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Product Details
Triumph TR4 1963-1964, Greenstuff 2000 Series Sport Front Brake Pads by EBC®. This set of replacement brake pads is engineered for optimum performance on lighter, less powerful vehicles that do not typically travel at triple-digit speeds. Get the fit and lasting quality of original equipment without paying 100% markup that dealers charge for OEM parts. EBC replacement brake pads are blended with fewer metallic compounds to extend brake rotor life by up to 50 percent. Pre-chamfered edges reduce squeal and ensure more effective braking against worn brake rotors.
|Series: Greenstuff 2000 Series Sport
|Friction Material: Organic Friction
|Finish: Green Powder Coat
|Dust Rating: Medium
|Driving Style: Performance / Racing
|Quantity: Sold as Set
- Designed to give a high level of grip upon initial brake application
- Engineered for optimum performance on lighter vehicles with horsepower ratings under 200
- Nominal friction coefficient of 0.55
- Offers superior brake performance up to temperatures of 1,100° Fahrenheit
- Patented organic AF42/66 pad friction material features a low level of metallic compounds that reduces rotor wear by up to 50%
- Produces low amount of brake dust
- Backing plate and side edges of brake pad are green powder coated for resistance to corrosion
- Pad surfaces have chamfered edges to reduce contact against rotor lip that forms over time and causes squealing
- Center gap allows for proper heat expansion of brake pads
- Built in noise-reducing shims
- Patented Brake-In™ red pad surface coating provides better grip during the first 100 miles after new pads are installed
- Patented Brake-In™ red pad surface coating scours off any existing glaze or heat spots from brake rotor surface for more even surface mating
- Sold as a set for two wheels
For less powerful vehicles that don't usually travel at triple-digit velocity, EBC Greenstuff 2000 Series Sport replacement brake pads offer better braking power at real world driving speeds and are thus formulated to provide longer pad life instead of autobahn grip. Sized and fitted to match the exact tolerances of original equipment, these pads fit properly, wear evenly, and avoid rattling or squealing. A patented metallic aramid compound is made with DuPont Kevlar and Twaron composites to minimize the amount of steel wool necessary, so these pads cause far less abrasive wear on rotors without compromising brake pad efficiency or longevity. In government R90 tests of replacement brake components, EBC pads have been shown to deliver equivalent performance, bedding, cold temperature operation, and speed sensitivity versus original manufacturer parts. EBC's patented brake pad material also ensures the pads are soft enough to avoid brake squealing but not so soft that longevity becomes compromised. On some German vehicles, you may even see longer life with EBC pads than the original factory brake pads.
If you're installing Greenstuff 2000 Series Sport Brake Pads with new brake rotors, you'll find down the road when the time comes to replace the pads again, the rotors will still be usable enough to last through another set of brake pads. And if you're installing EBC pads without replacing rotors, pre-chamfered pad edges will mate perfectly against the grooves and lips that normally form on the rotor surfaces, so the meat of the pad makes contact against the rotor center where it counts. These pads also feature a red top layer coating designed to scour glaze and hot spots off worn brake rotors during the break-in process. The coating also serves to provide a higher level of grip to counteract low friction levels that exist before bedding is complete. Built-in shims ensure any high-frequency vibration is absorbed rather than transferred as squealing noise, even under the most extreme weather conditions.
Founded and based in the United Kingdom, EBC Brakes® is a premiere producer of brake components for passenger cars, trucks, buses, motorcycles, ATVs, and even scooters. EBC brake pads and rotors are preferred by fleet operators of emergency vehicles, livery cabs, and by discerning racers all over the world for the effective grip, superior lifespan, resistance to heat buildup, and proper fit they deliver. From the company president down to every employee, EBC strongly believes that brake components that are truly superior must be constructed from the most effective materials and also offer the lowest environmental impact possible. Likewise, EBC will never put their name on any products that cut corners in development, quality control, or are manufactured using sweatshop working conditions where human rights are not valued. When you want the best, most responsible brake components that meet or exceed OEM specification without dealer OEM markup, EBC Brakes is the only name you need to know.


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Moscatel, June run loose for Southern Connecticut
MANCHESTER, N.H. -- Running backs John Moscatel and Dequane June combined for 259 yards on the ground and four touchdowns as part of a 512-yard effort as the Southern Connecticut State University football team captured a 42-20 win over St. Anselm in Northeast-10 Conference action on Friday evening.
The Owls improved to 2-2, 2-1 in Northeast-10 play with the win, while St. Anselm is 0-4, 0-3 in league play.
Moscatel closed with 205 all-purpose yards (139 rushing, 16 receiving, 52 return), while June needed just 10 carries to amass 120 yards on the ground. Both rushing totals were career-highs for the pair. It marked the first time since Sept. 23, 2011 that the Owls had two backs over 100 yards in a game.

subset: commoncrawl


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RV Forum logo wear - click HERE
you make it work with whatever is available to you.
It is ridiculous to post articles that claim it costs X amount to full time. Total baloney. You can full time on $200 a month or $30,000 per month.
While it is easy for experienced folks to say I spent $xx and statements like "you spend and travel as the amount of money allows", the does NOTHING to HELP the noobies looking for good info and advice on what it costs to travel fulltime.
Is this being intentionally offending to people...??
Is this being intentionally offending to people or wanting to be helpful to people??
Below are two great articles on what it costs to fulltime in an RV from Wheelingit: http://wheelingit.us/.
$1500?! I'm on a fixed income ($1100) and would consider that riches.I believe all that really proves is that living in an RV fulltime is no different than living anywhere else fulltime: you make it work with whatever is available to you.Maybe that should be our answer the next time a noob asks "What does it cost?": It costs whatever you have and want to spend.
For what its worth, its fairly easy to calculate how much you will spend fulltiming. Add your expenses up in your s&b. If you pay cash for your rig, cross off motgage/rent. Food and gas may be higher, but if you owe nothing on your rig, youll be fine. You pay insurance on your vehicle, this wouldnt be much different. Depending on your preferences of internet/tv in your s&b, it may a bit of a change. The biggest hurdle you may be thinking is places to park. This is where it varies. It can range from free to over $100 a night, depending on time/place.
But food...I still don't understand the idea that food will somehow cost more living in an RV. You have a kitchen - use it, just like you did in your S&B.
Thanks for posting. I thought the two articles were informative and the links were to some reputable RVers. I wish I had something like this before we went full-time. RVDream's blog is what sparked our interest five years ago and his spreadsheet was very helpful."you make it work with whatever is available to you", is the best answer, but you don't know or understand that until you've taken the leap of faith.
A truly excellent answer: One paragraph and you have it all.I will add one thing from my experience, and that is that reliable internet access is an expensive headache when compared to what it's like obtaining it in a S&B. I found a way around the highway robbery that is Verizon service through a Jetpack (rent my service from a Verizon business line provider), and that helps with the cost.On the plus side, because my house is on wheels, I was able to reduce my "rent" to less than $100 a month (in annual maintenance fees) by buying 2 park memberships, and I just drive on down the road (3 whole miles) every 2-3 weeks, between them. Not the way most people envision fulltiming it, but I did the snowbird thing already and I want to stay in one town now, and this lets me do that for a fraction of the cost of what everyone else pays for either a mortgage or rent. Not only is my monthly cost dirt cheap, but electric, water, and sewer are included for that price.But food...I still don't understand the idea that food will somehow cost more living in an RV. You have a kitchen - use it, just like you did in your S&B.
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The Blackwell Companion to Law and Society
The Blackwell Companion to Law and Society
ISBN: 978-0-470-69291-2 April 2008 Wiley-Blackwell 688 Pages
DescriptionThe Blackwell Companion to Law and Society is an authoritative study of the relationship between law and social interaction. Thirty-two original essays by an international group of expert scholars examine a wide range of critical questions. Authors represent various theoretical, methodological, and political commitments, creating the first truly global overview of the field.
- Examines the relationship between law and social interactions in thirty-three original essay by international experts in the field.
- Reflects the world-wide significance of North American law and society scholarship.
- Addresses classical areas and new themes in law and society research, including: the gap between law on the books and law in action; the complexity of institutional processes; the significance of new media; and the intersections of law and identity.
- Engages the exciting work now being done in England, Europe, Australia, and New Zealand, South Africa, Israel, as well as "Third World" scholarship.
List of Contributors.
1. Vitality Amidst Fragmentation: On the Emergence of Post-Realist Law and Society Scholarship:.
Austin Sarat (Amherst College).
Part I: Perspectives on the History and Significance of Law and Society Research:.
2. Law in Social Theory, And Social Theory in the Study of Law: Roger Cotterrell (University of London).
3. Profession, Science, and Culture: An Emergent Canon of Law and Society Research: Carroll Seron (Baruch College of the City University of New York) and Susan S. Silbey (M.I.T).
Part II: The Cultural Life of Law:.
4. The Work of Rights and the Work Rights Do: A Critical Empirical Approach: Laura Beth Nielsen (American Bar Foundation).
5. Consciousness and Ideology: Patricia Ewick (Clark University).
6. Law in Popular Culture: Richard Sherwin (New York Law School).
7. Comparing Legal Cultures: David Nelken (University of Macerata).
Part III. Institutions and Actors:.
8. The Police and Policing: Jeannine Bell (Indiana University).
9. Professional Power: Lawyers and the Constitution of Professional Authority: Tanina Rostain (New York Law School).
10. Courts and Judges: Lee Epstein (Washington University) and Jack Knight (Washington University).
11. Jurors and Juries: Valerie P. Hans (University of Delaware) and Neil Vidmar (Duke University).
12. Regulators and Regulatory Processes: Robert Kagan (University of California, Berkeley).
13. The Legal Lives of Private Organizations: Lauren B. Edelman (University of California-Berkeley).
Part IV. Domains of Policy:.
14. Legal Regulation of Families in Changing Societies: Susan Boyd (University of British Columbia).
15. Culture, "Kulturkampf" and Beyond: The Antidiscrimination Principle Under the Jurisprudence of Backlash: Francisco Valdes (University of Miami).
16. The Government of Risk: Pat O'Malley (Carleton University).
17. Thinking About Criminal Justice: Socio-Legal Expertise and the Modernization of American Criminal Justice: Jonathan Simon (University of California, Berkeley).
18. Rights in the Shadow of Class: Poverty, Welfare, and the Law: Frank Munger (New York Law School).
19. Immigration: Susan Sterett (University of Denver).
20. Commodity Culture, Private Censorship, Branded Environments, and Global Trade Politics: Intellectual Property as a Topic of Law and Society Research: Rosemary J. Coombe (York University).
21. Legal Categorizations and Religion: On Politics of Modernity, Practices, Faith, and Power: Gad Barzilai (Tel-Aviv University).
22. The Role of Social Science in Legal Decisions: Jonathan Yovel (University of Haifa) and Elizabeth Mertz (University of Wisconsin).
Part V. How Does Law Matter?.
23. Procedural Justice: Tom Tyler (New York University).
24. A Tale of Two Genres: On the Real and Ideal Links Between Law & Society and Critical Race Theory: Laura Gomez (UCLA).
25. The Constitution of Identity: Gender, Feminist Legal Theory and the Law and Society Movement: Nicola Lacey (Australian National University).
26. Sexuality, Law and Society: Leslie J. Moran (Birkbeck College, University of London).
27. Law and Social Movements: Michael McCann (University of Washington).
28. "The Dog That Didn't Bark:" A Soci0-Legal Tale of Law, Democracy and Elections: Stuart Scheingold (University of Washington).
Part VI. Studying Globalization: Past, Present, Future:.
29. Ethnographies of Law: Eve Darian-Smith (University of California, Santa Barbara).
30. Colonial and Post-Colonial Law: Sally Merry (Wellesley College).
31. Human Rights: Lisa Hajjar (University of California-Santa Barbara).
32. The Rule of Law and Economic Development in a Global Era: Kathryn Hendley (University of Wisconsin).
33. Economic Globalization and the Law in the 21st Century: Francis Snyder (Université d'Aix-Marseille III, Centre d'Etudes et de Recherches Internationales et Communautaires).
Kitty Calavita, University of California, Irvine
"Austin Sarat and his contributors have compiles a valuable and authoritative introduction to a substantial body of scholarship and reflection on the relationship between law and society. this will be an essential resource for both novice and experienced workers in this field."
Robert Dingwall, University of Nottingham
- Examines the relationship between law and social interactions in 33 original essays by international experts in the field.
- Reflects the world-wide significance of North American law and society scholarship.
- Addresses classical areas and new themes in law and society research, including: the gap between law on the books and law in action; the complexity of institutional processes; the significance of new media; and the intersections of law and identity.
- Engages the exciting work now being done in England, Europe, Australia, and New Zealand, South Africa, Israel, as well as "Third World" scholarship.


