text:
Hotline : +88 01823077077
( 9 AM to 10 PM - Everyday )
53 Item(s)
53 Item(s)
Our Partners
Choose the most elegant Jewellery & enhance your beauty: Shop from BAGDOOM.COM
Jewelry completes a woman's clothing. A woman wears confidence in the time she wears the best products. One single piece of necklace or a pair of earring completely changes the woman's look. They love to get it as a gift. BAGDOOM.COM is the most reliable online store to buy for Jewellery price in Bangladesh. It delivers the best quality product in the shortest period. You would get a large variation in Jewellery with a unique design. BAGDOOM.COM is offering an attractive amount of discount on different pieces of jewellery. So, grab the best stylish lates and gorgeous design Jewellery at the cheapest price from BAGDOOM.COM.
From the ancient age, ornaments are considered as the symbol of women's beauty in Bangladesh. Especially, young & middle-aged belles love to wear decorations that match with their getup. Jewelry symbolizes social status & sophistication. So, women want to pick the most exclusive ornament online bd that expresses good taste and radiate the inner beauty.
Jewelry is prepared with the expert hands of the jewelers. Such beautiful jewelries get the honor when they are placed on woman's forehead, ears, neck, hands, and fingers & as well as legs. Those days are gone when gold was considered as the queen of jewelry & earring price in Bangladesh. Now white gold, diamond, silver, German silver, pearl, stone, wooden & metal ornaments are appreciated along with gold Jewellery by the women of the modern age. Due to safety purpose, ladies like to use imitation pieces of jewelry price in Bangladesh than valuable gold jewelries for day to day use.
Jewelry is a mere piece of ornament that is decorated with a precious metal like gold, silver or platinum, gem or artificial stone. Nowadays, Jewellery is of two types-
Precious product Gold, diamond, platinum & silver jewelry are considered as precious Jewellery. Gold is mixed with other high-quality metal which increases longevity as well as the value of gold Jewellery price in BD. Platinum is more expensive than gold. German silver is more demanding & expensive than silver at present. The semi-precious gem-like ruby, jade, amethyst, turquoise, blue topaz, opal, pearl, bloodstone, coral, amazonite, apatite, aquamarine, citrine, agate, malachite, beryl, chrysanthemum, etc are highly used to prepare Jewellery. Such precious jewelries are considered an asset.
Artificial Jewellery is referred to as imitation custom made Jewellery. They are crafted using metal, wood, glass, colored stone or sometimes flower, etc. Artificial jewelry is comparatively cheap in comparison with precious jewelries. So, people of different ages & different incomes would comfortably afford them. Artificial is more casual in design for daily wear anklet price in Bangladesh. It is warmly welcomed for spectacular design along with the price.
Earring: A pair of earrings is one simple decorative ornament that completely changes one's look. BAGDOOM.COM provides the large variation in earring bd like dangle earring, pearl earring, trendy stoned metal earring, exclusive silk thread earring, embroidered earring, vintage jhumka in reasonable price.
White stoned metal necklace, pearl necklace set, turquoise stone tassel neckpiece, metal tassel necklace, oxy & crystal neckpiece, coin necklace, choker, vintage zinc alloy neckpiece are available at bagdoom.com with the necklace price in Bangladesh.
The pendant makes them look smarter. Zircon pendant, white stoned metal pendant, double layered pendant, antic bead setting pendant, exclusive crystal pendant are accessible. So, order your favorites from our extensive pendant collection in BD at Bragdoom.com.
Ring: Ring is designed to wear in finger & toe. It has immense significance in human life. For example, A couple starts their life with a proposed ring. They exchange a finger ring on the ring exchange ceremony or engagement that is placed as a wedding ritual. Antique ring price in BD, silk thread ring, valentine ring & metal ring is available. Rings are mostly adjustable.
Bangles are traditional ornament which a lady wears around her wrist. One can wear a bracelet with traditional sari & western Kurti both. Jhumka churi, metal bracelet price in Bangladesh, silk thread bangle are available on discount.
Flower shape hair band, Rajasthani mang tikka & elegant flower crown are available. The range is from Tk. 150 to Tk. 400
Bagdom.com offers almost 1400 Jewellery of different items ranging from Tk. 20 to Tk. 4000. Once you go through the page, you would definitely love the design for such a reasonable price. Bagdom.com is also providing a discount on ornaments up to 88%. You can order Indian Jewellery here which is really a good opportunity. BAGDOOM.COM ensures 24/7 service throughout the country. It takes the little amount of delivery charge & delivers quality products in a short time. So, enjoy spectacular Jewellery from BAGDOOM.COM at the cheapest price.
Please wait...
"Item(s)" has been added to your bag.Continue shopping View bag & make payment


text:
Boston mobster Whitey Bulger gets life in prison
BOSTON >> Boston mob boss James "Whitey" Bulger has been sentenced to life in prison for 11 killings and a string of other charges including extortion and money laundering.
The 84-year-old called his trial this summer a sham and declined to testify there or at his sentencing hearing.
On Thursday, Judge Denise Casper told Bulger his crimes were "heinous" and "all about money." Bulger looked directly at her, listening intently.
She then sentenced him to two consecutive life sentences, plus five years.
The sentencing ends a sordid chapter in Boston history featuring FBI and government corruption that helped Bulger continue a reign of terror for decades and flee the city just ahead of an indictment. He was a fugitive for more than 16 years until he was captured in Santa Monica, Calif., in 2011.

subset: commoncrawl


text:
Bolivian President Evo Morales is the latest to welcome "NSA leaker" Edward Snowden, Reuters reports.
Morales said on Saturday he would grant asylum, if requested, to former U.S. intelligence agency contractor Edward Snowden.
Presidents Daniel Ortega of Nicaragua and Nicolas Maduro of Venezuela said Friday they were also willing to grant asylum to NSA leaker Edward Snowden.
Snowden has asked for asylum in several countries, including Nicaragua and Venezuela.
"As head of state, the government of the Bolivarian Republic of Venezuela decided to offer humanitarian asylum to the young American Edward Snowden so that he can live (without) ... persecution from the empire," Maduro said, referring to the United States. He made the offer during a speech marking the anniversary of Venezuela's independence. It was not immediately clear if there were any conditions to Venezuela's offer.
In Nicaragua, Ortega said he was willing to make the same offer "if circumstances allow it." Ortega didn't say what the right circumstances would be when he spoke during a speech in Managua.
He said the Nicaraguan embassy in Moscow received Snowden's application for asylum and that it is studying the request.
"We have the sovereign right to help a person who felt remorse after finding out how the United States was using technology to spy on the whole world, and especially its European allies," Ortega said.


text:
Afrika-Missions-Verein (Africa Missionary Society) was organized in 1934, reorganized in 1935, as a private Canadian Mennonite Brethren mission board to operate the Bololo, Congo, Mission. On 1 January 1944, it turned the work over to the Foreign Mission Board of the Mennonite Brethren Conference. The Bololo Mission had been founded in 1933 as a private faith venture, but when the Conference Mission Board refused to take it over in spite of the appeals of the missionaries, the Society was organized to do so. The Society was managed by a board of directors with the following officers: G. J. Reimer secretary, and H. H. Janzen chairman. Its organ was Der Kleine Afrika-Bote, 1935-1943.
Peters, G. W. The Growth of Foreign Missions in the Mennonite Brethren Church. Hillsboro, KS, 1947: 97-103.
|Harold S Bender
|Date Published
Cite This Article
MLA style
Bender, Harold S. "Afrika-Missions-Verein." Global Anabaptist Mennonite Encyclopedia Online. 1959. Web. 30 Nov 2020. https://gameo.org/index.php?title=Afrika-Missions-Verein&oldid=165969.
APA style
Bender, Harold S. (1959). Afrika-Missions-Verein. Global Anabaptist Mennonite Encyclopedia Online. Retrieved 30 November 2020, from https://gameo.org/index.php?title=Afrika-Missions-Verein&oldid=165969.
Adapted by permission of Herald Press, Harrisonburg, Virginia, from Mennonite Encyclopedia, Vol. 4, p. 1057. All rights reserved.
©1996-2020 by the Global Anabaptist Mennonite Encyclopedia Online. All rights reserved.


