’s giving 15 grades/quarter, and is taking at least 1/week. He recommended staggering when grades were taken among classes, especially for the formative assignments to reduce the amount of grading done at any one time.

I don’t think I will implement this exact system next year, at least in terms of percentages, but we shall see.

Mira Canion spoke about assessing reading comprehension. She pointed out that we need to be doing this consistently because it tells us what our next move is. We discussed the ACTFL and WIDA standards for comprehension on the different levels, and how they are only somewhat helpful in guiding what assessment should look like. One of her more brilliant points was that by using the target language to teach content using Comprehensible Input Methods, we can bypass arguments about explicit grammar teaching because we aren’t teaching that.

Mira then talked us through reading strategies we could teach and then use to assess our student’s reading comprehension.

Strategy 1: Read the text, comment on it/make a prediction/ask a question/clarify something, and reread it if you are completely unable to do one of those things. We can have students write these down, and then sort them to assess.

           -Deep questions/comments get an A.

           -Simple questions/comments get a C.

           -If it is between the two, it’s a B.

           -We need to model asking deep questions in L2 (the target language) in order to help our students do the same, then supplement the ones who do with more complicated texts, and we can do that starting in Level 1.

Strategy 2: Have the students make a web of information around a topic based on a reading.

           -It’s important to have the students drawing this web, not just filling information out.

           -Have them sort whether statements pulled from the text are linked to the main idea or detail, and explain why the details support the main idea.

           -We need to really teach students how to find the main idea, not just have them read a text and then ask “so what’s the main idea?” Sure they should have learned that in their English/Language Arts classes before they get to us, but odds are good that they haven’t.

Strategy 3: Students find the story structure.

           -If a students can find and talk about the various elements of a story structure, then they understand the story.

           -You can give them a chart with columns to support them creating sentences. Ex: Somebody/wants/but/so.

R Clarice Swaney’s session dealt with doing Picture Talks. I’ve done Movie Talks with varying degrees of success, so I understand the concept of a Picture Talk, but it was still good to go to a session that specifically addressed doing them and reinforce what I already knew. The big takeaways for me was to make sure that my picture was interesting, I used creative cropping to create interest and build suspense, set clear expectations from the get-go, and have a loose plan of questions to ask that blend talking about the picture and talking about the students.

I really like the way Clarice phrased her expectations:

1)   Nothing on your lap, nothing in your hands. (She’s deskless too!)

2)   One person speaks, all others listen.

3)   Professional posture

4)   Use the Target Language, make interesting suggestions.

5)   Demonstrate understanding or ask for clarification

If a student breaks those rules, Clarice doesn’t make a big fuss, but acts like she didn’t go over the rules and refreshes them.

I really liked the suggestion of using Picture Talks to introduce or examine things of cultural reference. Working more culture study into my classroom is a personal goal for this year, which means I will have to be more diligent about researching culture in various countries, but not all of my Picture Talks this year will be about culture. I learned so much in on these two days, and I wish I could have gone to more individual sessions! I have a ton of new methods and strategies in my teacher toolbox that I can’t wait to use this year!

[ntpragency-blog]

Hey family check out our new friends clothing line @weightofgloryapparel this "Kingdom" Seated in Heavenly Places line is amazing and he has a sweat shirt too. Stop by grab one and tell em Nae' Thompson sent you. Blessings! #kingdom #seatedinheavenlyplaces #NTPR

[kramlabs]

Operation Argus, the Christofilos Effect, X-17 and the orbiting space crews of 1958

http://www.dtra.mil/Portals/61/Documents/NTPR/1-Fact_Sheets/21_ARGUS.pdf

Argus proved the validity of Christofilos' theory: the establishment of an electron shell derived from neutron and β-decay of fission products and ionization of device materials in the upper atmosphere was demonstrated. It not only provided data on military considerations, but produced a "great mass" of geophysical data.

The tests were first reported by Hanson Baldwin and Walter Sullivan of the New York Times on 19 March 1959, headlining it as the "greatest scientific experiment ever conducted." via LINK and HERE

by the way, THIS:

https://youtu.be/vfxGMpAT7Es

…

So, explain who the “orbiting space crews” of 1958 were?

[acoslaunchersapkapp]

Top ‘Buy’ or ‘Sell’ ideas from experts for Wednesday 08 July 2020

Mangalore Chemicals and Fertilisers Ltd (MNGL) is a buy call with a target of Rs. 50 and a stop loss of Rs. 42.

GHCL Ltd (GHCH) is a buy call with a target of Rs. 200 and a stop loss of Rs. 169.

S H Kelkar And Company Ltd (SHKE) is a buy call with a target of Rs. 80 and a stop loss of Rs. 69.