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OpenXava 4.2.3 released
NaviOX 2014v1 released
February 19, 2014
NaviOX is an add-on to add user management, menu and a better look & feel to your applications.
NaviOX 2014v1 has the next new features and fixes:
NaviOX 2014v1 has the next new features and fixes:
- Modules search in the hierarchical menu.
- Bookmark modules.
- Unlimited modules on top bar.
- Fix: Code does not compile with OpenXava 4.9.1.
- Fix: Frames are displayed very ugly with OpenXava 4.9.1 and the new renderer.
Modules search in hierarchical menu
We removed the modules search from Professional and Enterprise editions when we added the hierarchical menu. Now the modules search is back again in Professional and Enterprise editions:
Typing in the seach box is enough to show the matched modules, removing the typed characters shows back the hierarchical menu. The search looks in all the application, not just in the current folder.
Bookmark modules
The user can bookmark a module just clicking on a star:
In this way the user can choose which modules will be in the first level of left menu, just at two clicks.
Unlimited modules on top bar
Until now we have the limit of seven modules in the top bar. From now on the modules fill all the available space:
Very useful if the user is working with a 22" screen.


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Grey Marl Straight Fit Chinos With Stretch - W34 L32by Tutuc131718346
- £16.00
Size: W34 L32Size Guide
Fitted 69% of customers 'as expected'
Check stock
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Delivery & Returns
Next day collection - Order before 2pmFree
Home delivery - 1 to 2 days£3.95
Free returns to store30 days
Design details
Make an sleek contribution to your smart-casual collection with these stylish grey marl chinos. Cut to a regular fit, they feature a straight leg, regular rise and slip pockets. Perfect for your day to night outfits, pair with fitted shirts.
- Grey marl straight chino trouser
- Regular fit and hem
- Cotton rich
- Button and zip fastening
- Stretch
- Five pockets
- Model's height is 6'2''
- Model wears a size 34R
The small print
*Prices correct as displayed but are subject to change.
The customer and brand answers you'll see above are submitted independently. As we don't review these answers, we can't take responsibility for anything they may say. The responses from Argos colleagues are accurate at the time of publishing. For the latest info, you should check the product page.


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It's time for another update from Zach, one of the web merchants here at our home office, who has been training all season to get ready for Jeremiah Bishop's Alpine Loop Gran Fondo in Virginia. Zach has been working hard to get his training rides in around work and family life (1 year old twins keep you busy), but he's got his work cut out for him to get fit for the hardest Gran Fondo in the US – 104 miles featuring 11,000 feet of climbing and two dirt road climbs! Last week he headed up north for some course recon to see if his training has paid off.
Last weekend I headed up to Harrisonburg, VA to get a sneak peak at the course for the Alpine Loop Gran Fondo (which takes place for real in three weeks). I headed up with Ross, one of the other merchants here at Performance, on Friday night and we had dinner with Jeremiah and some other riders there for the training ride. Friday night was great, as Jeremiah told us all about the history of the Fondo and Harrisonburg. We talked about everything from dodging deer on your road bike during descents to the latest Lance drama. JB was a great host and being that this was the first time I had met a professional cyclist, he set the bar very high with his friendliness and honesty.
We started the training ride at around 9:30 on Saturday morning – in store for us was an 80 mile ride that went over the hills of Virginia and West Virginia. There were four total climbs, the last of which was a 10 miler with a gain of 3,000 feet on gravel roads called "The Backside of Reddish." After Reddish we had a 15 mile descent and then a few more miles of rolling terrain until we got back into Harrisonburg.
It was a great time to test my legs and see if I was ready for the real deal. I felt very prepared for it, but despite eating a lot of food and drinking tons of fluids throughout the day, I started to fight cramps at the start of the last climb up Reddish. Not sure what the cause was (other than the 60 miles and 5K ft of climbing we had already done) but it was definitely a red flag for me. I was able to get some extra salt in me and fight through the cramps after 45 minutes or so. I definitely thought about throwing in the towel and hopping in the sag wagon, but quickly dismissed that thought. As painful as it was, I kept on, fought through them, and made it to the summit.
Over the next few weeks I've got a good gameplan provided by Jeremiah. This week is some stong muscular endurance building and hill repeats along with some off-the-bike exercises. Next week is a little more mild with a few hard efforts, and the final week is active recovery, and tapering for the fondo.
Overall I'm feeling great about the ride. The training over the summer has helped a whole lot! I've lost close to 15 lbs, logged 152 hours, 2,307 miles, 137 rides, and 82 personal records (data provided by Strava). As long as I get my nutrition dialed in, I think I'll be golden! Plus I've even been able to raise some donations for the Prostate Cancer Awareness Project.
All this definitely wouldn't have been possible without my wife Haley, my training partner Ken, Jeremiah Bishop, and the great company I work for, Performance Bicycle. Just over two weeks, and it's go time!


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Relaxed fit, sleeveless top. Features a herringboned texture fabric at the top and fringing detail all the way down to the floor. Slightly cropped, zig zagged hemline. Low, rounded neckline. Top panel of top is fully lined. | cold hand wash/dry clean only | made in prc runs true to size. Sizing in aus. Model wears size 8. Model is 5'10" (178cm) tall | 32" (81cm) bust | 24" (61cm) waist | 34" (86cm) hips.