text:
Services on Demand
Related links
- Cited by Google
- Similars in Google
PER: Potchefstroomse Elektroniese Regsblad
On-line version ISSN 1727-3781
PER vol.15 n.1 Potchefstroom Jan. 2012
The use of a therapeutic jurisprudence approach to the teaching and learning of law to a new generation of law students in South Africa
E FourieI; E CoetzeeII
IElmarie Fourie. B.Proc ADL LLM. Lecturer, Department of Public Law, University of Johannesburg. Email: firstname.lastname@example.com
IIEnid Coetzee. BIur LLB LLM Mphil. Lecturer, Department of Private Law, University of Johannesburg. Email: email@example.com
There is a new generation of students, and we need to continue to expose them to the profession and make an effort to help them be more well-rounded - to help them think, to learn to be lawyers, to understand ethics, to work through the realities of having a professional role and having their own professional appreciation about what is important to them.1
1 Introduction
In rapidly changing social, economic and intellectual environments it is imperative that teaching and learning should transform themselves from being primarily concerned with the transmission of knowledge (learning about) to being primarily concerned with the practices of a knowledge domain (learning to be). Law lecturers are faced with a new generation of law students, many of whom may be the first in their families to enter university,2 and one of the important challenges that we face, when educating law students, is how to enable these students to take their place in a very important profession. To meet this challenge it is necessary to instill skills that will be beneficial to the profession, future clients and the community as a whole. We are endeavouring to do so through embracing a therapeutic jurisprudence approach that focuses on the well-being of the student, the client and the community. The concept is explained on the website of the International Network on Therapeutic Jurisprudence as follows:3
[T]herapeutic jurisprudence concentrates on the law's impact on emotional life and psychological wellbeing. It is a perspective that regards the law (rules of law, legal procedures, and roles of legal actors) itself as a social force that often produces therapeutic or anti-therapeutic consequences. It does not suggest that therapeutic concerns are more important than other consequences or factors, but it does suggest that the law's role as a potential therapeutic agent should be recognised and systematically studied.
The integration of therapeutic jurisprudence throughout the law student's studies, starting at orientation and continuing through the final-year clinical experience, will enhance the outcomes for all of the parties involved. A therapeutic jurisprudence approach combined with teaching and learning methods that include the transformation from a primary concern with the transmission of knowledge to a primary concern with the practices of a knowledge domain will enhance the student's interpersonal skills and writing and reading skills.4
Teaching methods include role-play, the purpose of which is to transform knowledge so that it becomes more than a set of half assimilated facts, thereby equipping students with enquiring minds and creating a learning environment that supports collaboration and encourages students to act purposefully in a professional environment.
This article discusses the teaching of first-generation students and how to overcome the existing social, cultural, economic and linguistic barriers, using a therapeutic jurisprudence approach, while upholding guiding values, such as integrity and respect for diversity and human dignity. The constitutional imperative of access to justice for all underlines the importance for law teachers to incorporate therapeutic jurisprudence in their teaching methods from the first year until completion of the students' studies. The therapeutic outcomes achieved by teaching through a therapeutic lens would contribute to the national goal of improving access to justice in our country.
2 Contextual factors
2.1 Student profile
Many students start their first year of study without any family support, as they live in rural areas far from the university. Data from 2011 indicates that 46.27% of students are first-generation students. A first-generation student at the University of Johannesburg (UJ) can be described as the first person in his/her family to enter higher education, or a student who has a sibling at university.5 The average first-year student at UJ typically commutes, is a first-generation university entrant and was not a very diligent school pupil.6 As Corrigal7 states, these students carry their own unique brand of baggage in a country that emerged in 1994 from nearly 50 years of apartheid. Young black students living in a post-apartheid society try to meet the high expectations set for them. Many of their parents have sacrificed their own youth to ensure a brighter future for this generation. This student therefore carries a heavy burden as he/she is expected to surpass the previous generation in every way.8
A number of first-generation students are from rural areas and low-income households. These students and their families display a lack of familiarity with and knowledge of campus life, culture, norms and academic expectations.9
2.2 Millennials
Millennials (or the so-called generation Y) display unique characteristics - they are ambitious, demanding,10 seldom follow instructions, are reluctant to use sources other than the internet,11 and crave encouragement and continuous contact with their lecturers.12 Unfortunately, these characteristics are not always ideally suited to the characteristics required of a law student to be successful at university. With their questioning minds and frequent outspokenness, generation Y has certainly required law teachers to rethink their teaching methods, and law teachers should strive to deliver a well-rounded student who meets the requirements of a very competitive legal profession. Typical requirements of the legal profession include skills such as the ability to think analytically, to be persuasive, to present an argument logically and the possession of excellent communication skills.
3 Developmental interventions
3.1 The role of orientation for all university entrants
As a result of the general unpreparedness of first-year students, the University of Johannesburg, and more specifically the law faculty, introduced an orientation programme for all first-year students, which programme takes place prior to the commencement of their first academic year. Although orientation plays an important role for all, it provides valuable assistance to first-generation students ill-prepared for the many challenges posed by tertiary education.
During compulsory first-year orientation, students are made familiar with the tertiary institution, student life and services offered. A university which offers one-on-one career advice, academic advising sessions and developmental interventions plays a vital role in enhancing academic success.13
Academic language is another factor that poses a threat to the success of the first-generation student. Concepts relating to the structure of the university (such as "dean", "professor") and other academic concepts such as plagiarism are often foreign concepts to first-year students. Students should therefore be encouraged to develop their language abilities in the academic environment. Learning support, already introduced during orientation and throughout the first year in the form of additional skills workshops,14 innovative teaching practices and continuous assessment practices, plays an important role in the development of these academic language skills.15 Although it is important during the orientation process to introduce students to various academic and social skills, such as taking class notes, getting to know their fellow students, library orientation, the integration of different sources, and computer literacy, the development of skills should be ongoing and not limited to orientation. The orientation process as a social force has an important initial therapeutic outcome, as it focuses on the well-being of the student, thereby making it possible for the student to strive to reach his or her full potential.
3.2 Learning communities and a student-awareness approach
As many of these students do not have a prior link with the university, the establishment of learning communities involving them offers an important aid. Students can engage with other students in the classroom and with tutors (senior law students) and mentors (postgraduate students) to enjoy the benefit of being in an engaging and stimulating environment. Often social networking provides an important tool for supporting learning communities, as students can use electronic communication to pose their questions to a wider audience.
Activities such as mooting can promote learning communities. With this activity, students are divided into groups and have the opportunity to engage with their fellow students and tutors (senior students) in preparing for a final assessment. Tutors can share their knowledge and experiences through mooting, thereby facilitating the social integration of all students in the law faculty. Participants in previous mooting competitions often assist in the mooting preparation of first-year students by offering additional tutorials and other workshops. It is important for students to engage meaningfully and willingly with learning content as part of a broader supportive collaboration within the learning environment. They should also learn to act purposefully in such an environment. By developing and enhancing learning communities, students are helped to overcome both the academic and the personal obstacles they may face at tertiary institutions.
A student-awareness focus is another important factor to consider when one teaches first-generation students. Studies indicate that a holistic approach by advisors, which includes a personal approach by academic staff and peers, produces positive results.16 In the course of this approach first-year students are introduced to their lecturers, administration staff, tutors and second-year students during compulsory first-year orientation. The fact that there are large numbers of first-year students can present difficulties to student advisors and members of the faculty, but having an open-door policy on the part of first-year lecturers and tutors offers a solution.
The authors recommend that when large numbers of first-year students are being dealt with, the use of student representatives selected by the mass of the students provides a valuable link between lecturers, students and tutors. First-year students select five or six representatives to form a first-year committee, thereby also developing and enhancing their leadership skills. During regular meetings involving lecturers and tutors, problems are identified, social events are planned and community projects established. This contributes to a number of important outcomes such as the development of leadership skills, and it promotes the well-being of students in the community.
3.3 The early identification of at-risk students
The early identification of students at risk should be a priority with first-generation students and/or students who are ill-prepared for tertiary education. Continuous assessment provides the opportunity for early identification, and identified students are offered additional support before their first formal assessment. Applying continuous assessment and a variety of assessments as part of the evaluation practices for a law course ensures that the students are equipped to deal with the various challenges and difficulties they are likely to experience. It is very important for a law student not to perceive knowledge as merely a static product of informatio production and consumption, but as a process and an instrument of inquiry to solve problems.17
Learning communities and the early identification of students at risk as part of developmental interventions offer invaluable solutions to alleviate the difficulties encountered by first-generation students and students who are ill prepared for higher education.
4 Diverse teaching methods and innovative design
At its core, education is about learning. Every educator, legal or otherwise, must at the same time be both a teacher and a student in the learning enterprise.18
Students are diverse in their learning styles. The factors that can influence a student's learning style include age, culture, levels of education and the ability to internalise information.19 However, as lecturers are also diverse in their teaching style, students should be encouraged to adjust to a variety of learning styles.20 An assumption that the learning needs of all students are similar may lead to higher failure rates in the first year. 21
First-year law modules22 could include the following innovations relating to the design and delivery of the curriculum and learning materials:
(a) theory (i.e. weekly lectures and written academic assignments - learning about);
(b) practical exposure (learning to be) (i.e. Court visits and guest lectures by members of the legal profession - students are taken to the Magistrates' Court, the High Court and the Constitutional Court.). Learning occurs in a variety of modalities and in or at many locations. Students learn about the court structure and interact with members of the profession, thereby seeing and experiencing the legal world they will one day enter.23 This learning to be activity is complemented during the year by guest lecturers, judges and state advocates, addressing the students in class. All students attend a career exposition during the year, where different law firms and public sector employees take part in a career exhibition, advising and counselling students about career opportunities.
(c) skills training (learning to be). This includes library orientation, computer training, participation in moot court activities and letter writing.
5 From learning about to learning to be
Generation Y actually prefers learning to be to learning about24 and they are often motivated by solving real-life problems.25 The learning strategy of the University of Johannesburg sees teaching and learning as shifting from a primary concern with the transmission of knowledge (learning about) to a primary concern with the practices of a knowledge domain (learning to be). As Amory, Gravett and Van der Westhuizen26 remark, significant learning is learning that will enable students to act purposefully in future situations, whereas learning about entails the learning of subject theory, such as concepts and facts.
Learning to be promotes the application of theory to analysing real-life problem situations. To encourage learning to be from the first year, we provide students with real-life problem situations for both mooting and during formal assessments as well as various role-play exercises to support this principle. In supporting a meaningful, integrated approach to teaching, the development of these skills should be expanded on during each consecutive year of study, until final-year students are then exposed to practical experiences in the law clinic. Students often ask why they have to study this or how it will assist them in their careers one day. Through learning to be activities such as mooting, role-play27 and court visits, students are able to connect these activities to the real-life tasks of a legal professional. Students soon discover that there are vast differences between learning about the law and learning to be a lawyer.
When faced with the set of facts provided for mooting, students have to face different realities. First they have to deal with a client (tutors can act as clients during role-play in class), and thereafter with their group partners. Finally, they have to face the presiding officer during the moot court proceedings. In this way they are introduced to developing interpersonal skills. Students are thus given the opportunity to see a connection between their own goals and the broader concerns of the discipline of law.
Although it is often difficult to promote learning to be in large classrooms, technology and an integrated tutor and mentor programme provide for innovative learning. As the facilitator during learning to be activities, the lecturer fulfills an important role. It is imperative to create a passion for the law among students and an awareness that they could one day change the world, be it on a large or a small scale.
5.1 Learning to be and teaching therapeutic jurisprudence
Learning to be creates many opportunities to learn various jurisprudential skills, such as letter writing, and engaging in the proceedings of the moot court and the law clinic. It focuses primarily on the processes of law as well as the outcomes for the legal actors (the students) as well as those who are the subjects of the legal processes, namely the clients.28 By teaching our students through the lens of therapeutic jurisprudence, we enhance the outcomes for all interested parties.
5.1.1 Letter writing: An important tool in teaching therapeutic jurisprudence
Although the generation Y student is an excellent communicator in terms of instant text messaging and e-mails, letter writing - one of the most important tools of a legal practitioner - proves more challenging.29 Because students display poor writing and reading skills, the teaching and learning of this important communication skill often proves challenging to both law lecturers and students. As Phelps states: 30
[L]anguage remains irrevocably central to the law and rather than lament our lot, it is surely wiser to roll up our sleeves and get about the task of teaching legal writing more effectively.
Teaching letter-writing skills to law students presents the lecturer with an opportunity to integrate valuable therapeutic jurisprudence principles in the teaching. A therapeutic jurisprudence approach concentrates on the law's impact on the emotional life and psychological well-being of all of the participants,31 whereas the focus of the drafting of letters and other legal documents must primarily be on the emotional well-being of the client. It is important to introduce the purpose32 and fundamentals of therapeutic jurisprudence as early as in the first academic year, as this cultivates an awareness of the importance of the client-lawyer relationship and contributes towards a latent culture promoting the psychological and physical well-being of the people involved.33
During their engagement in the integrated learning approach, first-year students receive a set of facts in preparation for a moot court. The set of facts poses a family and child law dispute, normally highlighting sensitive issues in the community (such as the alcoholism of a parent, or child or drug abuse) and alerting the students to the interdisciplinary nature of the different branches of the law. Students are required to argue on aspects involving matters concerning the best interest of the child in care (previously referred to as custody), an aspect of utmost importance considered by our courts. As part of their family law course, students become aware of the fact that parents, before seeking court intervention, must first attempt to agree on a parenting plan determining the exercising of their respective responsibilities and rights in respect of the child.34 In preparing a parenting plan, parents must seek the assistance of a family advocate, social worker or psychologist, or mediation through a social worker or other suitably qualified person.35 From their first year students must learn that therapeutic methods of problem solving are available, which will benefit the well-being of the child.
By addressing sensitive issues, students are made aware of their role in improving our legal profession and of the important characteristics that a lawyer should display, such as a sensitivity to the client's emotional state, being supportive, and establishing a relationship of trust with the client.36 Students are then required to represent one interested party in respect of the care of a child. At the initial phase of preparation students are required to draft a letter to either the applicant or the respondent confirming their instructions.
Students are taught the importance of identifying their audience and writing in plain language. This skill is valuable as in eventual practice their client may come from any of the diverse population groups of South Africa. By creating this awareness we are enhancing the much-required analytical skills of our students. Once again, teaching these skills to generation Y requires innovative educational skills. We need to support their strengths by creating a teaching environment that will support, enhance and develop their unique attributes. The authors advocate that writing skills should be taught throughout all the years of the law degree (not just in the first year), and should form an integral part of their studies.37
5.1.2 Moot court
Wexler explains that from a therapeutic jurisprudence viewpoint, the law itself can be a potential therapeutic agent.38 It is a perspective that regards the law (rules of law, legal procedures, and the roles of legal actors) itself as a social force that often produces therapeutic or anti-therapeutic consequences.39 Mooting (as a legal procedure) can be regarded as a social force that may present a therapeutic opportunity. A number of therapeutic outcomes may be achieved through mooting.