Thirumalai Chemicals Ltd (THRM) is a buy call with a target of Rs. 63.60 and a stop loss of Rs. 57.

I G Petrochemicals Ltd (IGPT) is a buy call with a target of Rs. 189 and a stop loss of Rs. 170.

Supreme Petrochem Ltd (SPTL) is a buy call with a target of Rs. 190 and a stop loss of Rs. 173.

Himadri Speciality Chemical Ltd (HIMD) is a buy call with a target of Rs. 60 and a stop loss of Rs. 49.

Indo Amines Ltd (INAM) is a buy call with a target of Rs. 57 and a stop loss of Rs. 51.

Kanoria Chemicals and Industries Ltd (KNRC) is a buy call with a target of Rs. 38 and a stop loss of Rs. 34.

Goa Carbon Ltd (GOAC) is a buy call with a target of Rs. 250 and a stop loss of Rs. 230.

Tamilnadu Petroproducts Ltd (TPL) is a buy call with a target of Rs. 49 and a stop loss of Rs. 40.

Nocil Ltd (NOCI) is a buy call with a target of Rs. 115 and a stop loss of Rs. 96.

Apcotex Industries Ltd (APCI) is a buy call with a target of Rs. 150 and a stop loss of Rs. 129.

Manali Petrochemicals Ltd (MNLI) is a buy call with a target of Rs. 23.35 and a stop loss of Rs. 21.

Tanfac Industries Ltd (TAMF) is a buy call with a target of Rs. 193 and a stop loss of Rs. 160.

Balaji Amines Ltd (BAMN) is a buy call with a target of Rs. 600 and a stop loss of Rs. 565.

Punjab Alkalies and Chemicals Ltd (PNJA) is a buy call with a target of Rs. 36 and a stop loss of Rs. 31.

National Peroxide Ltd (NTPR) is a buy call with a target of Rs. 2200 and a stop loss of Rs. 2000.

Southern Petrochemical Industries Corporation Ltd (SPIC) is a buy call with a target of Rs. 28.60 and a stop loss of Rs. 23.50.

[the-chronic-shadow]

View this post on Instagram

A post shared by Juan Gallardo (@beatbot1)

Official Fan Expo Video by NTPR of the cosplayers and lovely people I met at @officialfxc 2018, swipe and please tag and comment if you know the cosplayers and or see your self. Enjoy the amazing costumes. Whole video on FB, link and Youtube and my IG tv #foamsmith #cosplay #beatbot #beatbot1 #fanexpocanada2018 #mastersofcosplay #fanexpo #toronto #costumes https://www.facebook.com/nathantranPR/ (at FAN EXPO Canada) https://www.instagram.com/p/BnT94HpBIFV/?utm_source=ig_tumblr_share&igshid=1h8qmh52zigpc

[aiaalalv]

(September 19) University Cubesat Work During the COVID-19 Pandemic with Prof. Scott Palo and his students | AeroDesign Team of USC: The 2019-2020 AIAA DBF 1st Place Winners | Nuclear thermal propulsion rocket (NTPR) @ UNLV

(September 19) University Cubesat Work During the COVID-19 Pandemic with Prof. Scott Palo and his students | AeroDesign Team of USC: The 2019-2020 AIAA DBF 1st Place Winners | Nuclear thermal propulsion rocket (NTPR) @ UNLV Sep 19, 2020 from 10:00 AM to 2 PM (PT) RSVP and Information: https://conta.cc/2Y1WjyS Volunteers are needed for all AIAA activities, please contact cgsonwane@gmail.com   (Captions for the pictures above:)Left: Students at the University of Colorado in Boulder put together this "flatsat" simulator of their MAXWELL cubesat, which they connect to remotely to test software from home. (Credit: University of Colorado Boulder; Aerospace America) | Right: AeroDesign Team of USC: The 2019-2020 AIAA DBF 1st Place Winners. | Bottom: Artist's impression of bimodal NTR engines on a Mars Transfer Vehicle (MTV). Cold launched, it would be assembled in-orbit by a number of Block 2 SLS payload lifts. The Orion spacecraft is docked on the left. (Wikipedia)   AIAA LA LV 9/19 e-Town Hall Meeting Saturday, September 19, 2020, 10 AM (Add to Calendar) http://events.r20.constantcontact.com/register/addtocalendar?oeidk=a07eh96imdi43c9f12c   University Cubesat Work During the COVID-19 Pandemic with Prof. Scott Palo Victor Charles Schelke Endowed Professor Ann and H.J. Read the full article

[naethompsonpr-blog]

ELEV8’s COMMEMORATIVE EDITION 2016-2017 The Experience: ELEV8 Magazine's Anniversary Celebration Commemorative Edition with Montel Dorsey. Sponsored by M University, Power Center International, NTPR Agency, The Gospel Flavor Show with Partice Smith, and TAG Entertainment. Click here to see the magazine.