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The automobile is a thread that runs through the last century and more of Michigan's history—and through the Michigan Historical Museum's twentieth century galleries as well! Even young students can discuss similarities and differences among cars and imagine what it might have been like to ride in the various models.
Michigan's pioneers—the first people of European decent to settle in various places throughout our state—wrote many accounts of their experiences. A woman who came to Yankee Springs in Southwestern Michigan when she was four years old created one of my favorite accounts. Mary Lewis Hoyt was over seventy when she wrote her story, but she painted wonderful word pictures that answer questions historians ask—
Where did people live?
How did they travel?
What did they eat?
What did they do for fun?
After reading The Mitten's issue on Henry Ford's Model T, students should be able to address these kinds of questions. This lesson is designed to help students understand the economic culture surrounding Michigan's labor force, and the differences between the labor force of Henry Ford's time and the labor force of current times by putting students in the position of a laborer and asking them to assess their own financial situation. You Will Need: A copy of the February 2004 issue of The Mitten, found here. A copy of the Model T worksheet: ModelTDiagram Students will need simple calculators, pencils, and paper to figure out wages and costs. Questions to Consider during this lesson: Ask students these questions at the beginning of the lesson, and see what they think, whether they have a way to formulate an educated answer or not. Tell them to think about these things throughout the discussion and activities. After the lesson, return to these questions and see what they think again; their opinions may change. Why was the Model T such a popular car? Who do you think would have bought a Model T, and why? What made the Model T so important to both the United States and foreign culture? How Affordable Was a Model T? If a Ford assembly line worker made $5 a day and worked 250 days per year, how much would he or she earn in a year? ($5 x 250 = $1250.) What percentage of his or her annual income would the purchase of a $290 Model T represent? ($290 \ 1250 = 23%.) How does that percentage compare to costs today? How would you go about figuring this out? (Students can choose a car from the current ads they collected to price a new vehicle and use either minimum wage ($7.25 an hour in 2009), or an assembly line workers' average hourly wages ($14.51 an hour for Floor Assembly III position, 2009) to compare the costs of purchasing a new car today.) Workin' the Assembly Line Let students experience what it is like to work on an assembly line by setting up a series of simple, repetitive, timed tasks. Use the image of the Model T provided in this lesson. Have each student find a specific part in the image such as the steering wheel, left front tire, back seat, assign each student a part to be colored with a different color crayon. When the line boss says go, each student colors the shape they are responsible for. When the timer bell goes off, the student must pass the project to the next person on the line whether they've finished or not once students can accomplish the tasks assigned, speed up the line. Some students may have bigger or more complicated tasks to accomplish than others and may not be able to finish the task in the assigned time. This will provide some material for later discussions such as: What problems did the class encounter? How did working on the line make students feel? Did the quality of workmanship change when the line was speeded up? How did students feel about working hard and not having ownership of the finished product? How did the time involved in producing the item by the assembly line technique compare to the time it would take one individual to complete the task? Bringing Home the Bacon After having completed both of the above activities, bring the class back together in a discussion setting. Initiate some questions wages and costs, payments of insurance, etc. Ask how the students would feel about trying to buy the product they'd just made on an assembly line salary in 2011, and in 1908 or 1927. Give the students the guideline of spending a flat %20 of their income on transportation. Set a fixed cost for factors like insurance and gas and ask the students to compute different figures relating to their purchase. How do they differ from then to now? This Lesson Involves Michigan Education Standards as Follows: 3-G4.0.1 –Describe major kinds of economic activity in Michigan today, such as automobile manufacturing and explain the factors influencing the location of these economic activities. 3-E1.0.4 –Describe how entrepreneurs combine natural, human, and capital resources to produce goods and services in Michigan. 4-E1.0.1 –Identify questions economists ask in examining the United States (e.g. What is produced? How is it produced? How much is produced? Who gets what is produced? What role does the government play in the economy?). N.MR. 04.14 –Solve contextual problems involving whole number multiplication and division. 3-E1.0.1 –Explain how scarcity, opportunity costs, and choices affect what is produced and consumed in Michigan 4-E1.0.5 –Explain how specialization and division of labor increase productivity (e.g., assembly line). Further Explorations: For additional ideas and lesson plans related to the Model T, go to: Henry Ford's The Model T Road Trip: Lesson Plans, at: http://www.hfmgv.org/education/smartfun/class/modelt/main.html
Michigan settlers may not have had to travel as far as people headed for the West Cost, but that doesn't mean that they didn't face hardships on the journey to their new lives. Questions to answer about the decision to become a pioneer and travel the trail: Why did people come? What did they bring? How far did they travel in a day? How many miles was the trip? How much did it cost? Why did it end? What did they do when they got here? Where did they sleep? Did the kids go to school? What did kids do? How did they cross rivers? What kind of animals would you see? How did they cook? Was it difficult? What did they do when they got to Oregon? Who came to Oregon? Who led the group? How did they know the way? What if they broke down? Were there stores to buy things? Could you send letters home? How do we know any of this stuff? Can you still walk on the trail today? What is a "pioneer"? Did they ride in the wagon? What pulled the wagon? –Make a cup and ball: a traditional toy for kids on the trail, if there was time for play
Let's take a trip, back through time, to before any of us were born, before World War I and II, before the American Civil War and before Michigan even was called Michigan. What is the story of Michigan's birth as a land and a people? Most of Michigan's story is unwritten. It is almost entirely an American Indian story. Almost everything we know about the thousands of years before English-speaking settlers we have learned through Native American tradition and clues discovered by archaeologists. Thousands of years ago, the land we know as Michigan was shaped by glaciers. Long before there were people living in Michigan, ice more than a mile thick moved slowly back and forth across the state. The ice acted like a huge bulldozer, scraping and gouging the land surface. As the ice melted, the water formed lakes and rivers. The largest of these lakes are the Great Lakes, which surround most of Michigan. Paleo-Indian peoples probably came into North America from Asia by crossing the Bering Straits from Asia to Alaska. Although few in number, Paleo-Indians traveled widely. They followed the herd animals that they depended upon for food and for skins and hides to make clothing. They first arrived in Michigan about 12,000 years ago. Archaeologists call these people "Paleo-Indians," which means "ancient Indians." Paleo-Indians in Michigan hunted big game animals like caribou. They may have hunted mammoths and mastodons, too. They were able to kill these large animals using spears. They made distinctive, beautifully-shaped stone points from stone to tip their spears. They were skilled at making stone tools. They made stone knives for butchering, scrapers for preparing hides and wedges for splitting bone and wood. A certain type of stone called chert, used in making tools, was obtained from outcrops throughout the Great Lakes region, either by trading or by visiting the quarries. They made bone and antler tools, such as needles and awls. They used these to make clothing from the skins of the animals.They also gathered many different kinds of plants they found growing wild. They ate blueberries, cranberries, cattails and the inner bark of certain trees. They brewed vitamin-rich teas from leaves of junipers, hemlock trees and other plants. They used their skills at hunting animals and gathering food to feed and clothe their families. The Early Archaic period in Michigan dates to between 8,000 and 6,000 B.C. During this period, water levels of the Great Lakes were much lower then than they are today. Many of the sites where Early Archaic peoples lived are now under water. This has made it more difficult for archaeologists to study the Early Archaic period. We do know, however, that the climate was changing. It was probably warmer during the Early Archaic than it is today. As the climate warmed, some kinds of plants and animals disappeared, and new kinds took their place. In some areas, pine and spruce trees were replaced with trees like oak and maple. Mammoths and mastodons disappeared, but deer became common. Early Archaic peoples learned how to use new plants for food and for making tools, weapons and utensils. They also learned new ways to hunt the different game animals in the forests. With the changing environment, Middle Archaic peoples of the period between 6,000 and 3,000 B.C. looked for new ways to make use of the resources in their environment. They created new tools—new technology—that helped them to gather food and make things they needed for everyday living. During Middle Archaic times, people began to make new types of tools for working wood. They ground and polished hard stones like granite to make chisels and gouges. With these tools—such as the adze in the photo—they probably made useful objects such as wooden bowls and dugout canoes. Background Notes The First People entered the area we call Michigan over 10,000 years ago. They hunted and fished for thousands of years. Despite the hunting and the fishing, the environment showed little impact from their lives here. When the Europeans arrived around 1620, Woodland peoples of the Algonquian language groups lived on this land that would become Michigan. This chart lists the tribes and their approximate Michigan locations. Menominee South central Upper Peninsula (near present Menominee River and Green Bay) Chippewa (Ojibwa) Eastern Upper Peninsula Ottawa Eastern Upper Peninsula, Canada Potawatomi Western lower Michigan Mascowten Western and central southern lower Michigan Sauk Eastern central lower Michigan, near Saginaw Bay Fox Eastern lower Michigan, near Lake Huron Kickapoo Southeastern corner of lower Michigan Miami Southwestern corner of lower Michigan Objectives Students will identify Michigan's upper and lower peninsulas and the directions-north, south, east, and west-on an outline map of Michigan. Students will be able to correctly identify the major Native American tribes and their locations upon the arrival of Europeans in the area that is now the state of Michigan. Materials Needed Blank outline map of Michigan [PDF] Pencils, pens or markers Teacher: completed map for reference Directions This activity assumes knowledge of directional concepts (north, south, east, west) and the concepts of upper and lower (peninsula). Review these using a Michigan map before beginning the activity. (Note that there are no definite areas marked with lines. Tribes moved seasonally and-due to conflicts and interactions with the French, British and Americans-changed locations into the 19th century.) Provide each student with an outline map of Michigan. Write the names of the major Indian tribes on the board. Using a Michigan wall map discuss the tribes and point out the areas in which they lived. Have students write the names of the tribes on their own maps during the discussion. (For greater challenge, distribute the blank maps and assign the activity to be completed from memory after the class discussion.) Questions for Further Research Why did some Indian tribes move from one section of Michigan to another? Was each tribe aware of neighboring tribes? How did they get to know each other? At the Museum Look at the "Tribal Locations circa 1620" map on the reader rail in front of the Woodland scene. Does it resemble the map you made in your class? Why might maps of tribal locations look slightly different in different books or displays? See the map on the wall of the fort that shows the lands ceded by the Native Americans to others in treaties. Vocabulary Peninsula: A section of land surrounded by water on all sides but one. Tribe: A group of people made up of many families. Michigan Social Studies Curriculum Content Standards This lesson presents an opportunity to address, in part, these standards: SOC.II.1 All students will describe, compare, and explain the locations and characteristics of places, cultures, and settlements. SOC.II.2. All students will describe, compare, and explain the locations and characteristics of ecosystems, resources, human adaptation, environmental impact, and the interrelationships among them. SOC.II.4 All students will describe and compare characteristics of ecosystems, states, regions, countries, major world regions, and patterns and explain the processes that created them. References Cleland, Charles E. Rites of Conquest: The History and Culture of Michigan's Native Americans. Ann Arbor, MI: The University of Michigan Press, 1992. Clifton, James A., George L. Cornell, and James M. McClurken. People of the Three Fires. Grand Rapids, MI: Grand Rapids Inter-Tribal Council, 1968. Farm Bureau Insurance Group. Early Indians of Michigan. Lansing, MI: Farm Bureau Insurance Group, n.d. Halsey, John R. (Editor). Indians in Michigan. Great Lakes Informant, Series 2, Number 10. Lansing, MI: Michigan Department of State, History Division, 1984. Sturtevant, William C. (Editor). Handbook of North American Indians, Vol. 15. Washington, DC: Smithsonian Institution, 1978. Tanner, Helen Hornbeck (Editor). Atlas of Great Lakes Indian History. Norman, OK: University of Oklahoma Press, 1987.
"I will build a car for the great multitude. It will be large enough for the family, but small enough for the individual to run and care for. It will be constructed of the best materials, by the best men to be hired, after the simplest designs that modern engineering can devise. But it will be so low in price that no man making a good salary will be unable to own one – and enjoy with his family the blessing of hours of pleasure in ***'s great open spaces." ~Henry Ford This lesson is designed to help students understand the implications of different industrial and technological changes in the workforce and consumer culture. Students will demonstrate this understanding through comparisons to today's industry. Materials Needed You will need a copy of the February 2004 Issue of The Mitten (found here on SeekingMichigan.org), to be handed out to students in class as a reading activity. Copies/pictures of original Model T advertisements, which can be found here: www.hfmgv.org/exhibits/showroom/1908/ads.html Students will need access to current magazines, either at home or at school, and they will need permission to cut them apart. We recommend scissors, posterboard, construction paper, markers, and some adhesive be available in class for this lesson. Mastery Questions After giving students sufficient time to read the brochure, either in groups or alone, depending on their age group, pose these questions, which directly refer to the information in the text. 1. Why was the Model T such a popular car? 2. What did a driver need to keep a Model T running? Why was it important that a Model T be easy to repair? 3. What do you think the newspaper meant when it said, "Ford Motor Company has beaten out both the (U.S.) flag and the Constitution in carrying civilization into the wild places of the world."? 4. What are the differences between natural, human, and capital resources? Which is the most/least profitable? Compare and Contrast: Then and Now After having read the brochure and discussing the information about Henry Ford briefly in class, have students collect and bring in current automotive ads from newspapers and magazines. Compare and contrast features of the Model T, from the original ads and from other pictures on the web (displayed on a projector screen in front of class) with features of cars today. Have students give examples of sales points from the ads they brought in and from the ads they created. What is different? What is the same? Create a Venn diagram with two interlocking circles. Label one "Model T" and one "Today's Cars" and the intersection of the circles "Shared." As a class, decide whether each sales point is unique to the Model T, unique to cars today, or whether they are an automotive feature shared by both time periods. Write the characteristics into the corresponding places on the Venn diagram. Discuss the reasons for any differences found. Creating an Advertisement Ask students to imagine that it is 1908. Henry Ford has come to them and asked them to design a print advertisement (there is no radio or TV) to convince people to buy his newest car, the Model T. Henry knows that in order to sell cars he needs to tell people how his car is different from other cars on the market. A good ad needs to have one strong "sales point" directed at a specific audience. Have students select and write down one target audience (men, women, families, people who have never owned a car, farmers) and their message for that audience. Then ask them to design an ad that conveys their message. Have the students explain to each other why they believe their graphic image will capture the attention of their audience and what distinctive features of the Model T their message uses. This Lesson Involves Michigan Education Standards as Follows: 3-G4.0.1 –Describe major kinds of economic activity in Michigan today, such as automobile manufacturing and explain the factors influencing the location of these economic activities. 3-E1.0.4 –Describe how entrepreneurs combine natural, human, and capital resources to produce goods and services in Michigan. 4-E1.0.1 –Identify questions economists ask in examining the United States (e.g. What is produced? How is it produced? How much is produced? Who gets what is produced? What role does the government play in the economy?). W.PS.03.01 –Exhibit personal style and voice to enhance the written message in both narrative (e.g., varied word choice and sentence structure, character description) and informational writing (e.g., examples, transitions, grammar and usage). W.GN.03.04 and W. GN.04.04 –Use the writing process to produce and present a research project; initiate research questions from content area text from a teacher-selected topic; and use a variety of resources to gather and organize information. In .04.04 narrow research questions, take notes and draw conclusions. Further Explorations: For additional ideas and lesson plans related to the Model T, go to: Henry Ford's The Model T Road Trip: Lesson Plans, at: http://www.thehenryford.org/exhibits/smartfun/class/modelt/lessons.html
What it means to 'pack the wagon' has changed over the past couple hundred years. Today, it might mean heading to the beach with floaties and beach bags. Two hundred years ago, though, packing your wagon meant fitting as many of your belongings and as much food as you could in a covered wagon. Think Oregon Trail. Think sleeping in a two-person tent with six people. Think staring at the back end of a horse all day long–that'll give a new meaning to the term road trip. When people first began moving to Michigan, before it was even called Michigan, these were the kinds of things they had to deal with in order to get here. Imagine wanting to go to Michigan that badly. Getting a Feel for the Past Settlers began coming to Michigan from the east between 1800 and 1830. First, they came by wagon and horseback, and then after the completion of the Erie Canal in 1825, many came by barge to Buffalo and then by steamboat to Detroit. From there, they again used land transportation to travel further inland. Many settlers also sailed by boat on the Great Lakes and settled in towns along the shores. After 1830, the population of Michigan grew very fast. See the growth in this chart: Population Year 8,765 1820 31,640 1830 212,26 1840 397,654 1850 749,113 1860 _______________________________________________________ Settlers began to move to the Northwest Territory of Michigan from the East for many reasons. Some came to buy inexpensive farm land, others to join relatives already here. A sense of adventure brought young and single men. Later (1840s+), they came to fill jobs (for example, recruiters went to large eastern cities or advertised in eastern newspapers for men to work in the mining and lumbering industries). Visualize the Journey Students will make choices based on reason and practicality. Students will measure various objects and fit them into a defined space. Key Components: You Will Need…. Removable tape or chalk; yard stick or ruler; objects that can be found in the classroom, brought from home or around the school–backpacks, lunchbags, jackets, shoes, desk chairs, basketballs, class pet, etc. To Begin the Journey, We Must Assess the Space: Packing Means Prioritizing Divide students into groups of 4-8, depending on the size of the class and the space available to work with. You will need enough space for each group to mark an area on the floor approximately the size of a wagon bed-about 10 to 12 feet long by 4 to 6 feet wide by 2 feet high. Use removable duct or masking tape or chalk to outline the area. Ask the students imagine that they are members of a pioneer family coming to Michigan to buy a farm in 1830. Have students make up a family profile. How many people are in the family? What are their ages and sizes? Who does the most work, and who does the least? Who needs to eat the most, and who needs to eat the least? Create a list of roles for each group. Different roles will have different decision-making tasks about what to bring. Each group might make up a different list, e.g., household items (coats & backpacks), tools to start farm (pencils, rulers?), children's things, clothing, etc. After lists are made, have groups report back and write lists on chalkboard. Divide the items into three lists: Absolutely necessary—must take Things we would take if there is room, useful but could do without (e.g., a special piece of furniture); Fun items, toys, "extra" clothes. With the measured area in sight, the class should come to an agreement on what will be included. What is a necessity? Do you need to bring your desk chairs? Or would a basketball be more appropriate? How about the class pet? Why? What things on the list can be left behind? Estimate the measurement of household items, tools, or measure similar items at home. Decide what will be taken so that all will fit, including people. Will everyone ride? Communicating to the Crowd: Talk About It 1. How did you go about choosing what to take? If members of the group disagreed, how did you make the decision? How do you think the members of an early settlement family made their decisions? 2. Would settlers have taken livestock with them to Michigan? 3. Choose a year in settlement times (e.g., 1840). Find out how far people traveled in a day at that time. Decide how long it would have taken you to travel the same distance you would cover on a field trip from your school to the Michigan Historical Museum in Lansing. At The Museum Besides bringing things with them, settlers brought their ideas, language, religions, styles of clothing and other ways of life with them to Michigan. Identify unique aspects of your community that may have come with early settlers. What do recent newcomers to our communities bring that enhance our lives? Notice the articles that were brought to Michigan by settlers, e.g., cradle, spinning wheel, farm tools. On the bus trip home, compile a list of those items with the students. Discuss what other items might the settlers have made after they arrived in Michigan. Why didn't they bring them (e.g., too large, didn't anticipate their need)? Try the "plank road ride." Discuss how it would feel and sound to ride over Michigan's plank roads for many hours. What were the advantages of plank roads over dirt roads in different types of weather? If you were moving to a Michigan town at a later time in history, what would you bring? How might those things differ from what the early pioneers brought? Why? Vocabulary Erie Canal: A waterway around 360 miles long constructed across central New York state from Albany to Buffalo used for travel and shipping. It is now part of the New York State Canals. Necessity: Something that cannot be done without. Michigan Social Studies Curriculum Content Standards This lesson presents an opportunity to address, in part, these standards: 2.3.3. GEOGRAPHIC PERSPECTIVE: Identify people, goods, services, and ideas in their community which have come from other places, and describe why they moved. 2.3.5. GEOGRAPHIC PERSPECTIVE: Describe the causes, consequences, routes, and movement of major migration in the United States. 3.4.2. CIVIC PERSPECTIVE: Describe fair ways for groups to make decisions. References Andrist, Ralph K. The Erie Canal (An American Heritage Junior Library Book). Mahwah, NJ: Troll Associates, 1964. Dunbar, Willis F., and May, George S. Michigan: A History of the Wolverine State (Revised Ed.). Grand Rapids, MI: William B. Eerdmans Publishing Company, 1980. Millis, Wade. When Michigan Was Born. Michigan History Magazine, 36 (December, 1952), pp. 321-50.
When the Toledo War took place in 1835 and 1836 between Michigan and Ohio, the conflict over the Michigan-Ohio Border was already nearly fifty years old. From what essentially boils down to a misunderstanding, both Michigan and Ohio claimed a certain 468-sq-mile piece of territory, in which lies what we now know as Toledo, Ohio. In 1835, this cold conflict came to a head when Michigan and Ohio each tried to claim the territory as their own. Teach your students about what it means to be a state, and how Michigan achieved Statehood as an indirect result of the Toledo War.
Learning The Lives of Soldiers This lesson helps students become familiar with field research projects by asking the question, Can we find information about Civil War soldiers who may have lived in your neighborhood? By trying to answer this question, students will learn about Civil War history in their community, the soldiers who lived there, and the value of knowing how to conduct independent research by examining resources such as the library, historical societies, cemeteries, archives, etc. Students will also have the opportunity to conduct on the ground interviews with family members and other individuals relevant to the Civil War. *This lesson will require leaving school grounds; be aware that you will need to plan for parental permission in advance. If that is not an option, you can try to provide in-class resources to use, such as a speaker, journals from the time period, and online resources. *It is up to the teacher to decide how much Civil War background students should have when going into this lesson; that level will vary based on grade. We do suggest students have at least a general understanding of the conflict between the North and South before this lesson is given. The Roadmap to Discovery Students will: learn where to find resources that help research a topic explore local resources (library, archives, cemeteries, monuments) to seek information conduct personal interviews, if possible, to gain perspective write a response to the question documenting their findings Beginning to Build a Framework of Familiarity Before beginning this unit, take time to familiarize yourself with your community's resources such as the local library, historical records and archives, cemeteries, monuments, members of your local historical society (they can be invaluable). Find out what materials are available for you and your students to use. Inquire whether there are any Civil War aficionados in your community that might be willing to speak to your class. There are of course a plethora of resources online, but try to encourage using resources that allow hands-on research. The teacher can engage and develop students' confidence in doing historical research by giving their students the time and guidance to use those resources. Work can be completed individually, in partners, or in small groups. For younger students, class discussion and activity may be more productive. However, regardless of grade level, each student should be able to write a response to their historical study during this unit. Because Civil War soldiers came from all areas of Michigan, it is expected that students will be able to answer the focus question in the positive. Project Stage 1: Commence the Quest When a person volunteered for enlistment, he became registered as a soldier. His name, age, hometown, and photograph were documented. Places like the Archives of Michigan and other historical societies have many of these kinds of documents available to researchers. There can also be journals or letters available to the public. Introduce students to the concept of researching available materials to find an answer to the initial prompt. List the kinds of things that you would like students to search for. These search criteria are yours to decide; things like family & occupation, nationality, perhaps religion, etc. in addition to the standard name and age. Project Stage 2: Embarking on an Investigation The investigative activities for this lesson will depend on the local resources of your community. Listed below are some possibilities. Civil War Monument Investigation Look in a city park or near a courthouse to locate possible war monuments. If veterans' names are listed on the monuments, students can then determine if any of these veterans are buried there. Buildings, streets, or parks are sometimes named after war heroes. Perhaps there are buildings or streets or parks in the community that carry the names of a Civil War hero. Having a list of veterans' names becomes helpful for further research. Cemetery Investigation You can probably find maps to cemeteries online; you may want to contact the sexton in advance to see if he or she will be available to direct your cemetery tour. Have students explore the cemetery and gather information. Suggest they take notes, record dates from tombstones and grave markers, and record ages of those buried there. Are there markers that show death between the dates of 1861-1865? If so, there is a possibility that the soldier died during service. (Note that a majority of soldier deaths were due to illness and disease, not the direct result of war injuries.) Have students form groups and let them determine who will be responsible for each part of recording information for the project. http://michigan.gov/images/mhc_mhm_cw_monument_44405_7.jpg Instruct students to look for U.S. flags. They will see that they mark where soldiers have been buried. Metal markers that read G.A.R. (Grand Army of the Republic) honor soldiers from the Civil War. If you have the available resources, take photographs of the graves, draw pictures, or (if you have prior permission) do rubbings of the tombstones. Have them take notes on what is written on the stones, draw a map of the cemetery and record what they found. Ask students to record answers to the following, if possible: 1. What is special about the grave markers of people who fought in the Civil War? 2. What kinds of military designations are there on the Civil War grave markers? 3. Are there any drawings or decorative carvings on the grave markers? 4. How large or small are the markers? What condition are they in? 5. Where are the soldiers' graves in relationship to the graves of family members? 6. How many different companies did these soldiers represent during the Civil War? Library or Historical Archive Investigation Contact your local library, historical society or archives ahead of time. Arrange a time to take students to one of these locations to talk with staff. Instruct students to take notes. Assist them in exploring the reference section to see if it includes a genealogical or local history section of the community to find further information about the names they've learned. If you are unable to get to your local/state archives, many Civil War records can be found on Seeking Michigan Help them find the set of books Record of Service of Michigan Volunteers in the Civil War, 1861-1865-commonly referred to as "The Brown Books". These books include the history and roster of infantry, cavalry, artillery, engineers and mechanics and "colored troops". Students can use the index guide to find information regarding specific soldiers. Jonothan Robertson's 1882 book Michigan in the War includes tables and charts with such information as the number of years soldiers served, the number of troops furnished by each state and the number of troops who served in different categories. Personal Interview Investigation Instruct students to check with their families and friends to see if any of their relatives lived in the community at the time of the Civil War. If so, have them find out if any relatives fought in the Civil War. Families may have family trees that they are willing to share with the class. Many times war stories are passed down through generations. Be cautious, however, as stories are many times, just that, stories! Perhaps families or friends have access to journals, photographs, or letters that may be shared. Instruct students to record information that they acquire. Guest Speaker When possible, invite knowledgeable members of the community into the classroom to present and answer student questions. Project Stage 3: Putting Pen to Paper Once research has been completed, students will write a response to the question: Did Civil War soldiers come from your neighborhood, and if so, what information can we find out about them? Students should use their notes to write a summary of the findings of their exploration. Encourage students to be thorough in the documentation of their research. As an extension, have students write a letter imagining they were a character living at that time such as a young boy or girl writing to their father who went off to war, or a parent of a soldier, or a soldier who went off to war writing to a girlfriend, a parent, a spouse, a son or daughter. Teachers may wish to develop a rubric for students to use when writing and for teacher evaluation; we have not included one because the same qualifications are not applicable to the entire grade range. References: Record of Service of Michigan Volunteers in the Civil War, 1861-1865, compiled by George H. Turner, Assistant Adjutant General, State of Michigan. Published by Ihling Bros.& Everard Stationers, Printers and Publishers, Kalamazoo, Michigan, under Act 147, Public Acts of 1903. Michigan In the War compiled by Jno. Robertson Adjutant General. Published by W. S. George & Co., State Printers and Binders, 1882. The American Civil War Coloring Book. Ocala, FL: Action Publishing, 1994. Mason, Philip P. From Bull Run to Appomattox: Michigan's Role in the Civil War. Detroit, MI: Wayne State University, 1961. Michigan. Adjutant General's Department. Michigan in the War. Lansing, MI: W. S. George & Co., 1882. Smith, A.G. Union Army Paper Soldiers. NY: Dover, 1995. Truesdell, Barbara. Oral History Techniques: How to Organize and Conduct Oral History Interviews. Indiana University Oral History Research Center. Williams, Frederick D. Michigan Soldiers in the Civil War, Fourth Edition. Lansing, MI: Michigan Department of State, 1998.
Studying history can be difficult for students because they have no frame of reference to understand the political, economic, and social forces of the historical period. Primary documents can communicate a distinct impression of a given era. By viewing documents from a range of perspectives, levels of society, and positions of power, students are able to interpret and compose a more educated evaluation of an era.