Students are taught to critically analyse a case study (an inquiry to solve problems) and advise clients accordingly, both in formal assessments and by employing role-play. If they are provided with a set of facts relating to a real-life case (between 10 and 15 pages long), they may start developing the required skills such as the ability to engage in critical analysis.
Through mooting, students experience knowledge not as a static commodity exchanged in a process of production and consumption, but as a process of inquiry to solve problems. This they experience by preparing a case on behalf of a client and working in a team. Students apply the substantive and procedural law to real-life situations (learning about and then learning to be), thus acting out their future roles as litigators.
We can evaluate mooting as a therapeutic learning experience against a checklist provided by Herrington, Oliver and Reeves:40
(a) Real-world relevance: During the mooting activity students are given a real-life problem, providing them with real-life tasks that lawyers encounter on a daily basis. To solve the problem, students are required to apply the knowledge they have gained through research.41
(b) Ill-defined problems: The set of facts that students receive for moot court always involves a family law dispute regarding the care of a child. Students are required to represent one of the interested parties in respect of such care.42 Students are encouraged to ensure the emotional and psychological well-being of the child, thereby guaranteeing a therapeutic outcome.43 There is no definite solution to the problem and the presiding judge will make a decision based on the arguments submitted by the students.
(c) The authentic activities they are required to perform comprise complex tasks to be investigated over a sustained period of time: The students spend between two and three months analysing, researching and eventually presenting on the set of facts provided for mooting. They start with writing a letter to the client confirming instructions, and work towards the final product of drafting and presenting the heads of argument in moot court.
(d) Other activities provide the opportunity for the students to examine a task from different perspectives by using a variety of resources. The task requires students to examine the problem from a variety of theoretical and practical perspectives rather than implying that they must adopt a particular view in order to be successful. Students often have to research sensitive social issues such as alcoholism, autism, HIV/Aids and drug abuse, and this provides them with the opportunity to research across disciplines. They are able to discover and create new knowledge for themselves, which often results in the retaining of knowledge for a long time. A lawyer routinely has to research beyond the scope of the law. To succeed with this task, students need to use a variety of resources, primary and secondary, national, foreign and international. Research skills are thus promoted through extensive library orientation, supporting an integrated approach.
(e) Students have the opportunity to collaborate with fellow students, students from other universities (this is applicable only to the students selected to participate during international moot court competitions), tutors, lecturers and legal professionals such as judges, advocates and attorneys.
(f) Learning to be or authentic learning allows students to reflect on their learning. Students are assessed by their fellow students and peers. Because their appearances in moot court are videotaped students have the opportunity to reflect on their learning. When students appear in court it is an open court and fellow students or members of the public can attend. As Hattie44 highlighted, the most effective way of improving learning is for teachers to encourage students to self-report on their learning and to question whatever that they do not understand.
(g) Students are assessed on a final product in court by a presiding officer in a real-life court scene. Students are dressed in robes and must comply with court formalities, procedures and etiquette. When delivering the complete product, students are required to integrate substantive and procedural law and display writing and oral advocacy skills. This approach encourages integrated assessments.
(h) The student delivers a final product in the end by delivering arguments in court. Students may be interrupted by the presiding officers and must then be able to respond to questions persuasively and speedily, simultaneously adhering to court etiquette and formalities when addressing the court. By delivering oral arguments learners are able to communicate their knowledge to others, thereby demonstrating their understanding of the subject at hand.45
(i) This learning to be exercise allows for a variety of outcomes, depending on the students' research and arguments.
During this process students realise what their personal and professional strengths and weaknesses are. The process furthermore provides them with the opportunity to develop strategies that will enhance their performance. Students experience the exercise of mooting in different ways. While some students are born with the ability to employ the necessary skills, other students may have to acquire the above-mentioned skills by studying and practising. A third group of students follows the correct procedure and applies the correct skills; however, they do not show a preference for any in particular. A number of students may even resist the whole exercise.46
A work ethic47 is created through mooting, and students often realise that law is not just about financial rewards, but the ultimate reward of contributing to the enhancement of society. The impact of a therapeutic jurisprudence approach on the development of the legal skills of law students48 through their years of study proves to be beneficial to the clients encountered at the law clinic. It is at the law clinic that the students can apply the skills that they have acquired. The therapeutic jurisprudence practices that have been instilled in them will enable them to focus on the well-being of the client and the community as a whole.
6 Clinical legal education (law clinic)
Clinical legal education is another form of therapeutic jurisprudence, as it focuses on the client, the student and the community.49 The aim of a legal clinic is to provide free legal services to the community and at the same time to give law students the opportunity to gain valuable experience under the supervision of a qualified legal professional. Clinical education provides students with opportunities to learn and apply substantive and procedural law, exposes them to the challenging realities of a legal practice and confronts them with issues of professional responsibility.50
The experience gained through this process prepares students for an entry level of competence in the legal profession.51 Clinical legal education as seen through a therapeutic lens provides a number of important therapeutic outcomes:
a) Students learn to interview clients effectively. The learning process entails the following:
(aa) establishing an attorney-client working atmosphere;
(bb) eliciting a description of the client's problem;
(cc) eliciting the client's goals and expectations;
(dd) analysing the client's problem;
(ee) allowing the client to make an informed choice concerning the action to be taken; and
(ff) bringing the interview to a satisfactory conclusion.52
Students must be attentive to their client's needs,53 express empathy, learn how to read body language and be able to communicate effectively and sensitively.54
According to Gould there are three tasks in counselling where students can apply therapeutic jurisprudence principles.55 The first is to define and set goals for the counselling session. Students must consider the possible therapeutic and anti-therapeutic effects of their meeting and the desired outcome.56 The second is to reflect on the legal and non-legal steps to be taken to ensure a therapeutic outcome. Students can formulate different legal strategies from which a client can make an informed decision as to the relevant legal issues.57 Lastly, students must evaluate whether the steps needed to affect a therapeutic outcome were acceptable to the client and the student or whether alternative steps should have been taken.
b) As the most disadvantaged in society normally obtain access to justice at law clinics, students learn to demonstrate sensitivity towards clients from a range of social, cultural, economic and linguistic backgrounds. As legal professionals they will encounter clients from diverse backgrounds and must acquire the skill to communicate meaningfully and thereby address the needs of the client.
c) Students now have the opportunity to apply and improve the interpersonal skills they obtained during their years of study, for example by interviewing clients. Interpersonal skills are enhanced, as students must demonstrate the capacity to work with fellow students, peers, legal professionals and the community. Acquiring this skill will in future assist in a therapeutic legal practice.58
d) Legal writing is an important component of clinical education. Since students are required to draft letters to clients during every year of their studies, they may apply the letter-writing skills now acquired. The skills obtained through previous mooting activities can prove very valuable to the clinical student when he or she drafts legal documents.
e) Students learn to approach problem-solving effectively through the real-life problems experienced by law clinic clients. After the initial interview, students are required to analyse the client's problem and undertake research regarding the applicable substantive and procedural law. The student must recommend a course of action to the supervisory legal professional. When an approach is decided upon, the student must execute the strategy to the satisfaction of the client.
f) Students are assigned a small case load of four files, and these clients remain with them for the duration of this internship, thereby ensuring the emotional well-being of the client through an 'ethic of care'.
g) It is important that students reflect on their experience at the law clinic. Students must ask if the law or legal procedure that they applied has produced the greatest sense of well-being for the client.59
h) Clinical legal education practised through a therapeutic jurisprudence lens places the focus on the client and the community. A vital therapeutic outcome for the broader South African society is achieved, namely to provide the community with access to justice.
7 Conclusion
In South Africa, law lecturers face many challenges in teaching law students and first-generation students. These challenges are exacerbated by the difficulties engendered by the student's diverse social, cultural, economic and linguistic backgrounds. Developmental interventions, such as the offering of orientation programmes, the establishment of learning communities among students, fostering a student awareness approach, and the early identification of at-risk students are important tools to alleviate the difficulties experienced by these students. Passionate teachers will produce passionate students and realise that they have the power to transform thoughts, policies and lives. Students should be reminded that law is not just about financial rewards, but about the ultimate reward of contributing to the betterment of society.
The legal profession expects us to produce a well-rounded student for entry into the profession. This necessitates a change in teaching methods to ensure that the student is aat least competent when entering the legal profession. Therapeutic jurisprudence creates the opportunity for the lecturer not only to equip the student with the skills required by the profession but to implement teaching methods that will prove to be beneficial for all of the role-players involved. Skills that are honed from their first year, namely legal writing and oral advocacy skills, create the opportunity for the student to develop to their full potential. In order to support a meaningful, integrated teaching approach, the students' skills are developed during each year of study. This can prove beneficial to all role-players during clinical education, where the student has the opportunity to apply the acquired skills in real-life situations. The impact of a therapeutic jurisprudence on the development of legal skills can now be measured through the student's ability to focus on the well-being of the client and the community.
Baker G "Do you hear the knocking at the door? A 'therapeutic' approach to enriching clinical legal education comes calling" 2006 Whittier L Rev 1-16 [ Links ]
Baker G and Zawid J "The birth of a therapeutic courts externship program: hard labor but worth the effort" 2005 St Thomas L Rev 711 -742 [ Links ]
Boyle RA and Dunn R "Teaching law students through individual learning styles" 1998 Alb L Rev 213-247 [ Links ]
Chanen JS "Re-engineering the JD: Schools across the country are teaching less about the law and more about lawyering" 2007 ABAJ 42 [ Links ]
Cooney LL "Heart and soul: A new rhythm for clinical externships" 2005 St Thomas L Rev 407-428 [ Links ]
Cooney LL "Giving millennials a leg-up: How to avoid the 'If I knew then what I know now' syndrome" 2007-8 Ky L J 505-525 [ Links ]
Corrigal M 'Generation Disappointment' The Sunday Independent 24 October 2010 7-8 [ Links ]
Gould KK and Perlin ML "'Johnny's in the Basement/Mixing up His Medicine': Therapeutic Jurisprudence and Clinical Teaching" 2000 Seattle U L Rev 339-371 [ Links ]
Greenbaum LA "Teaching legal writing at South African law faculties: A review of the current position and suggestions for the incorporation of a model based on new theoretical perspectives" 2004 Stell L Rev 1-21 [ Links ]
Haggis T "Pedagogies for diversity: retaining critical challenge amidst fears of dumbing down" 2006 Studies in Higher Education 521-535 [ Links ]
Hattie J Visible Learning: A Synthesis of Meta-analyses Relating to Achievement (Routledge London 2009) [ Links ]
Herrington J, Oliver R and Reeves TC "Patterns of engagement in authentic online learning activities" 2003 Australian Journal of Educational Technology 5971 [ Links ]
Kasting T "The 'Millennial' Law Student Generation" 2006 NJLJ 185-265 [ Links ]
Killen R Teaching Strategies for Quality Teaching and Learning (Juta Cape Town 2010) [ Links ]
Kochan DJ "'Learning' research and legal education: a brief overview and selected bibliographical survey" 2011 Sw L Rev 449-471 [ Links ]
Kreiling K "Clinical education and lawyer competency: The process of learning to learn from experience through properly structured clinical supervision" 1981 Md L Rev 284-288 [ Links ]
Lombardi MM "Authentic learning for the 21st century: An overview" Educause Learning Initiative Paper 1:2007 1-12 [ Links ]
Phelps TG "The new legal rhetoric"1986 Sw L J 1089-1102 [ Links ]
Taylor Smith C, Miller A and Bermeo CA Bridging the Gaps to Success (Pell Institute Washington, DC 2009) [ Links ]
Van Zyl A Safenet Report (University of Johannesburg Johannesburg 2011) [ Links ]
Wexler DB "Putting Mental Health into Mental Health Law: Therapeutic Jurisprudence" 1992 Law and Human Behaviour 27-38 [ Links ]
Wexler DB "Applying the Law Therapeutically" 1996 Applied & Preventive Psychol 179-186 [ Links ]
Register of legislation
Children's Act 38 of 2005
Constitution of the Republic of South Africa, 1996
Register of case law
Minister of Welfare and Population Development v Fitzpatrick 2000 3 SA 422 (CC)
Register of Internet sources
Amory A, Gravett S and Van der Westhuizen D 2008 Teaching and learning at the University of Johannesburg: a position paper https://ujdigispace.uj.ac.za/handle/10210/4270 [date of use 10 March 2012]
Australasian Therapeutic Jurisprudence Clearinghouse 2007 Legal and Judicial Education aija.org.au/research/australasian-therapeutic-jurisprudence-clearing house/legal-and-judicial-education.html [date of use 22 June 2011]
McQuoid-Mason D [date unknown] Legal aid services and human rights in South Africa law.gsu.edu/ccunningham/LegalEd/SouthAfrica-McQuoid-Mason-PILI.pdf [date of use 7 May 2011]
Wexler DB 1999 Therapeutic Jurisprudence: An Overview law.arizona.edu/depts/upr-intj/intj-welcome.html [date of use 15 May 2008]
List of abbreviations
ABAJ: American Bar Association Journal
Alb L Rev: Albany Law Review
Applied & Preventive Psychol: Applied and Preventive Psychology
Ky L J: Kentucky Law Journal
Md L Rev: Maryland Law Review
NJLJ: New Jersey Law Journal
Seattle U L Rev: Seattle University Law Review
St Thomas L Rev: St Thomas Law Review
Sw L J: Southwestern Law Journal
Sw L Rev: Southwestern Law Review
Stell L Rev: Stellenbosch Law Review
Whittier L Rev: Whittier Law Review
1 Judith Welch Wegner, one of the authors of Educating Lawyers: Preparation for the Profession of Law. See Chanen 2007 ABAJ 42 (quoting Judith Welch Wegner) cited in Cooney 2007-8 Ky L J 520.
2 Van Zyl Safenet Report.
3 Wexler 1999 www.law.arizona.edu.
4 Cooney 2007-8 Ky L J 510.
5 Van Zyl Safenet Report.
6 Van Zyl Safenet Report.
7 Corrigal Sunday Independent 7.
8 Corrigal Sunday Independent 7.
9 Taylor Smith, Miller and Bermeo Bridging the Gaps to Success.
10 Cooney 2007-8 Ky L J 506.
11 Law students must consult a variety of primary sources, and this normally requires regular visits to the library.
12 This generation has led a sheltered life and enjoys constant contact with their peers (Kasting 2006 NJLJ 265).
13 Students who do not perform after the first six months are often referred to the Centre for Psychological Services and Career Development (PsyCaD) for assistance and evaluation.
14 Additional skills workshops include extended library orientation, how to prepare for tests and exams, how to use different sources, avoiding plagiarism, and the development of skills such as academic writing, oral advocacy, and legal writing.
15 Haggis 2006 Studies in Higher Education 529.
16 Taylor Smith, Miller and Bermeo Bridging the Gaps to Success.
17 See the University of Johannesburg's Teaching and Learning strategy.
18 Kochan 2011 Sw L Rev 449.
19 Boyle and Dunn 1998 Alb L Rev 214.
20 Boyle and Dunn 1998 Alb L Rev 214.
21 Boyle and Dunn 1998 Alb L Rev 214.
22 In the law faculty of the University of Johannesburg the first-year module, Introduction to Legal Studies, includes these diverse learning methods.
23 Amory, Gravett and Van der Westhuizen 2008 ujdigispace.uj.ac.za.
24 Cooney 2007-8 Ky L J 506.
25 Lombardi Educause Learning Initiative 1.
26 Amory, Gravett and Van der Westhuizen 2008 ujdigispace.uj.ac.za.
27 By using role-play as a teaching method, lecturers provide for kinesthetic learners, who remember better through experience than through being taught.
28 Baker 2006 Whittier L Rev 2-3.
29 Cooney 2007-8 Ky L J 508.
30 Phelps 1986 Sw L J 1089.
31 Wexler 1999 www.law.arizona.edu.
32 To integrate the psychological and emotional well-being of the client into the practice of law (Cooney 2007-8 Ky L J 509).
33 Baker and Zawid 2005 St Thomas L Rev 711.
34 Section 33(2) Children's Act 38 of 2005.
35 Section 33(5) Children's Act 38 of 2005.
36 Cooney 2007-8 Ky L J 510.
37 Greenbaum 2004 Stell L Rev 10. Writing must be seen as a process to be analysed and reflected on.
38 Wexler 1992 Law and Human Behaviour 32.
39 Wexler 1999 www.law.arizona.edu.
40 Herrington, Oliver and Reeves 2003 Australian Journal of Educational Technology 59-71.
41 Killen Teaching Strategies 4.
42 Section 9 of the Children's Act 38 of 2005 states that in all matters concerning the care, protection and well-being of the child, the child's best interest is of paramount importance and must be applied (see s 28(2) of the Constitution of the Republic of South Africa, 1996). In Minister of Welfare and Population Development v Fitzpatrick 2000 3 SA 422 (CC) Judge Goldstone stated that the best interest principle has never been given exhaustive content, but it is necessary that the standard should be flexible, as individual circumstances will determine which factors secure the best interest of a particular child.
43 Gould and Perlin 2000 Seattle U L Rev 353.
44 Hattie Visible Learning 4.
45 Hattie Visible Learning 4.
46 Gould and Perlin 2000 Seattle U L Rev 355.
47 Students are taught the importance of punctuality. They must arrive at court on time for their appearance and documents must be submitted within specific timeframes.
48 Although the authors focus on the impact of a therapeutic jurisprudence approach on first-year law students, the ultimate impact can be measured only during clinical education in the final year.
49 Gould and Perlin 2000 Seattle U L Rev 354.
50 Kreiling 1981 Md L Rev 287.
51 Cooney 2007-8 Ky L J 517.
52 McQuoid-Mason [date unknown] law.gsu.edu.
53 Greenbaum 2004 Stell L Rev 13. Students must be taught to analyse the audience for whom they are writing to enable them to produce effective discourse.
54 Australasian Therapeutic Jurisprudence Clearinghouse 2007 aija.org.au.
55 Gould and Perlin 2000 Seattle U L Rev 361-362.
56 Cooney 2005 St Thomas L Rev 419.
57 Cooney 2005 St Thomas L Rev 419.
58 Australasian Therapeutic Jurisprudence Clearinghouse 2007 aija.org.au.
59 Wexler 1996 Applied & Preventive Psychology 179 cited in Gould and Perlin 2000 Seattle U L Rev 353.


