text:
|Publication number
|Publication type
|Application number
|Publication date
|Jul 5, 2011
|Filing date
|Nov 17, 2004
|Priority date
|Nov 17, 2004
|Fee status
|Also published as
|Publication number
|Renee Carolyn Mansfield, Laura Larsen Dudley, Karen Theresa DeGregory, Katherine Elizabeth Foster
|Original Assignee
|The New England Center For Children, Inc.
|Export Citation
|BiBTeX, EndNote, RefMan
|Patent Citations (5), Non-Patent Citations (4), Referenced by (11), Classifications (4), Legal Events (2)
|External Links: USPTO, USPTO Assignment, Espacenet
In the field of education, general lesson plans are used to guide a teacher's classroom instruction. In public schools or government-funded education programs, a state department defines the standards and curriculum guidelines to be followed. At the next level down in the education system, the local administration/board of education specifies age appropriate curriculum and particulars that meet the state minimum standard guidelines. Each teacher then creates lesson plans that satisfy the curriculum set forth by the local administration.
In specialized school programs, lesson plans need to be customized per student, and if the school program is federally funded, lesson plans need to meet governmental requirements in terms of curriculum standards. Each student who is eligible for special education services is required to have an Individual Education Program (IEP). An example of such customization is at a publicly-funded school for learning disabled children. Although there are state and federal guidelines, there is a lack of curriculum for carrying out said guidelines.
Further, for a given student, there is added administrative/reporting overhead in creating customized lesson plans. This is compounded across different students where a school customizes lesson plans for each student and no two students have the same set of lesson plans. There is a need for an improved process of customizing lesson plans of students and reporting of the same.
Generally speaking, automated systems for generating lectures or lesson plans exist. Examples are:
However, none of these systems are specific to any certain type of student or learning disability and none address student specific (or custom per student) lesson planning. In addition, these systems do not guide a teacher through assessment, customization per individual student and/or reporting.
The present invention provides a method and system that overcomes the problems of the prior art. The present invention especially addresses individuals with autism or similar learning profiles in which the individual learns skills in one area at different rates than skills in other areas. This is known as "splinter skills". In particular, the present invention enables the generation of lesson plans that are individualized (or customized) per student and that address the development of the whole person (socially, emotionally, physical health/hygiene wise, etc . . . as well as academically) from childhood to adulthood. To accomplish this, the lesson plans of the present invention teach various sets of skills in the areas of communication, academics, social skills, leisure/recreation, vocational, self help, health and behavior to decrease (i.e., maladaptive behavior to reduce). These category areas are herein termed "domains".
For a given domain, there are respective sets of age appropriate skills (e.g., one set of skills for children, another set of skills for adults, etc.). In a preferred embodiment, the present invention identifies a core set of skills, in each domain, necessary for independent functioning of the student. This depends, in part, on the age of the student and on the development level of the student in the subject domain. Different lesson plans assist with the development of different skills in the subject domain. For a given skill, a series of lesson plans provide introduction, practice and mastery of the skill. Thus the lesson plans of the present invention teach a skill along a continuum from teaching prerequisite skills to mastery of the skill at the appropriate age level.
Accordingly, the domains, corresponding sets of skills and continuum series of lesson plans of the present invention enable teachers and administrators alike to create individualized, growth and development programs for learning disabled individuals. In particular, the present invention recognizes that the individual with autism may learn different skill areas at different rates. For example, an autistic student may have a third grade reading ability but does not know how to tie his shoes. Thus the present invention is directed to whole person development from preschool to adulthood topics (lessons) in each of the domains but in a manner that allows for varying rates of learning across the domains (accommodates different rates in different domains).
In one embodiment, computer apparatus of the present invention includes a curriculum data store, a student information module and a processor routine coupled to the curriculum data store and student information module. Each record in the curriculum data store indicates a respective teaching activity with implementation details (step by step instructions) for use as part of a lesson plan. Alternative implementations with corresponding step by step instructions for carrying out the teaching activity are also indicated.
The student information module provides, for each student, indications of assessed skill level in each domain area and learning profile (including historical development/learning pattern and observed preferences). In a preferred embodiment, an initial skill assessment and on-going assessments are employed in forming the student's assessed skill level. Indications of student performance across past and current lesson plans and student performance within each teaching session (trial) provide a running history of skill development of the student in the student information module.