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A Study to Evaluate the Effect of Anti-HIV Therapy on Lean Tissue (Muscle) in HIV-Positive Patients
|The safety and scientific validity of this study is the responsibility of the study sponsor and investigators. Listing a study does not mean it has been evaluated by the U.S. Federal Government. Read our disclaimer for details.
|ClinicalTrials.gov Identifier: NCT00000890
Recruitment Status : Completed
First Posted : August 31, 2001
Last Update Posted : June 24, 2005
- Study Details
- Tabular View
- No Results Posted
- Disclaimer
- How to Read a Study Record
The purpose of this study is to determine whether HIV-positive patients with extremely low viral loads (level of HIV in the blood) have a greater gain in lean tissue during anti-HIV (antiretroviral) therapy than patients with higher viral loads.
Many HIV-positive patients experience changes in body composition (muscle, fat, etc.) while on antiretroviral therapy. However, any weight gained while taking antiretrovirals is mostly fat. A patient's viral load may affect whether weight gained is a result of increased fat or increased muscle. A large-scale study is needed to closely evaluate the effects of antiretroviral therapy on body composition.
|Condition or disease
|HIV Infections
Effective antiretroviral therapy, as measured by a decrease in HIV-1 RNA levels, may sustain or improve important components of body composition, perhaps through a decrease in the underlying pro-inflammatory activity and resting energy expenditure. Moderate weight gain has been reported to be associated with HAART. Meaningful increase in total body weight, however, may need to be comprised of augmentation of lean body mass (primarily muscle), since mortality in HIV and cancer wasting is associated with sizable decreases in lean body mass (LBM) and there is no evidence that increases in fat cell mass are protective. To date, there has not been any large-scale prospective evaluation of the effects of HAART on body composition. Nor has it been determined whether increasing body weight or specific components of body composition (fat or lean body mass) in persons who have lost substantive amounts of weight protects against AIDS-defining complications or prolongs survival.
This is a 48-week, observational study of lean body mass, appetite, functional performance, and systemic markers of inflammation during highly active antiretroviral therapy (HAART) in patients co-enrolled in ACTG antiretroviral studies. Patients are stratified by body mass index (BMI) into 2 cohorts: less than 23 kg/m2 versus greater than or equal to 23 to 28 kg/m2. At selected study visits, times of antiretroviral medication change, and following the diagnosis of an AIDS-defining event, the following are assessed: height (screening visit only), weight, lean body mass, appetite (by questionnaire), functional performance (by questionnaire), and markers of systemic inflammation.
|Study Type :
|Enrollment :
|200 participants
|Observational Model:
|Natural History
|Official Title:
|Effect of Highly Active Antiretroviral Therapy (HAART) on Lean Body Mass
Choosing to participate in a study is an important personal decision. Talk with your doctor and family members or friends about deciding to join a study. To learn more about this study, you or your doctor may contact the study research staff using the contacts provided below. For general information, Learn About Clinical Studies.
|Ages Eligible for Study:
|18 Years and older (Adult, Older Adult)
|Sexes Eligible for Study:
|Accepts Healthy Volunteers:
Inclusion Criteria
Patients may be eligible for this study if they:
- Are enrolled in an adult AIDS clinical trial.
- Are HIV-positive.
- Have a viral load of at least 10,000 copies/ml.
- Are expected to live at least 6 months.
- Are at least 18 years old.
Exclusion Criteria
Patients will not be eligible for this study if they:
- Have a history of diabetes requiring medication.
- Have a history of heart disorders.
- Have a fever, diarrhea, nausea, or a condition which makes it difficult to eat within the 14 days prior to study entry.
- Have swelling due to any cause.
- Are pregnant or breast-feeding.
- Are receiving any therapy to increase your appetite or gain weight within 30 days prior to study entry.
- Are receiving any therapy for a severe infection or medical illness within 14 days prior to study entry.
- Are taking certain medications.
To learn more about this study, you or your doctor may contact the study research staff using the contact information provided by the sponsor.
Please refer to this study by its ClinicalTrials.gov identifier (NCT number): NCT00000890
|United States, California
|Univ of Southern California / LA County USC Med Ctr
|Los Angeles, California, United States, 900331079
|Univ of California / San Diego Treatment Ctr
|San Diego, California, United States, 921036325
|Stanford at Kaiser / Kaiser Permanente Med Ctr
|San Francisco, California, United States, 94115
|Stanford Univ Med Ctr
|Stanford, California, United States, 943055107
|United States, District of Columbia
|Howard Univ
|Washington, District of Columbia, United States, 20059
|United States, Georgia
|Emory Univ
|Atlanta, Georgia, United States, 30308
|United States, Hawaii
|Queens Med Ctr
|Honolulu, Hawaii, United States, 96816
|United States, Illinois
|Northwestern Univ Med School
|Chicago, Illinois, United States, 60611
|Cook County Hosp
|Chicago, Illinois, United States, 60612
|United States, Louisiana
|Charity Hosp / Tulane Univ Med School
|New Orleans, Louisiana, United States, 70112
|Tulane Univ School of Medicine
|New Orleans, Louisiana, United States, 70112
|United States, Massachusetts
|Beth Israel Deaconess - West Campus
|Boston, Massachusetts, United States, 02215
|Beth Israel Deaconess Med Ctr
|Boston, Massachusetts, United States, 02215
|United States, New York
|Beth Israel Med Ctr
|New York, New York, United States, 10003
|Chelsea Ctr
|New York, New York, United States, 10021
|Cornell Univ Med Ctr
|New York, New York, United States, 10021
|United States, Ohio
|Case Western Reserve Univ
|Cleveland, Ohio, United States, 44106
|Ohio State Univ Hosp Clinic
|Columbus, Ohio, United States, 432101228
|United States, Pennsylvania
|Univ of Pennsylvania at Philadelphia
|Philadelphia, Pennsylvania, United States, 19104
|United States, Washington
|Univ of Washington
|Seattle, Washington, United States, 981224304
|Puerto Rico
|Univ of Puerto Rico
|San Juan, Puerto Rico, 009365067
|Study Chair:
|C Shikuma
|Study Chair:
|D Mildvan
|Study Chair:
|F Sattler
|ClinicalTrials.gov Identifier:
|NCT00000890 History of Changes
|Other Study ID Numbers:
|First Posted:
|August 31, 2001 Key Record Dates
|Last Update Posted:
|June 24, 2005
|Last Verified:
|August 2002
Keywords provided by National Institute of Allergy and Infectious Diseases (NIAID):
RNA, Viral
Body Composition
Anti-HIV Agents
Viral Load
Additional relevant MeSH terms:
HIV Infections
Lentivirus Infections
Retroviridae Infections
RNA Virus Infections
Virus Diseases
Sexually Transmitted Diseases, Viral
Immunologic Deficiency Syndromes
Immune System Diseases