text:
update: bubbly butt banging / girls name: lylitty / age: 21
" bubbly butt bangin' check out these free pics!
we met up with lylitty on the beach last week, and trust me when i tell u this. that she had the hottest ass ive seen in some time, and i knew it was time to take it... she was rokin that teenie bikini, and flaunting it right in my grill, until i took that ass right to my face, and showd her how it really goes down beachside. click here to see more of her update!
start downloading these hot free movies!
get unlimited downloads of lylitty and all of the other hotties with huge asses!!!
enter extreme asses.com


text:
Inova X5 UV Lithium Powered Ultraviolet LED Flashlight - X5DMB-HUVT
IOX5DMBHUVT: X5 UV - Lithium Powered LED Flashlight
The INOVA X5 UV flashlight provides powerful, practical UV illumination no matter what the task at hand. UV light is used to detect counterfeit currency and provide access control at bars, concerts and events. It is also used to cure adhesives and in HVAC repair. Automotive repairmen use UV light to assist in the repair of air conditioner, oil, and sunroof leaks. Crime scene investigators use it to see blood and bodily fluids during investigations and outdoor enthusiasts use it to spot animal blood while hunting. UV light is also helpful in detecting repairs in paintings and rugs. Wherever you need UV illumination, the INOVA X5 UV flashlight will provide the highest quality most reliable lighting available.
Precision engineered for protection against the elements and extreme use, INOVA LED flashlights offer visibly superior light projection and rock solid reliability. Built to sustain years of tough use, no detail has been overlooked in creating flashlights of uncommon robustness and performance. If you have a need for UV illumination then you know that it is essential for many professional and recreational pursuits. UV light can be used to cure adhesives, detect fraudulent currency and IDs, see blood and bodily fluids during crime scene investigation, hotel inspection or hunting, detect leaks during vehicle or HVAC repair, rodent detection, and for identifying repairs in pottery, paintings and rugs. No matter what the task at hand, the INOVA X5 UV flashlight will provide reliable, high quality UV illumination.
Product Warranty / Instruction Sheet
Safety Precautions
Protect your skin while using this leak detection light. Exposure to UV radiation can be harmful to your health. This light radiates intense ultraviolet (UV) light when operated, and most of the UV light emitted is not visible. Wear appropriate eye protection that blocks UV light. Do not look directly at the light during operation. Exposure to UV light, even for a brief period of time, can damage your eyes.
- Trades
- Home Projects
- Military & Tactical
- Hunting
Product Details
- 5 high powered UV LED Bulbs - 1,000 hour LED life, 365-400 nanometer wavelength
- Run Time: 17.5 Hours on HIGH, 85 Hours on LOW
- Patented 3-Position operating end cap switch activates constant and momentary HIGH and LOW power modes and lockout mode
- Water-resistant construction protects it from the elements and meet ANSI IPX4 Standards
- ANSI Standard Impact resistant to 1 meter, shockproof, crushproof and water-resistant
- Stainless steel head with individual recessed reflectors protects the LED bulbs while directing light
- Precision machined aluminum body made from solid aluminum with high grade anodized finish
- Battery Type: 2-123 Lithium batteries with a 10 year shelf life included
- Dimensions (Length x Diameter): 4.75" (12.07 cm) x .865" (2.197 cm)
- Weight: 3.49 oz. (99g)
- Try me packaging - allows for lighting demonstration
- Limited Lifetime Warranty