The processor routine determines, for a subject student, a subset of teaching activities in the curriculum data store as a function of assessed skill level per domain area of the subject student as indicated by the student information module. The processor routine enables an educator-user to select at least one of the teaching activities from the determined subset and generates therefrom a custom lesson plan for teaching the subject student.
Further, the processor routine enables the educator-user to view student information (e.g., learning profile, history of skill development, etc.) of a given student during selection of a curriculum record (teaching activity) from the curriculum data store in generating custom lesson plans for a student. Thus, the present invention enables the educator-user to be guided by the student information when selecting among teaching activity implementation alternatives for lesson plans. That is, the present invention enables the educator-user to make a determination of which implementation best suits the given student's learning preference (or style) per domain area. Such provides highly customized and individualized lesson plans per student where the generated custom lesson plan for the student includes the implementation of the teaching activity that the educator-user has selected as best matching the student's learning profile.
The foregoing and other objects, features and advantages of the invention will be apparent from the following more particular description of preferred embodiments of the invention, as illustrated in the accompanying drawings in which like reference characters refer to the same parts throughout the different views. The drawings are not necessarily to scale, emphasis instead being placed upon illustrating the principles of the invention.
Client computer(s)/devices 50 and server computer(s) 60 provide processing, storage, and input/output devices executing application programs and the like. Client computer(s)/devices 50 can also be linked through communications network 70 to other computing devices, including other client devices/processes 50 and server computer(s) 60. Communications network 70 can be part of a remote access network, a global network (e.g., the Internet), a worldwide collection of computers, Local area or Wide area networks, and gateways that currently use respective protocols (TCP/IP, Bluetooth, etc.) to communicate with one another. Other electronic device/computer network architectures are suitable.
In one embodiment, the processor routines 92 and data 94 are a computer program product (generally referenced 92), including a computer readable medium (e.g., a removable storage medium such as one or more DVD-ROM's, CD-ROM's, diskettes, tapes, etc.) that provides at least a portion of the software instructions for the invention system. Computer program product 92 can be installed by any suitable software installation procedure, as is well known in the art. In another embodiment, at least a portion of the software instructions may also be downloaded over a cable, communication and/or wireless connection. In other embodiments, the invention programs are a computer program propagated signal product 107 embodied on a propagated signal on a propagation medium (e.g., a radio wave, an infrared wave, a laser wave, a sound wave, or an electrical wave propagated over a global network such as the Internet, or other network(s)). Such carrier medium or signals provide at least a portion of the software instructions for the present invention routines/program 92.
In alternate embodiments, the propagated signal is an analog carrier wave or digital signal carried on the propagated medium. For example, the propagated signal may be a digitized signal propagated over a global network (e.g., the Internet), a telecommunications network, or other network. In one embodiment, the propagated signal is a signal that is transmitted over the propagation medium over a period of time, such as the instructions for a software application sent in packets over a network over a period of milliseconds, seconds, minutes, or longer. In another embodiment, the computer readable medium of computer program product 92 is a propagation medium that the computer system 50 may receive and read, such as by receiving the propagation medium and identifying a propagated signal embodied in the propagation medium, as described above for computer program propagated signal product.
In the preferred embodiment, data 94 includes student records 11 and a curriculum data store formed of a set 13 of teaching activities for incorporating into lesson plans. Both the student information of the student records 11 and the teaching activities of curriculum records 13 are organized according to the present invention domain areas of communication, academics, social skills, leisure/recreation (generally fitness), vocational, self help, health and behavior to reduce. For each domain area, there is a predefined set of skills, a subset of which are a core set of skills that Applicants have identified as necessary for independent functioning.
An example of the skills in the communication domain includes: expressive language, expressive vocabulary, receptive language, receptive vocabulary, skills for following directions and the like. Core skills for the communication domain preferably include: requesting items; gaining attention; making choices among visually presented items; requesting to stop; stating yes/no; requesting help; following directions; one-step directions; responding to "stop"/"come"; following instructions from a distance; responding to name; receptive identifying of body parts, objects, pictures, familiar people and objects; using expressive vocabulary; expressive identifying of objects, pictures, familiar people and objects.
An example of the skills in the academics domain includes: math, spelling, reading, etc. Core skills include: attending to the speaker; matching objects, photos/pictures, picture to object and object to picture; discriminating; and scanning and looking.