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Bride's Mother-In-Law Buys WEDDING DRESS To Wear On Big Day
There's a pretty standard rule when it comes to attending a wedding: Don't upstage the bride.
And while that's normally applied to general guidelines about not wearing anything too white, cream, blush or champagne, it should go without saying that, unless it's actually your wedding day, you don't ship up to the church in a wedding dress.
Unless you're this bride's mother-in-law, of course.
A Mumsnet user going by the name of Natalie204 took to the message boards to ask for advice after pulling her partner's mum up on her planned wedding attire.
"[Mother-in-law] showed me a photo of her dress and jacket she has bought for our wedding," the post reads. "It's beautiful, floor length white evening dress and white jacket. But I was brought up to never wear just white/ cream to a wedding as a guest.
"I mentioned that it's not good etiquette to wear all white to a wedding. She was shocked and had never heard this before, my comment has now made things frosty."
The bride continued: "I know my family will mention to her on the day how it's not appropriate to be wearing white.
"The dress is from Monsoon's bridal range. A beautiful dress. I think she will look beautiful in it, obviously it's not that people will think she's the bride.
"I've just been brought up to not wear only white/ ivory/ cream to a wedding."
The responses were pretty split down the middle, although a number of users picked the biggest problem as being the bride's family mentioning it to her mother-in-law.
"I would hope that my family had been brought up with better manners and wouldn't mention it to cause any silliness at my wedding," one Mumsnet regular posted, while another wondered "why would your family actually bring this up on your wedding day with her?"
But DollyBarton urged the bride to cut her mum-in-law some slack.
"It's not good etiquette BUT I think it applies less to the MOTB and the MOTG as in all honesty, nobody would ever mistake them for the bride," she wrote.
"I would think your MIL is feeling a bit down about what she obviously thought was a lovely outfit and now probably feel awkward after your comments."
Our favourite comment, though, has no doubt reassured the bride-to-be that, surprisingly, she's not the only one who has been put in this situation.
"If it's any consolation, people will think she looks ridiculous," Titanias reassured. "I was at a wedding years ago where the MOB wore a long white dress and a white hat with a veil, FFS, and everyone had a similar 'my god, what on earth was she thinking??!' reaction.
Now that is one wedding we would have loved to have been guests at.