text: You are running a Burger shop . Lots of customers started coming to your burger shop for the Christmas holiday. Make burger to the customers as quickly as possible to earn the biggest money. The ingredients starting with burger base will be highlighted. Click on them in that order, and then click on the box. Click on the box again and give it to the customers. The ingredients will vary for the next burger. The number of burgers and the ingredients will increase in the subsequent levels, and limit will also increase. Enjoy!


text:
Taunton Gazette
Monday, May 19, 2014
By André Leroux and Dr. David Weed
Guest Opinion: Zoning Reform Needed for Healthier Communities
Our cities and towns deserve a modern set of tools to plan ahead for growth that encourages and promotes healthy living. Currently, more than half of Massachusetts adults are either overweight or obese, and obesity-related medical costs are estimated at $1.8 billion annually. Not to mention, productivity losses related to obesity are estimated at $17 billion annually, placing a significant strain on our economy.
The status quo threatens Massachusetts' future. Yet, our state's outdated zoning, planning and permitting laws continue to facilitate development in places that are not conducive to healthy lifestyles. Research has found that people in walkable neighborhoods participated in 35-45 more minutes of moderate intensity physical activity per week and were substantially less likely to be overweight or obese than similar people living in less walkable neighborhoods. Additionally, this "sprawl" costs up to twice as much in public infrastructure, costs 10 percent more to maintain in services, and produces only 10 percent of the property taxes of a vibrant, walkable area.
It is time for sensible reform. Our state's laws governing development have not been updated in 40 years. Fortunately, there is a bill pending on Beacon Hill that begins to fix this. House Bill 1859, "An Act Promoting the Planning and Development of Sustainable Communities," is practical legislation that gives Massachusetts cities and towns clear authority and flexible tools to plan and develop our communities in a way the encourages healthy living.
The proposal will make it quicker and cheaper for communities to decide where to sensibly grow and where to preserve by making master planning more flexible and less costly. It encourages communities to establish districts for prompt permitting of housing and commercial growth while adopting environmental protections. It also requires communities to incorporate a public health section into the land-use plans and allows communities to set aside up to 5 percent of land in subdivisions for parks and playgrounds, helping to keep communities active. According to the American Journal of Public Health, 43 percent of people with safe places to walk within 10 minutes of home met recommended activity levels compared to 27 percent of individuals without safe places to walk.
Our antiquated zoning laws hurt our environment as well. Every day in Massachusetts, 22 acres of forest and farmland are converted primarily to low-density residential sprawl. One contributor is an obsolete process called "Approval Not Required" (ANR) roadside development, which is almost unregulated, even on dirt roads or roads that might only exist on paper. We are the only state in the nation that allows this. Our reform proposal would enable a city or town to replace ANR with an expedited review process with some teeth in it. There are also provisions that would improve the siting of development to protect our landscapes, reduce flooding, and recharge our local water tables and streams, ultimately improving water quality.
This bill brings our zoning law into the 21st century and will help communities save money on health costs. It ensures that the Conservation Commission and Boards of Health participate in development decisions in a productive and timely fashion through the new consolidated permitting process and clarifies many gray areas of the law so that everyone understands what they mean. The legislation would create standardized zoning protections once an application for a building permit, special permit, or subdivision plan is filed. It encourages development disputes to be resolved by mediation rather than court battles. It provides clear local authority for modern-day practices such as inclusionary zoning, form-based codes, natural resource protection zoning and site plan review.
The zoning reform bill is driven by the expertise of many groups that care about sensible growth and the health of our communities, such as the Massachusetts Smart Growth Alliance, the Massachusetts Public Health Association, Voices for a Healthy South Coast, and the organizations that represent municipal attorneys and planners.
We can't squander this historic opportunity to pass zoning reform before the legislative session ends July 31. The bill costs the state nothing and should save cities and towns money. Its passage will be an important step toward a fair system of development rules that will encourage healthy communities that can plan ahead for the growth we need, instead of just reacting to unanticipated development proposals.
See original article here