[srta-jax-blog]

Summer Camp I mean NTPRS Day 2

I didn’t take that many notes today, because overall, I think today was a lot more hands on. Now… do I remember what we did at the very beginning of the day super well as a result… no, but I’m going to do the best I can to cover the important stuff.

Story asking and assessment in Mandarin

In the beginner track during our Mandarin lessons, we experienced some real story asking and ended up with a fairly complex story in the first hour. (Okay… complex to someone who has barely had two hours of Mandarin.) After lunch, we had another hour of Mandarin, but in that session, Linda Li demonstrated various ways we could assess our student’s acquisition. First, we did three different activities that reviewed the story and reactivated it in our minds. Each time we reviewed, Linda incorporated more details from in the morning. Then we did eight or nine things to assess our comprehension. Most of this assessment was informal. One of them (the timed retell) I think could be used for a grade in a level 1/novice class if necessary. Several of these “assessments” were great for students to prove to themselves that they actually understood what they were hearing. And the last two things involved us speaking in groups of three. I don’t know about all the other groups, but in my group, we didn’t want to stop talking, and it was so cool to see and hear Mandarin falling out of the mouths of my partners and my own mouth too!

Image description: A picture of a whiteboard with two sheets of paper attached. On the left sheet are six boxes. Each box has a drawing that goes along with one sentence from the story. Box 1: A stick figure named mark looks at a stick figure named Lindsay. Box 2: Mark gives Lindsay pizza. Box 3 shows only Lindsay and that she doesn’t like pizza. Box 4: A stick figure named Rob looks at Lindsay. Box 5: Rob gives Lindsay a heart, which represents love. Box 6 shows Lindsay with Rob and a bunch of hearts between them, showing that Lindsay likes Robs gift and likes him too. The sheet on the right side of the board has the same story written in Chinese using roman letters. Some pieces of information are emphasized with smiley faces. End Image description.

Props

With just a few props, specifically, a pizza slice mask, a hamburger hat, and a giant cardboard heart, the two stories we did today in Mandarin came to life and were way funnier. We did a warmup story with the whole class, and one woman wore the piece of pizza, because she was a piece of pizza, and another wore the hamburger hat. It was very funny, very lighthearted, and foreshadowed the real story for the day. In the real story, two guys liked a very pretty girl. One gave her pizza romantically. The other gave her love (secretly). She did not like pizza, but she did like the love. Having the pizza and the heart props really supported the action and helped increase the humor for the audience. As of right now, I don’t have many props. I plan to fix that. I also plan to actually use student actors in my classroom next year, because they did make it way more entertaining.

Image Description: Student actors are being coached by the teacher in their dramatization. The student closest to us is a man playing Mark’s character. He is on one knee facing away from us so he can romantically give pizza to the very pretty girl named Lindsay. Lindsay is standing between Rob and Mark, the teacher is in front of Lindsay. She has her hands on the piece of pizza that Mark is trying to give her, but she is looking at the teacher for direction. Behind the teacher Rob is standing and holding a large piece of cardboard shaped like a stereotypical heart to represent “love” in front of his chest. End Image description.

Practice, Practice, Practice

One of the other things we did in our sessions was practicing using circling and triangling with a mock class. We were broken down into groups of 8-10 and each group member took a sentence from a basic story about a boy named George who was in California but had a problem. (The problem was that he wanted a Coke but didn’t have one). This story was being told in the past tense (but in the real world… you could choose to tell it in the present tense too. Preferene and needs will dictate that.) Our groups were able to work with a coach to develop a script for us to use that first had us circling a statement, then triangling it with an actor, then adding a statement about a “parallel” (read: additional) character, triangling that with another actor, then adding ourselves as a parallel character, circling the statement about ourself, and then triangling that statement using the two actors once again, and triangling the actors with statements about each other.

That sounds really really complicated, and I’ll be honest, I only got to practice the first part (up to where I introduce myself as a character) but it was really neat to get to go through that coaching process as the teacher, as a student, and as an observer. In my group, we had several Spanish teachers, a French teacher, a Mandarin teacher, an English teacher (ESL) and a German teacher. I only speak two of those languages fluently, but the three that I don’t speak fluently I still understood and was able to participate in the conversation about their given sentence. I look forward to practicing adding myself into the story and the advanced triangling at the end, but that may have to wait until open coaching tomorrow.