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Freeways in Texas renamed for memorial purposes should stop costing Texas taxpayers, the state's House transportation committee chairman said at a hearing Tuesday.
A bill sponsored by Rep. Larry Phillips, R-Sherman, would allow memorial designations to go up only after the Texas Department of Transportation receives enough money in donations to cover the cost of erecting and maintaining the signs.
Phillips said lawmakers so far this year have filed eight bills designating freeways after living or dead people, potentially increasing the number statewide to 89. Of the 81 current memorials, 36 have happened since 2007.
Each designation, including new freeway signs denoting the memorial and routine maintenance, cost about $500,000. In some cases, despite encouraging donations, Phillips said officials lean on state transportation officials to cover some or all of the costs.
At a time "when people are trying to get us to stop diversions," Phillips said TxDOT should not cover memorial expanses. If the memorial has community support, he said, donations will come in.
HB 695 requires the donations to cover the costs, eliminating any chance of TxDOT funding the memorial, he said, and sending memorial supporters a clear message that donations are not only accepted, but required.
"You're not going to get it up until you get the money," Phillips said.


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10:00 pm
Cook's Country from America's Test Kitchen "Tropical Barbecue" Bridget reveals how to make Huli Huli Chicken right at home. Then, Jack challenges Chris to a tasting of reduced-fat potato chips. Next, Adam reveals his top picks for pastry brushes. D
10:30 pm
Simply Ming "Chinese Mustard and Creme Fraiche" Guest Chef: Barry Maiden. You probably wouldn't think of Chinese mustard and creme fraiche on the same day, never mind put them in the same dish. But after watching today's show you will most certainly add them to your pantry. D
11:00 pm
Taste of Louisiana with Chef John Folse & Co.: Our Food Heritage "Spanish Rule" Spain was one of the first countries to explore the New World and was responsible for Louisiana's system of laws, the architecture of the "French" quarter and the food markets of New Orleans. Dr. Paul E. Hoffman introduces us to early Spanish Louisiana. Chef Folse along with Tee Wayne Abshire and Ricky Breaux demonstrate how to make jambalaya, one of Louisiana's most common dishes, which was inspired by Spanish paella. D
11:30 pm
Rick Steves' Europe "Scotland's Islands and Highlands" Rick tosses a caber (log) at a Scottish clan gathering, remembers Highland massacres and takes a ferry to Iona.G


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WASHINGTON DC - Wednesday night, four Illinois Democrats - possibly nervous about re-election chances - joined the Republican U.S. House majority in calling for a special counsel to investigate the Internal Revenue Service's targeting of conservative non-profit groups.
Democrat Congress members Brad Schneider (10th CD) Cheryl Bustos (17th), Dan Lipinski (3rd) and Bill Foster (11th) and 22 other Democrats agreed with the Republican majority. All six of Illinois' Republicans supported the measure, in the 231 to 187 vote.
But no Illinois Democrats supported Congressman Darrel Issa's resolution recommending the House of Representatives find Lois G. Lerner, former Director, Exempt Organizations, Internal Revenue Service, in contempt of Congress for refusing to comply with a subpoena issued by the Committee on Oversight & Government Reform.
The vote passed 250 to 168, with six Democrats - none from Illinois - crossing the aisle.
Chicago's C. Steven Tucker (far left) appeared with Congresswoman Michele Bachmann at pre-vote press conference
Before the votes, Illinois insurance broker C. Steven Tucker was at the Capitol to call on the House to move on the IRS targeting scandal. Tucker was targeted by the IRS for an audit after he drew national attention assisting a South Carolina cancer victim that had lost his health care plan due to the Affordable Care Act's requirements. Both Tucker and the cancer patient were notified on the same day - the day before Thanksgiving 2013 - of the IRS initiating investigations on them.
Two Congress members - Michelle Bachman and Louie Gohmert - called on Lerner to set aside pleading the Fifth Amendment.
"Lois Lerner needs to tell the truth, and tell it now," Bachmann said in her remarks.
"The IRS used intimidation tactics to target those with whom the president disagrees, prevented ordinary citizens from exercising their constitutional right to free speech, and has thus far evaded responsibility for this reprehensible action," said Tea Party Patriots president Jenny Beth Martin in a statement. "Today's vote holding Lois Lerner in contempt of Congress brings us one step closer to justice and accountability."
"Lois Lerner is at the epicenter of the scandal. She even signed letters to Tea Party Patriots demanding we give answers under penalty of perjury. It's time for Lois Lerner and the administration to tell the truth. Period," Martin said.
Chicago's Tucker was among four who have been harassed by the IRS recently: Kevin Kookogey of Nashville, TN, from whom the IRS tried to get information about minors involved in his local group; Justin Binik Thomas of Cincinnati, OH, an educator and bystander who was targeted by name for no apparent reason; recent post-scandal victim C. Steven Tucker of Chicago, IL; and targeted tea partier Darcy Kahrhoff of Katy, Texas.