text:
Size Chart
We try our very best to source clothes that are right-sized, and we get lots of positive reviews. However it's not an exact science as babies do vary in length within weight-brackets and some brands are a snugger/looser fit than others.
We get few returns, but if anything doesn't fit we offer a no quibble 28 day returns policy.
lb to grams conversion
1.5lb-3lb = 690g-1360g
3lb-5lb = 1360g-2260g
4lb-7lb = 1814g-3175g
5lb-8lb = 2260g-3629g
Measure your size – Women Bust: Measure under your armpits, around your shoulder blades, and over the fullest part of your bust. ... Waist: Measure around your natural waistline. ... Hip: The hip should be measured around its fullest part (about 8 inch. ...) Inseam: This is the measurement from your ankle to your groin, when you stand with your legs straight.
Organic cotton, zip-up design, and super-stylish tractor print, what's not to love!
This gorgeous sleepsuit is a new addition to the Little Mouse collection.
There are lots of reasons we love this sleepsuit and the Cotton Boulevard brand:
Cotton Boulevard
Shipping - Including FREE option
We ship worldwide
We use a letterbox size box where possible
Lovely packaging as standard & optional card
CORONAVIRUS UPDATEWe are open for business and delivery delays in the UK remain rare, however if you need your order urgently please choose Special Delivery. Please click here for details.
FREE tracked 2nd Class DeliveryJust spend £20 or more.
1st Class Tracked, Royal Mail1-2 days (90% 1 day)£3.99
2nd Class Tracked, Royal Mail2-3 days (90% 2 days)£2.99 (FREE if you spend £20 or more)
Special DeliveryNext Day (no signature's currently taken, please see Coronavirus update)£6.99
IMPORTANT - There may be some significant delays in delivery due to the Coronavirus situation. Sorry but we must charge a premium for international shipments during this time to cover upgraded insurance.
Europe (inc. Ireland)Tracked Royal Mail International3-6 working days (please see Coronavirus update)£6.99
USA and CanadaTracked Royal Mail International5-7 working days (please see Coronavirus update)£18.99
Rest of the world (see above for USA and Canada)Tracked Royal Mail International5-8 working days (please see Coronavirus update)£18.99
Order fulfilment: Orders are processed Monday to Friday and orders received before 2pm are shipped the same day. If you miss the 2pm cut-off but urgently need items for the next day please contact us to see if we can help.
Please visit our Delivery and Returns pages for more detailed information.
Returns - 28 days, fair & fast
We receive very few returns, but when we do we offer a very fair, quick and simple returns process.
- No quibble 28 day returns policy.
- Exchanges and refunds processed quickly.
- We've never had a complaint about our returns process. You can check this out on Trustpilot.
Returning a Gift Gift recipients can return their gift to us directly for an exchange or store credit.FULL DETAILS
100% secure payments
You'll see on Trustpilot.com that we've never had a security complaint.Shopping with us is safe because our website uses a market leading ecommerce platform called Shopify, and Stripe for payment card processing; so your contact details are safe and your payment details secure (we never actually see all your payment information).Lots of secure payment options- Debit and credit cards - Paypal- Amazon Payments- G Pay- Apple PayMORE DETAILS
Buying a gift?
We wrap all orders in white tissue, do not insert a receipt, and can include a cardAs standard we carefully wrap all items in white tissue paper and do not include a receipt (that's emailed to the purchaser).You can include a card with a personal message (type it on the Cart page), and we can deliver it to your loved-one if you wish.Returning a gift is easy. The recipient can send the items back to us and we'll issue a gift card so they can choose anything else they like.FIND OUT MORE
Why buy from us?
You can trust us, our quality and pricing is great, your items will arrive lovingly wrapped in white tissue (perfect for gifts), in an appropriate sized box. Your purchase also helps us donate to charities, and you're supporting a little independent business, thanks! xMore about us
We LOVE seeing our little customers looking super-cute in their Little Mouse outfit, or snuggled up with a toy or blanket. Follow us on Facebook and Instagram: @littlemouseuk
Our Gift Service is really popular and rated 5 stars on Trustpilot. We have a Gift Buyer's Guide too.
Wrapped carefully in white tissue
No receipt included in the package
New baby card, with optional handwritten message
In a box that fits through a letterbox where possible
Buy More Save More!
Sign up for the latest news & offers, never spam! (You are agreeing to our privacy policy).
Sign up for the latest news & offers, never spam! (You are agreeing to our privacy policy).


text:
So, here we are at the end of 2011. It's been quite the eventful year for news coverage, to be sure. I've taken a lot of time off from We're Not Funny to focus on other things, but when Editor-In-Chief-Comedian-Extraordinaire Andrew J. Hicks threw the idea at me to do a year-end news review… well, it just sounded right. So here you go folks, more of the same old snarky, dry jokes you're used to from me.
Herman Cain suspends presidential campaign after allegations of marital affair and sexual harassment
Herman Cain is a pimp straight out of the old school. The man gets his whole shit busted for all of his infidelity then has the brassnuts to bow out of the race while blaming it on the media figuring out what a swine he is. That's right. It's not his fault he can't keep his Calzone out of some extramarital Deep Dish, it's the media to blame for finding the sad Train O' Whores. That's gangster, son… gangster.
Rapture predicted for May 21st
Another religious nutjob had an end-time prediction. Not just any prediction, but an exact date. Like a good heathen even I know the bible says not even Jesus knows 'the day nor the hour' the Big G will come back, but this guy thought he did. This date, of course, passed by with little incident. Well, unless you count the woman who tried to kill her kids and herself to save them all, or the numerous other folks who sold off all they owned or gave it away. Nevermind all that, though, I'm just happy I get another undefined period of time to jack-off to Emma Watson in the first Harry Potter, err… the last one… the LAST Harry Potter.
Lindsay Lohan spends 5 hours in jail for probation violation
Seriously? This made the top news of 2011? Am I on Candid Camera? OK, listen Two-Thousand Eleven, you and I have to talk. You fucked up, you fucked up real bad and I am not happy at all about it. When I made a wish on January 1, 2011 for a talentless coke-whore to die, and a talented coke-whore to find some rehabilitation, this is not at all what I meant. You mixed that shit all up, 2011. Amy Winehouse was supposed to be the one to find some rehabilitation.
Congress passes deal to raise debt ceiling
All seemed well and rational in congress, at first, until John "DJ Boner" Boehner dropped a beat and shouted out "raise 'da roof, homeslices." Add to this Michelle Bachmann's confusion over the issue and it's easy to see why this passed:
Casey Anthony found guilty of giving false info to law enforcement
Frankly, this one makes me sick. Not for the reasons you are thinking, though. First of all, how many of you were on the Jury of her trial? Yeah, I thought so… All you heard about for two weeks on Social Media sites was this woman. Y'all don't know that she did or did not do a thing, so what's with all the trippin' over it? Seriously, don't we all have some bills to pay or a book to read or something? And what makes me even more gut-hurt over this? Immediately after the trial you have porn producers trying to get a contract with her for a movie. I mean seriously? Who the hell wants to watch a porn starring a pretty attractive young woman who claims to have been sexually abused as a child and is a possible child-murderer? Who? Tell me who! Wait… who? Eric Dohman? Oh…
Major protests in Egypt, Libya, Bahrain, Greece, Iran…
The Occupy Movement, the getting-off-of-your-ass-and-doing-something-about-it movement for the video game generations. I stand in solidarity with you guys, but I must say, I think you got it mixed up a bit. I understand the thought of targeting the petty bourgeoisie on Wall Street, where they do little to make lots, I do. However, I don't think that has the impact you could have had with a little more creativity. Like any good Ayn Rand fanatic, the 1% are completely irrational and must bed their married understudies to… wait… no that's just Ayn Rand. The point I make here is that we should Occupy them where it hurts. Occupy the Mercedes dealership. The Lear jet manufacturer. Realdoll.com. The Ronald Reagan Presidential Library. Iraq, Afghanistan, or Palestine… wait, no they already have those occupied.


text:
DETROIT -- The five automakers that build full-sized light-duty pickups must hate tree-grown fruit because they sure go out of their way to avoid apples-to-apples comparisons.
The fuel economy ratings for General Motors' redesigned 2014 Chevrolet Silverado and GMC Sierra light-duty pickups highlight the confusing claims that dominate one of the industry's most competitive segments.
Last week, GM said the twin pickups received EPA mpg ratings of 16 city/23 highway for two-wheel-drive models and 16 city/22 highway for four-wheel-drive versions. The ratings were for crew cab versions of the 1500-model pickups powered by GM's optional 5.3-liter V-8 engine mated to a six-speed automatic transmission.
The 5.3-liter's fuel economy ratings were higher than the ratings for V-8 powered base pickups from Ford Motor Co. and Chrysler Group's Ram brand but lower than the ratings for V-6 powered pickups from those rival brands.
Just as the EcoBoost isn't Ford's highest mpg engine in the F-150, GM's 5.3-liter V-8 isn't likely to be its most fuel-efficient engine offering in the 1500 Silverado and Sierra. But it doesn't matter because the marketing machine associated with each automaker has claimed its own Island of Truth and vows to defend it to the death -- whether somebody else makes a competing claim or not.
It is the same Greek tragedy that continues to play out in the segment with towing claims. Last month, Toyota's Bob Carter called out the Detroit 3 -- and Nissan, by extension -- for not following their mutually-agreed-upon standard to measure towing capacity safely.
Pickups represent an outsized profit center for the Detroit 3, which zealously guard the segment they dominate and their respective market shares within it.
But because of the wide variety of vehicles within the segment -- from stripped-down 2wd regular cab pickups that cost less than $20,000 to diesel-powered dually 4x4s at almost four times the price -- there is plenty of room for automakers to make competing claims.
Jeff Luke, chief engineer for the Silverado, said the V-8 mileage claims GM is touting represent "a new bar for mainstream pickups," which he said were the "backbone" of the American economy.
"These aren't just claim trucks," Luke said, in a not-so-subtle jab at the common practice of building special versions of pickups specifically to make outsized marketing claims. "These are trucks that most customers will actually buy and drive."
But it also shows that GM -- and by extension, its dealers -- have been stung by Ford's success with its Ecoboost turbocharged V-6 engine and the 25 mpg highway rating some Ram 1500s received after adding an eight-speed transmission.
Both the Silverado and Sierra lost market share last month among full-sized pickups compared with March 2012, with the Ram picking up the lion's share of that loss and Ford also edging up. It is the continuation of a trend that has been ongoing for several months.
GM's stated strategy of pushing fuel-conscious pickup customers toward its compact -- and presumably lower margin -- Chevy Colorado and GMC Canyon pickups is markedly different from the pickup strategies at Ford and Chrysler. Ultimately, its success is likely to hinge on the brand loyalties of GM's traditional pickup customers.