Image description: Several pieces of paper are hanging on a wall. The piece in the middle is the largest and is meant to be written on like a whiteboard. The rest are 8.5 inches by 11 inches. To the right of the large center piece are three sheets arranged vertically that explain the roles of the coach, the student, and the observers. Below the center piece is a single sheet that states the purpose of coaching. To the left of the center piece are three sheets arranged vertically. The top sheet has question words in English for the “teacher” to point at when they are speaking. The middle sheet options for the type of circling question that can be asked based on the answer they elicit (a No question, an Either/or question, a yes question, or a question using a question word like Who, How, Where, etc.) The bottom sheet reminds the teacher of the options they have as they go through their lesson. Above the center piece is a piece of paper that talks about pre-teaching considerations for the “teacher” to consider before they teach to their mock class. End Image description.

Speaking of open coaching…

I went to that today, and it was awesome. I taught a very simple sentence to students who were Chinese speakers and it was really successful. One of my main takeaways here was the types of gestures I used to get feedback from my students. In the demonstrations, Linda used a fist strike on an open palm to indicate that we didn’t understand something she said, and one to slow down. I struggled to get my students to do that consistently back in the Spring semester, but I realized that the gestures I tried weren’t good enough because if my back was to that student, then I didn’t know they didn’t understand. I also saw the power of “teaching to the eyes” which is a phrase I learned from Tina Hargaden. The feedback I got from the coaching was all positive by design, but it was so affirming and such a confidence boost. I have a much better idea of what it means to go slow and celebrating accomplishments.

Getting out of my shell

One of the other things I loved about today was getting to know some other attendees. I don’t remember the names of everyone I talked to and chatted with today, but it was so awesome to get to know colleagues from around the world and hear their stories as educators and pick their brains about different things they do and strategies they use and how they got into CI. The encouragement and affirmation that I got from those five or six conversations throughout the day will last me for a while and will help me on those hard days. (I also finally got a grasp on what International Baccalaureate and Seal of Biliteracy are, much to my joy and relief.)

Major takeaways:

1)   Rapid fire review and mini assessments don’t have to be hard, but should give me an idea of where my students are at and give the students the opportunity to see where they are and own their learning. They should also build in complexity and rigor over the course of the assessment.

2)   When the students feel safe and confident in what they know and see that confirmation repeatedly, they take more risks.

3)   A few simple props and gestures go a long way to helping students comprehend what they are hearing and reading.

4)   Teaching to the eyes helps me go slower and catch when my students aren’t understanding, which means I’m less frustrated.

5)   I need to have an “I don’t understand” sign that makes noise, AND ENFORCE ITS USE.

6)   Talking to colleagues who teach a world language is some of the best professional development I’m ever going to get. Thanks to some of the conversations I had today with colleagues, I feel more confident that I am on the right track, I can do this and I have a pretty good plan for how I’m going to get my bosses to give me the money to support the methodology changes I’m trying to enact. (Mua ha ha haaaaaaa)

Oh... and here’s my retelling of the story. I had 7 minutes to complete it, and I was allowed to extend the story or add details if I had time, which I did.

Image description: a picture of a legal pad. The author wrote the class story in Mandarin using roman characters. The text is written on every other line, but takes up almost the entire page. The last two lines make note of the activities that followed the timed writing for later reference. End image description.

[ntpragency-blog]

New single from @hilitelife coming soon with Ms @kaylasaunders21! I promise it's going to be an epic song for your ears! Big things ahead everyone stay tuned! ▪ #DreamMaker #HiLiteReal #KaylaSaunders #ComingSoon #NewSingle #ELEV8Magazine and #RYZEMagazine two of the hottest interactive publications to rep the Kingdom. #LiveELEV8D #NTPR

[kramlabs]

Manned Orbiting Labs and Operation Argus

Dates are key evidence to a hidden secret space program

https://en.m.wikipedia.org/wiki/Manned_Orbiting_Laboratory

https://www.dtra.mil/Portals/61/Documents/NTPR/1-Fact_Sheets/21_ARGUS.pdf

https://en.m.wikipedia.org/wiki/Operation_Argus

[ntpragency-blog]

Hallelujah, Hallelujah, Amen!! New Lyric Vid from Hi-liye Real made by @rapstatsmedia. Link in bio to full video @hilitelife #HiLiteReal #HiLiteLife #LinkinBio ▪ #🙏 #🙌 #CHH #NTPR #HallelujahAmen #Hallelujah #lyricvideo #Share #Like #Comment #hiphop #ChristianHipHop #Youtube

[ntpragency-blog]

McKinney TX join Jesse the Messenger Dec 31 for the "Crazy Praise" revival. #justlikedavid #ntpr #dancebeforethelord #RPM #JessetheMessenger #poet #spokenword #artistsoninstagram

[ntpragency-blog]

Join our brother @themessengerrpm Nov. 17th, for Say That! He's the Featured Artist. #NTPR #artists #winning #spokenword #RPM #theMessenger