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Leonardo DiCaprio Parties it Up at the Cannes Film Festival
Leonardo DiCaprio whispers in the ear of a fellow partier at the Gotha Club on Monday evening (May 19) in Cannes, France.
The 39-year-old actor was seen chatting with a few party-goers as he hit up the club for a fun night out.
PHOTOS: Check out the latest pics of Leonardo DiCaprio
Also seen at Gotha Club that evening was Justin Bieber, who partied shirtless with some pals during the 2014 Cannes Film Festival.
It has been rumored that Leo and his girlfriend Toni Garrn have officially moved in together.
20+ pictures inside of Leonardo DiCaprio at the club…


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Insomnia, sleep apnea, night terrors -- they all can be diagnosed at Bayhealth-Milford Memorial Hospital's new sleep center.
Old home remedies such as counting sheep or drinking warm milk are supposed to help people get to sleep, but they won't help those suffering from apnea, restless leg syndrome or any of the myriad other disorders that interfere with normal slumber.
Bayhealth-Milford Memorial Hospital may be able to help with a new sleep laboratory that opened its doors April 24 at 611 S. DuPont Highway, Milford.
The new Bayhealth Sleep Care Center offers state-of-the-art testing for common disorders such as sleep apnea, where patients stop breathing during the night, narcolepsy, which causes people to fall asleep while doing mundane things such as waiting for a traffic light, sleepwalking and night terrors.
In all, the staff can test everyone from young children to senior citizens and can probe for up to 80 different kinds of sleep disorders, said Terry Thompson, Bayhealth's director of respiratory care and neurodiagnostics.
People who have trouble getting to sleep or staying asleep shouldn't just shrug off the problem, she said. Sleep troubles interfere with a body's natural rhythm and can be the cause of many other problems.
"We all sleep and we all need sleep," Thompson said. "It's a restorative part of the healing process. During extremely deep sleep, the body repairs itself and heals itself. It needs that downtime."
The majority of cases seen at Bayhealth's sleep centers – there are six others throughout the state – result from a prospective diagnosis of obstructive sleep apnea, a condition that causes the sleeper to stop breathing. It's a problem seen in many overweight people, she said.
"As a society, we've not only supersized our meals, we've supersized ourselves," Thompson said. Fifteen to 20 years ago, the average American woman was a size 6; that's ballooned up to a size 14, she said.
"Not only do we gain weight in the normal places, we build up fat in the back of our throats," Thompson said. "That soft tissue collapses when you sleep and it blocks or partially blocks the airway."
"What is so disruptive about sleep apnea is that your body needs oxygen and when it can't get it, you take these involuntary, deep gasping breaths. That interrupts the sleep cycle and your body can't get the deep, restive sleep it needs for that restorative effect," she said.
Obstructive sleep apnea can lead to problems such as diabetes, hypertension and even death, which is why it must be diagnosed and treated as quickly and as accurately as possible.
Testing for apnea and other problems is completely painless, Thompson said. The patient is connected to a series of electronics that monitors everything from heart rate to oxygen saturation to involuntary jerking of the lower legs. The patient then goes to sleep in a comfortably furnished room much like an ordinary bedroom while a nurse keeps remote track of the readings from a nearby office.
"The most painful thing you may have to go through is not having any caffeine the date of the test," Thompson noted.
If the situation warrants in apnea cases, the technician will wake up a patient during the night and give them a continuous positive airway pressure (CPAP) machine to aid in sleeping. This machine uses a mask that supplies air at a pressure high enough to keep the airway from becoming blocked, Thompson said. Many tests often result in the patient using a CPAP at home to help solve the apnea problem.
The sleep center also has specialized beds for overweight people and for those who cannot lie flat when they sleep.
Pediatric patients undergoing tests for problems such as night terrors or sleepwalking can have their parents stay with them.
"Children often feel more secure if mom or dad is there with them," she said.
To obtain an appointment for a sleep study, Thompson recommends patients talk to their primary care physician who will refer them to a specialist, if needed.


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Please visit our website to see more pictures cyclamencottage dot com
A unique haven in Malacca city, Cyclamen Cottage is just 5 minutes drive from famous historical sites like the Stadhuys. With a sprawling lawn, it houses 11 rooms beautifully furnished with antique Colonial and Peranakan teakwood furniture to reflect the Colonial and Peranakan charm.
Rooms are from US$30
Please visit our website to see the pictures
cyclamencottage dot com
Thank you
We are opposite the Formosa Garden Hotel.
|Map Legend
|Cyclamen Cottage, a heritage hotel in Melaka B & B


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Marty Brennaman, Hall of Fame broadcaster for the Cincinnati Reds, was asked what his greatest fear was during a Twitter question segment (during the game) and he levelled with us all. "That's a serious question...that's one that, uh, I would not make light of," he says, and holy shit, he is not kidding.
Thanks to LaymanJohn7 we got to hear "One of the big fears I have is dying in a hotel room by myself....as the pitch is strike one on a check swing that didn't check in time..." on the radio during a baseball game.
When I first heard this I thought it was at least some pre-game segment or something, but Marty just weaves the bleak reality of a life lived shuffling between hotels with play-by-play of a fucking baseball game. Which, my God, has got to be one of the darkest things said during a Reds-Cubs game.
Photo Credit: Getty Images


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Look out Steph Gilmore and Mick Fanning!
Rip Curl team riders Tyler Wright and Gabriel Medina cemented their status as two of the planet's most exciting young surfers with victories in the International Surfing Association (ISA) Under 18 World Championships in Piha, New Zealand today.
In winning today, Wright, a 15-year-old from the northern NSW town of Lennox Head, bettered 3-time world professional champion Stephanie Gilmore's results in the junior ranks.
Wright's triumph today comes on the back of her win in the same event last year in Ecuador, and a runner-up finish as a 13-year-old in 2008. (Gilmore was 4th as a 15-year-old, then won consecutive ISA World Under 18 titles as a 16 and 17-year-old, and has since gone on to win three consecutive ASP World Titles before the age of 22.)
"I feel on top of the world," Wright said. "It's two years in a row for me in one of the highest level of competitions there is. It was a tough final, so I'm just really happy with the result. It felt unreal to be chaired by my team once I got to the beach. I feel privileged."
Wright is already the owner of the record as the youngest ever winner – male or female – of an open age professional competition, after her victory in the 2008 Beachley Classic World Tour. Coupled with the last 2 Australian Under 18 Championships, plus runner-up finishes in the 2008 and 2009 ASP Australasian Junior Series, the teenager's trophy cabinet is already bulging.
Back in New Zealand, Brazilian 16-year-old Gabriel Medina produced an absolutely stunning performance in claiming the Boys Under 18 Title, scoring an incredible 19.90 points out of a possible 20 for his best two rides, one of which was awarded a perfect 10. His three opponents in today's final were all left in the South American's wake, none being able to match even Medina's third and fourth best rides – a 9.4 out of 10 and an 8.5.
A very limited English speaker, Medina said: "I'm feeling so good, I'm so happy. The waves were so good for airs. I just love New Zealand."
Medina's meteoric rise began this time last year with a 2nd place finish in the Under 16 Boys division of the ISA World Junior Championships in Ecuador.
Two months later, he became the youngest male champion of an open age pro competition with a win in the ASP 6-star World Qualifying Series Maresia Pro at Praia Mole in Brazil.
Then in October at Hossegor in France, the quietly spoken teen took out the Quiksilver King Of The Groms, scoring two perfect 10s in the final. Finally, just two weeks ago, he was a semi-finalist in the ASP World Pro Junior Championships in Sydney.
Hawaii team rider Koa Smith almost made it a Rip Curl clean sweep of the ISA Titles earlier today, when he placed third in the final of the Under 16 Boys division, behind Australian Matt Banting and the USA's Jake Halstead.


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Accenture Financial Services' Global Distribution & Marketing Consumer Survey gathered the views of nearly 33,000 insurance customers across 18 markets. The research provides invaluable insights about how customers want to interact with their insurers across the consumer journey.
We speak to Erik Sandquist, managing director in Accenture's Distribution and Marketing practice, about the shifts in consumer behavior and expectations highlighted in this report, and what they will mean for insurers as they rethink their distribution models in both the near and long term.
This survey is particularly interesting because it tells us, in the customer's voice, what consumers want from their insurance providers. What is the single most important insight to be gleaned from the research?
The study shows that insurance customers remain price sensitive across the home, auto and life segments, yet they are increasingly open to more personalized services from their providers if these add value to their lives. In an age when demand for insurance remains subdued, insurers have an opportunity to use digital connectivity, the Internet of Things and cognitive computing to create services and products that stretch well beyond the traditional insurance value proposition, which centers around risk indemnification.
Given that insurance has become more commoditized, how can insurers defend their margins, differentiate themselves from competitors and improve their relevance?
While competitive pricing remains the primary driver for loyalty, consumers are telling us that they have a strong appetite for value-added services that make use of real-time data. Our research shows that many customers would appreciate advice that enables them to live safer and healthier lives every day—for example, while driving, at home, when managing their health or running a small business.
Many of these opportunities harness the Internet of Things for granular tracking of customers' daily behavior to help them reduce risks and price for risk more accurately. But succeeding with this sort of offering demands that insurers collaborate with and obtain data from device owners and data partners.
The 2013 research showed that many insurance customers were willing to buy insurance from non-traditional providers. Is this trend gaining momentum?
Indeed, more insurance customers are willing to consider alternative distribution channels, whether that means buying policies from a bank, a supermarket or a digital platform company like Amazon or Facebook. Insurers must give serious thought to how they can achieve sustainable differentiation and retain their customers' trust and loyalty.
They could partner with some of these companies as new distribution channels, or they could look at reinforcing their traditional agent or direct channels with digital capability, automation, and intelligent solutions to improve their customer experience. One thing is clear: They need to look at how they can leverage big data and real-time analytics to offer a more personalized—yet more simplified—purchasing, policy service and claims experience.
Some leading insurers are taking an ecosystem-focused approach to capitalize on consumers' enthusiasm for high-value, real-time or high-frequency interactions that reduce their risk and help them lead healthier and safer lives.
Because they today interact with customers infrequently and lack the competencies required to deliver on these new value propositions, many insurers are likely to partner with other companies to deliver these services to consumers. The early movers have the opportunity to secure favorable relationships with partners and to play a leading role in defining the shape of the future ecosystem.
You mentioned the potential role of cognitive computing in new insurance products and experiences. But how open are consumers to getting advice from a computer?
The research indicates that 74 percent are very or somewhat willing to receive computer-generated advice about the type of insurance coverage to purchase. Many insurers will find this to be an appealing opportunity because of the high cost of brokers and human advisors.
This kind of advice is not just a play for the middle market; our research shows that consumers with the highest income levels are most willing to receive computer-generated advice, both with respect to insurance coverage and to retirement planning recommendations. Insurers can use data—digital, social, behavioral, or information provided by the customer—to target and acquire customers digitally and provide them with an outstanding customer experience.
The trends point the way toward insurers becoming "everyday insurers"—offering an experience that is highly personalized and relevant within the context of customers' daily lives. But many fear putting their traditional revenues at risk. How should they manage their evolution to new business models?
We advocate a two-speed approach to innovation. While investing in and testing new models, insurers should continue to optimize the cost and efficiency of their current distribution network since it will remain both a core strength and a significant contributor to their cost base.
There is no doubt that customers are turning increasingly to digital and mobile channels to research their insurance options and request quotes. But it is just as clear that they continue to value human advice, and many prefer to buy their insurance from an agent or broker. An omni-channel distribution model that combines online and mobile channels with agents and contact centers therefore continues to have high potential.
It will enable them to strengthen the digital reach and quality of advice of their physical network, while promoting more convenient, lower-cost channel options for low-value interactions. We call this hybrid the "phygital" model. When it works effectively, customers transfer smoothly between channels, and physical channels are able to drive higher value, long-term advice-led relationships with their customers.