text:
Floor Stripping and Waxing in Damon, Texas
The commercial cleaning crew here at Gold Star Services takes great pride in creating and maintaining gleaming hard surface floors in Damon, Texas. Floor stripping and waxing is what we do best! We've been stripping, waxing and buffing floors to perfection since 2001. Give us a call at (832) 735-0555 today for a free, no-obligation assessment of your flooring and a fair and honest quote for maintaining it.
Call for a Quote!
Gold Star Services Will Find Your Damon Floor's Shine!
Whether you are looking to spruce up a tired, neglected marble floor, or your Damon VCT tile flooring is buried under layer after layer of wax, Gold Star Services can get your flooring back to a shiny, clean state. We are trained in the care and maintenance of floors in Damon of all surface types, including:
- Marble and Granite
- Natural Stone
- Wood Flooring
- and more! Call (832) 735-0555 for a quote.
Expert Maintenance of Floors in Damon
Regularly maintaining your flooring in Damon will keep them looking fresh and clean, and will extend their life. Marble and Granite must be regularly dust mopped and cleaned with mild detergent. Regular buffing or burnishing will keep them gleaming. Depending on the foot traffic you endure, we'll get you set up on a maintenance schedule best suited to your needs. VCT flooring should be stripped and scrubbed to remove old built-up wax, then dried thoroughly prior to an application of fresh wax. Again, depending on the amount of traffic you receive, we'll maintain them, daily, weekly, monthly or quarterly, to your specifications.
Gold Star Services's Process for Stripping and Waxing Damon VCT Floors
When you call (832) 735-0555 to schedule a free consultation, we'll first take a look at the condition of your VCT tile flooring. Often, we find coats and coats of floor finish applied over dirty flooring. The result is a shiny, discolored floor.
- First, we'll fully strip off all finish down to your VCT flooring
- Next, the floors will be fully rinsed to remove all stripping solutions
- Your floors will be allowed to dry. Applying finish to damp floors results in bubbling
- 2-3 Coats of high-quality floor finish will be applied, with ample time in between for drying
- The result: clean flooring with a beautiful sheen that you'll be proud to display!
For expert commercial floor stripping and waxing in Damon, call the pros who pay attention to the details at Gold Star Services today!
Call for FREE Floor Stripping and Waxing Quote
(832) 735-0555
★★★★★ - "We couldn't ask for a better cleaning service. Our offices are always clean and the building smells fresh. Staff is happy and friendly."
Sherri Nissel in Houston, TX
★★★★☆ - "We have used Gold Star for awhile now, the longest we have used a cleaning service and the customer service is excellent. No one is perfect but if I call about anything they make sure they correct it moving forward. I rarely have to call but when I do I always get a smiling voice and speedy results."
Lisa in Houston, TX
★★★★★ - "Great job!"
Danielle in Katy, TX
★★★★★ - "Gold Star Services did a wonderful job cleaning my office, I will be using them again in the future. They went above and beyond what I expected. Good Costumer service I Definitely recommend their services."
Natalia, Office Cleaning in Sugar Land, TX
★★★★★ - "We have a very large building and they gave us a very reasonable price for the amount of space we need cleaned."
Sunne W., Office Cleaning in Katy, TX
★★★★★ - "They sent out a team to do a detail cleaning after the construction of our brand new church building. This team more than met our expectations."
Vicki S., Commercial Cleaning in Sugar Land, TX


text:
READ about Piers Morgan's long career in journalism here.
Coming up this evening on "Piers Morgan Tonight," famed singer and songwriter Carole King sits down for a primetime exclusive interview.
The artist behind such classic #1 hits as "I Feel the Earth Move" and "It's Too Late," King is also the survivor of an abusive relationship, and tonight shares details of her third marriage, to Rick Evers:
"That is the point, that the line is or I would never be with someone like that, until I was," says the 70-year-old King. "But here's the more shocking point, I suppose, it - to me it was shocking after the fact. I stayed. And I married him after I knew about this."
In 1971, King released her second solo album, entitled "Tapestry," which topped the U.S. chart for 15 straight weeks, selling 25 million copies worldwide. More than 40 years later, King has written her autobiography, "A Natural Woman: A Memoir," in which she opens up about the abuse, in hopes of inspiring others."
"The important thing to me was to write it, to be honest and to communicate to people out there that it's - if you are someone who is in that situation, get help," she tells Piers Morgan. "Help is available."
Watch the clip, and listen to the interview, then tune in this evening at 9 p.m. as King discusses her life in music, and explains why she stayed with Evers even after the abuse.
Piers Morgan interrupts Carole King and HE tells her story. He needs to review this portion of his show, and vow to improve his technique. It would be nice if he'd let the guest talk.
Deja Vu to Carole King. You reflected my life as well.
I wore my POW bracelet which kept me sane, as a teenager, during the
Vietnam War.
I still have that bracelet and it is priceless to me.
Tapestry brought a grounded calm.
I, also homeschooled and , to this day have never used chemicals in my garden.
I,also, dealt with male abuse from my husband, the biological sperm donor of my two sons .
No woman should have to put up with that abuse.
Times have changed.
My concern is not only about women but the children.
I loved seeing Carole King tonight. She is as beautiful as ever! I could have listened for another hour; what an amazing career and an amazing woman to match! And I'm looking forward to reading her book.
Piers, It might be a good idea to watch a few Oprah reruns and then, yours and compare...I'm not suggesting that you change styles, but simply ask good and fair questions, followed by your guest's own answer! A tweek or two might be in order! Great guest, anyway!
ex husband. Luckily, he was not around , but a few times, after my sons were 3 months and 14 months old.
What a godsend that was.
I completely agree with Colleen's comments!
"Piers Morgan interrupts Carole King and HE tells her story. He needs to review this portion of his show, and vow to improve his technique. It would be nice if he'd let the guest talk." REALLY!!!
I thought PMorgan was rude and disrespectful to Carole King.. I usually enjoy his interviews. But this time he did not allow his GUEST to finish answering his questions. He interrupted and kept cutting her off. This indicates that he was not really listening to her answers. Plus some of his questions were just lame. Ms King was charming and handled his bad manners like the class act that she is! He should apologize to Carole King and to his audience. So unprofessional! I could not watch the remainder of the program.
Yes–I agree with the suggestion that he should watch some Oprah interviews. Piers–you need to work on your manners and your interviewing technique!
I want to join country
Tell Carol that I've been in love with her for 40 years. Wow.....she still has me.
Can't wait da hr, am watching da clock. What a guest? What a show! ...on da bench k24!
LIke, Carole King says get help....When you are in an abusive relationship seeing the forest from the trees is very difficult.
With every little thing that seems to be developing within this subject material, all your viewpoints are generally quite radical. Even so, I appologize, because I can not subscribe to your whole strategy, all be it refreshing none the less. It seems to everybody that your remarks are not completely validated and in fact you are generally yourself not thoroughly confident of the point. In any case I did enjoy looking at it.
I would like to propose the link exchange deal with your website piersmorgan.blogs.cnn.com, for mutual benefit in getting more traffic and improve search engine's ranking, absolutely no money involve.
We will link to you from our Health & Fashion's authority site – http://www.edanapoint.com/, from its homepage's sidebar. In return you will agree to do the same to link back to one of our Aesthetic Clinic's website based in Singapore, from your piersmorgan.blogs.cnn.com's homepage too (sidebar, footer, or anywhere on your homepage), with our brand name Dore Aesthetics.
If you are interested, kindly reply to this email.
Thank you,
can erectile dysfunction be prevented
erectile hardening cream
do erectile pills work


text:
Ft. Myers Multiple Myeloma Support Group
August 25, 2015 10:00 am
Emphasizing education, advocacy and support, the IMF Patient & Family Seminars empower patients and provide invaluable information to the myeloma community. Click here to watch the replay.
August 25, 2015 10:00 am
Selinexor is an orally administered Selective Inhibitor of Nuclear Export, or SINE™, therapy for the treatment of multiple myeloma. Selinexor inhibits the transport of tumor suppressor proteins from the cell nucleus, where they detect cancerous DNA...
August 25, 2015 10:00 am
In his blog this week, IMF Chariman Dr. Brian Durie compares two opinions on the value of precision medicine as outlined in recent articles in Science and The New England Journal of Medicine. Although precision medicine is popular and ultimately...
August 19, 2015 9:45 am
The IMF is hosting a two-day Patient & Family Seminar August 21-22 at the Sheraton Universal Hotel in Los Angeles, California. Attendees will receive the latest information on myeloma, access to many of the top myeloma experts, and a chance to...