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Rays' Wild ride stops by Mo's Cathedral farewell
ST. PETERSBURG -- There's nothing the Tampa Bay Rays would like better than to spoil Mariano Rivera's long and final farewell at Yankee Stadium this week, but this is far down their list of priorities.
The Rays, on a rampage of sorts, open a three-game series against the Yankees on Tuesday night with securing a trip to the postseason by nailing down a Wild Card berth their mission.View Full Game Coverage
ST. PETERSBURG -- There's nothing the Tampa Bay Rays would like better than to spoil Mariano Rivera's long and final farewell at Yankee Stadium this week, but this is far down their list of priorities.
The Rays, on a rampage of sorts, open a three-game series against the Yankees on Tuesday night with securing a trip to the postseason by nailing down a Wild Card berth their mission.View Full Game Coverage
The way they're playing, the world's greatest reliever won't even enter their minds. Eliminating the Yankees from a trip to the postseason is more realistic.
The Rays aren't doing it the easy way, but they're getting it done with a vibe in the dugout and clubhouse manager Joe Maddon hasn't seen all season.
James Loney, allegedly getting the day off, ended his R & R when Maddon summoned him to lead off the ninth inning on Monday. He blasted a walk-off home run to right field, igniting a stunning 5-4 victory over Baltimore and the most boisterous Tropicana Field celebration the Rays have staged all season.
The buildup to Monday's dramatic moment started in the wee hours of Saturday morning when the Rays ended an 18-inning marathon with a 5-4 conquest of Baltimore -- 6 hours, 54 minutes of tense baseball.
That propelled them to wins on Saturday afternoon and Sunday. They completed the sweep Monday and jetted off to New York, oozing with confidence and the top spot in the American League's Wild Card battle.
"When you get to these moments and to playoff time and your guys are in to it, you can feel the difference," said a giddy Maddon after the game. "It's an intangible thing, a feeling. It's hard to describe because it's not a solid; it's just there."
The skipper says "at any point in the season I don't think we've had this kind of vibe, expecting something good to happen and a positive outlook."
Then, sounding like a college professor describing a philosophy, the always deep-thinking Maddon said: "You take it to another level mentally. This is not a physical thing. The mind's got to work first. If the mind is functioning properly and you're breathing well, you've got a chance to do these [great] things."
With center fielder Desmond Jennings unavailable because of a hamstring problem, Maddon concocted a makeshift lineup that included the versatile Ben Zobrist in left field.
That was a stroke of genius.
Zobrist, arguably the Most Valuable Player in this talented juggernaut, made two outstanding throws that cut down runners during crucial moments late in the game. He threw out pinch-runner Alexi Casilla at the plate in the seventh inning and in the eighth cut down a daring Matt Wieters who was trying to stretch a double into a triple.
Maddon: "I want to say this -- Ben Zobrist's play in left field today won tonight's game. Zo's defense won today's game. Period!"
Zobrist put it this way: "It was definitely one of those games where tension was high late in the game. I think all game long our energy was up as a team. I think everybody stayed with it and was pretty focused, even when we got down. ... We feel like we're going to win games like that. This was definitely a huge, huge series for us. We've got six games to go, and they're just as big."
Baltimore manager Buck Showalter tipped his cap.
"We started off real good on this road trip, then ran into some problems," Showalter said. "Most of that's got to do with Tampa; they played really well."
While the Rays are at Yankee Stadium, their fellow AL Wild Card hopefuls have a seemingly smoother road ahead.
The Indians face the last-place Chicago White Sox Tuesday and Wednesday, then finish the season with four games against the 90-loss Twins. Cleveland was off Monday, so Tampa Bay strengthened their lead in the race to one game.
The Rangers, who've struggled lately, sat 1 1/2 games back, but had a great chance to trim their deficit to one game with a win on Monday in Houston, where they'll face the last-place Astros through Wednesday.
Until the Rays go to Toronto this weekend to end the season, they will have had a stretch of 11 games against teams in contention for a Wild Card.
Nobody would blame the Rays if they were a little bitter.
"I don't even think about it," said Maddon. "It's just the way things work. I know we have some tough teams to beat. That's it. Early in the season everybody was critical of us because we were playing an easy schedule. I really challenge anybody to say the American League East schedule is easy at the end of the year."
And then there's the energy they'll face at Yankee Stadium as Rivera ends his Hall of Fame career there before the Yankees hit the road.
Matt Moore, an All-Star this season, faces the Yankees' Hiroki Kuroda in the first game on Tuesday night.
When Moore arrived in the AL's clubhouse at Citi Field in July, he looked around and spotted the Yankees' celebrated Rivera.
"I told him I felt very honored to be in the same locker room with him," Moore said Monday. "He's so special, so professional. This last homestand for him and the Yankees is very big. For me, it's been very special to play against him."
Moore, 15-4 with a 3.34 ERA, has two remaining starts -- against the Yankees and the final game of the season on Sunday against the Blue Jays.
"I'd like to finish off with two solid starts," he said, adding that if Game 162 becomes a must-win for the Rays in their quest for the postseason "it's going to be the biggest game of my life."
Would Maddon like to ruin these final moments at Yankee Stadium for Rivera?
"I swear it hasn't entered my mind; I haven't even thought about it," said Maddon. "It's about winning as many games as we can. We try to take and understand what it's going to take to get there [postseason]. Going into the series it [thinking about Rivera] could hurt you if you focus on it."
For the Rays, forget about the certain-to-be Hall of Famer.
It's about the present and that is their determination to play baseball in October.
Hal Bodley is the senior correspondent for MLB.com.


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Difference between revisions of "Nkob"
Revision as of 19:07, 14 October 2013
Nkob is a village in Zagora Region, Morocco.
Nkob is the capital village of the Berber Ait Atta tribe. The Ait Atta belongs to Confederation Ait Atta that are spread along Ouarzazate, Errachidia, and Azil Provinces.
The Amazigh Ait Atta are an ancient Berber tribe existent before Arab and Islam entrance in Morocco in the 7th century. The Ait Atta tribe were the most important Moroccan tribes between the 15th and the 19th century.
If you're looking to go deep into the Berber life of south Morocco, Nkob can be quite interesting and offers great experiences.
Get in
By car
Nkob village is located on the road between Ouarzazate and Tazzarine. This is the southern road to connect Marrakech and Erg Chebbi Dunes in Merzouga.
Road Distances to Nkob
You can get a shared taxi from Ouarzazate to Nkob from the Central Bus Station (Gare Routiere d'Ouarzazate). 60 Dirhams per person. 8am.
By bus
You can get a bus from Ouarzazate's Bus Station to Tansikht 40 Dirhams (4 Euros) and from here get a shared to Nkob 12 Dirhams per person 15 minutes ride.
Get around
On foot
You can easily explore the village, and the 2 surrounding oasis:
Don't miss the change to visit Nkob weekly market. Region Berber Sandals, (Near supermarket Dohou and Restaurant Id Bab n'Ali). Theres one shop in Nkob named Ait Atta Shoes from Mr. Oufafa. Price ranges from 120 Dirhams to 150 Dirhams for high quality hand made leather sandals. Henna powder, (Many shops on the main street of Nkob). Moroccan best Henna comes from Nkob so if you're looking for prime quality henna powder this is the best place to get it. You can even buy it at local people's houses as many families have few hectares of henna plantations. henna powder costs 10 Dirhams for 200 grams. Almonds. Nkob is nkown for great almonds organically grown. Women Berber cosmetics and clothing. Many shops on the main street sell local Berber women clothing and cosmetics.
Restaurant Kasbah Ennakhile (Restaurant Nkob). Homemade Berber Food (Homemade Food Nkob), La'aoun Street, 45702 Nkob, Zagora Region, Morocco, ☎ +184.108.40.206.10, [2]. Lunch time from 12pm to 3pm / Diner time from 8pm to 10pm. 100 Dirhams (10 Euros) per person. Not more than 10 people. Booking in advance needed.. Restaurant Merzouga (Food Nkob), (In front of weekly market). Eat traditional homemade food made in a real wooden fire. Great chance to taste authentic Berber cuisine made by Mrs. Fatima. Around 50 Dirhams (5 Euros) per person..
Get out
By car
Nkob village is located on the road between Ouarzazate and Tazzarine. This is the southern road to connect Marrakech and Erg Chebbi Dunes in Merzouga.
Road Distances from Nkob
Other destinations near Erfoud
You can get a shared taxi to Rissani from Tazzarine (and further more Merzouga) just a dozen kms away from Nkob. From Nkob to Tazzarine 25 minutes - 12 Dirhams. 4pm Bus from Tazzarine to Rissani around 40 Dirhams.
By bus


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Ok, so I couldn't leave well enough alone.
I completed my application to graduate school yesterday. Waiting for an acceptance letter is absolutely the worst part of going back to school. It brings up all my old issues about not being good enough. I have eight to twelve weeks to wait for an admission decision. It just might kill me.