text:
Posing girl silhouette 13 is a photo of acworks author. This photo includes Rhythmic gymnastics, dance, Pause, Girl, Female tags. To download photo (S, L, M sizes) you need to register the account and log in.
As the free account, you can download for free with some limits.
As the premium account, you can download unlimited, no waiting time, etc. Enjoin premium membership at here


text:
You need to enhance your body line, yet none of the strategies you attempted has been effective?
Like we said in the title, you may not care for this mind blowing drink but rather it has demonstrated to be fortifying to numerous individuals that have tried. It has given them the body line they generally needed.
We will do effort to clarify the purpose behind its incredible impact after introducing the fixings required for this fat smoldering beverage,
-one tablespoon of apple cider vinegar
-juice and crust from one lemon
-one tablespoon of grounded chili pepper
Blend the lemon skin and put 240ml of heated water over it. In this include the apple cider vinegar, lemon juice and the grounded pepper. Blend it before every taste and beverage it after every supper.
Why is this drink so good?
The grounded pepper serves for healthier handling, enhances the digestion system and animates the fat blazing. To be specific, the fixing in the chili pepper, capsicum, empowers the nervous system to create warm in the body that supports the quick calorie blazing.
Lemon has the main fixing that eases off the fat removal. Its hull contains policosanol, the main thing that aides in blazing stored fat.
Frequently using an Apple cider vinegar in big amounts serves to smolder fat in creature.
Collected And Prepared By Nayab Khan


text:
More is less when it comes to Kazmir
Lefty has learned to control his delivery now that his velocity has decreased
Scott Kazmir was angry. The left-hander caught the fresh baseball tossed his way -- the last one he had was now bouncing down some stairs in the left-field bleachers -- and headed back up the mound at Progressive Field.
Kazmir reeled back and unleashed a 95 mph fastball for strike one against Oakland's Luke Montz. Still fuming over the solo home run he just allowed to Josh Donaldson, Kazmir followed with a 96 mph heater for strike two. The lefty rocked back in his delivery and lit up the radar gun again with another 95, which Montz swung through for a strikeout.
This was Kazmir's epiphany moment.
"I got excited," Kazmir said.
That sequence on May 9 marked Kazmir's first time reaching 96 mph on a pitch since 2009. He used to live in that velocity range, but, in baseball terms, that was a lifetime ago. In these days, following his fall from the game's highest stage to its gutter, Kazmir has been searching for signs of his prior ability.
With those three pitches to Montz, Kazmir found a piece of the puzzle.
The mistake Kazmir made was getting too excited. The pitcher discovered that he had the kind of velocity that had vanished over the past few years, and he tried to replicate that power too often over his next two starts, allowing nine runs in eight innings. In this season of trial and error, the light-bulb moment led to a lesson.
"It was something where I felt like, 'OK, let's go back to the old me,'" Kazmir said. "And I'd just try to throw it by everyone. I'd have success, but then I was too inconsistent with my location. I was trying to just generate power knowing that I had it again."
Twins manager Ron Gardenhire watched from the visiting dugout in Cleveland as Kazmir sliced his way through Minnesota's lineup for seven innings on June 21. The common refrain on such nights this year has been that the Kazmir looked like the pitcher he once was for Tampa Bay.
That is not what Gardenhire said in the wake of Kazmir's win.
"It's a different pitcher," Gardenhire said. "He still has a little velocity, but nothing like he did way back. He used to kind of fire the ball all over the place, keep you off-balance and keep you a little nervous, too, the way he used to let it go.
"He'd miss here and there, but then he would throw the nasty pitches. He's a little bit more in command of himself out there on the mound right now."
Told of Gardenhire's evaluation, Indians pitching coach Mickey Callaway smiled.
That feedback was a sign that the work Callaway and Kazmir have put in this season is beginning to pay off.
"He's a totally different guy now," Callaway said of the pitcher.
There are some similarities between the old and new Kazmir. This season, he has averaged 92.2 mph on his fastball. He was clocked at 92.1 mph on average in 2007, when he led the American League with 239 strikeouts. Kazmir's signature slider is also closer in velocity now (83.1) compared to '07 (83.7).
That is where the similarities end.
Kazmir is currently in the process of becoming a more complete pitcher. He is throwing first-pitch strikes at the highest rate (63 percent) of his career and getting hitters to chase pitches outside the strike zone at the best rate (29 percent) of his career. He now throws a cutter, curveball and an improved changeup.
Each pitch has a specific purpose. Kazmir can paint both corners with his fastball to get ahead or put hitters away. He buries his slider and mixes in the curve when he wants to attack the middle of the plate with a breaking ball. The aim of the cutter and changeup is to induce weak contact. All of this has added up to Kazmir's best ratio of ground balls to fly balls since 2005.
"If he uses those pitches in that way," Callaway said, "where he's never leaving the wrong pitches in the middle of the plate, he should be OK."
Kazmir pondered the question for a moment.
He was traded by the Rays in 2009, when his career tailspin began. He had a series of minor injury issues that led to a breakdown of his delivery during his time with the Angels. Los Angeles released him in 2011, and Kazmir wound up pitching in Independent ball with the Sugar Land Skeeters last summer.
What does he consider his low point?
"In Oakland," Kazmir finally answered. "I gave up 13 runs. Anything I would throw, it was flat and there was nothing on it. Everything was getting worn out. That was probably my low point right there ... I was just trying to get by, because I had no clue where I was at at the time."
That was July 10, 2010, and Kazmir became only the fifth pitcher since 1950 to surrender at least 13 earned runs in an outing. He was later placed on the disabled list with a fatigued left shoulder before returning and gutting his way through 11 more starts. After six starts (which included 59 baserunners in 17 innings) between the Majors and Minors in 2011, the Angels cut ties with the pitcher.
Kazmir went 45-34 with a 3.51 ERA in 117 starts over the 2005-08 seasons with the Rays, making a pair of AL All-Star teams. From 2009-11, he went 19-24 with a 5.54 ERA across 55 outings. He had 210 total strikeouts in that three-year stretch after averaging 186 per year in the previous four campaigns.
With no job left in pro ball, Kazmir set off on his path of rediscovery.
Kazmir went to work on his conditioning and delivery through Dynamic Sports Training and Ron Wolforth's Texas Pitching Ranch. He then took on a stint with Carolina in the Puerto Rican Winter League over the offseason. Carolina's manager, Edwin Rodriguez, also manages the Indians' Double-A affiliate in Akron, and he helped convince Cleveland to take a chance on Kazmir.
Over the 2010-11 seasons, Kazmir's fastball dropped as low as 86-88 mph, and he lost the bite on his slider. This past winter, he showed dramatic improvement in both areas, leading the Indians to roll the dice with a Minor League contract. He won a rotation job with a strong Spring Training showing, setting the stage for one of baseball's best comeback tales this season.
"I'm happy for him," Indians teammate Mark Reynolds said. "Being out of baseball, being in independent ball and finding his way back, it's just a great story."
Come Friday night -- roughly three years removed from that ill-fated performance in Oakland -- Kazmir will take the mound at Target Field for the Indians to kick off the second half of the season. It seems fitting he will get the ball, considering he could be on a quest to claim the league's Comeback Player of the Year honor at season's end.
Callaway said it has been a thrill to witness Kazmir's evolution as a pitcher this season.
"It's great. That's what I'm here for," said the pitching coach. "It's definitely fun for me."
Kazmir has been on his best run of the season lately, too.
He is 5-4 with a 4.60 ERA in 16 starts on the season, but growing pains were expected given his comeback attempt. There have been drastic peaks and valleys, and his latest streak is no exception. After posting a 7.98 ERA over a three-start stretch, Kazmir has responded by going 2-0 with a 2.32 ERA over his last five turns, dating back to June 21.
The question now is whether Kazmir has turned a corner.
"I think so," Kazmir said. "I feel like my delivery is more consistent, therefore my outings have been a little more consistent. I'm just going to keep at it."
Among AL starting pitchers, Kazmir ranks third in opponents' average (.182), walks plus hits per inning pitched (0.87) and baserunners per nine innings (7.84), fourth in opponents' OPS (.529) and ninth in ERA in the time period covering his last five outings. This marks his best five-start stretch since he posted a 1.80 ERA in his final five appearances in 2009.
Over Kazmir's last 10 starts for the Tribe, he has gone 3-2 with a 3.75 ERA in 57 2/3 innings.
"I've gone from being just a one- or two-pitch guy that is just throwing as hard as he can," Kazmir said, "to now, where I feel like I can manipulate the ball pretty well. I'm just going to keep working on getting better and being able to locate with all my pitches. That's the key."
This is not the same old Kazmir.
Far from it.
"He just gripped it and ripped it," Indians manager Terry Francona said of Kazmir in his youth. "It was power, power, power. Breaking ball power. Fastball power. Now, he stays in his delivery better. He's still got plenty on his fastball -- not maybe what he had -- but he's probably more of a pitcher."


text:
Especially in the presence of fatty or sugary foods, many of us feel like our stomachs control our brains. Now, University of Cambridge zoologist Paola Cognigni shows you exactly how the brain and gut function as an anatomical circuit in the body of a fruit fly — and this can shed light on the human brain/gut connection, too.
Says Cognigni:
This video shows the anatomical and functional connection between the brain and the gut in the fruit fly, Drosophila melanogaster. This work is carried out in Dr Irene Miguel-Aliaga's lab in the Department of Zoology as part of a research project that aims to find and explain the interactions between internal organs and their importance in growth and health.
The brain is about 700 microns wide (the entire image is something like 1600 microns across): about the size of a pencil tip. The image was taken on the Zoology Dept Imaging Facility on a Leica SP5 confocal system.
Music by Intercontinental Music Lab
This is the thirteenth in a series of videos called Under the Microscope, which io9 is posting in partnership with scientists at University of Cambridge. Under the Microscope is a collection of videos that capture glimpses of the natural and artificial world in stunning close-up. They will be released every Monday and Thursday for the next couple of months, and you can see the whole series here.