An example of the skills in the self-help domain includes: domestic cleaning, hygiene maintenance skills, dressing oneself, eating skills and the like. Core skills include: dressing, washing, showering, tooth brushing, chewing food, eating with utensils, eating various foods, drinking from a cup, toileting, stopping when directed, exiting given a fire alarm, wearing a seat belt (riding in car/vehicle), tolerating medical procedures, taking medication and identifying self.
An example of the skills in the leisure/recreation domain includes: exercise, community recreation, hobbies, etc. Core skills include: gross motor, walking independently, exercising, walking in the community, following a schedule (picture schedule, written schedule), age appropriate leisure skills and leisure activities.
An example of the skills in the vocational domain includes: custodial, clerical, food service, etc. Core skills include: maintaining appropriate appearance and greeting others.
An example of the skills in the social skills domain includes: appropriate behavior, social interaction and reducing maladaptive behavior. Core skills include: increasing appropriate social behavior, compliance, waiting, choice making, using functional language alternatives, establishing preferences, using conditioned reinforcers, decreasing inappropriate social behavior, social/sexual behavior, privacy (personal hygiene, sexual behavior, personal space), eye contact (in response to name, while engaged in activity, from a distance and during group instruction), group participation, imitation, one-step gross motor, actions with objects, sequenced gross motor, sequenced actions with objects, and age related independent play.
An example of the skills in the health domain includes: safety, growth and development and physical fitness. Core skills include: tolerating medical procedures and personal privacy.
Students are assessed on the core set of skills per domain area and lesson plans are made according to assessed skill level as will be further discussed below. Preferably an initial assessment and ongoing assessments are utilized with assessment results indicated or otherwise recorded in student records 11. Assessment results may include comments by parents, government worker input/feedback and the like in addition to educators. In one embodiment, the student records 11 are formed and formatted as follows.
For a given student, the corresponding student record 11 has (a) a general information section, (b) a lesson (past and current) tracking section, (c) a skill level section and (d) a learning profile portion. The general information section provides the student's name, age, address and other general information. The lesson tracking section provides summaries of both past and current lessons. For past lessons, a lesson history section is arranged chronologically and sets forth descriptions of lessons (including curriculum content, teaching activities or exercises), corresponding performance outcome of each lesson session or trial (e.g., skill introduced, skill mastered, . . . ), number of times the lesson/teaching activity was repeated before the skill was mastered, and the like.
The skill level section of a student record 11 provides an indication of assessed skill level (from the initial and ongoing assessments by educators) in each domain area. That is for a given domain, this section of the student record 11 indicates skill development level in each of the skills of the core set of skills in the domain. Preferably, skill development level is indicated along a continuum or range, for example, skill introduced, skill practiced and skill mastered. As such, the present invention enables, per student, identification of which core skills need what level of attention (introduction, practice and/or mastery) in each domain.
The learning profile portion of a student record 11 includes indications of student preferences (as observed by educators), learning patterns, past performance, techniques liked or disliked by the student and similar information, in general or per domain. These aspects and indications are especially helpful in teaching individuals with autism or students with learning disabilities.
The data set (records) 13 of teaching activities in the preferred embodiment is referred to as a curriculum data bank 13. As mentioned above, the curriculum records (teaching activities) 13 are organized or categorized by domain. For each domain, there is a respective age appropriate set of skills to be taught to and/or mastered by the student. Thus curriculum/activity records 13 are further subcategorized by applicable age.
For each of the different skills, the curriculum records/data store 13 provide teaching activities that introduce the skill, teaching activities that practice or develop the skill and teaching activities that assist with mastering the skill. For example, introductory teaching activities for expressive language skills in the communications domain may be (1) obtaining the student's attention, (2) vocal imitation and (3) following a point by looking at an item. An example activity of the next level of development of the expressive language skills may be orally naming objects in the environment to express identification of objects. The sets of skills and activities directed to the same meet government curriculum standards and industry best practices and standards. More importantly, the teaching activities and corresponding sets of skills across the various domains address development of the "whole person" from preschool to adult stages unique to the present invention.
Preferably there is one teaching activity per record 13, and the record provides step by step instructions for implementing or carrying out the teaching activity. The step by step instructions follow best practices and industry approved methodologies (such as using principles of Applied Behavior Analysis in the case of autistic students). Alternative implementations for the subject teaching activity may also be provided. For example, a record 13 provides step by step instructions for teaching a student to drink from a cup. The standard step by step instructions use visual modeling. The alternative implementation in the record 13 provides step by step instructions that use manual guidance. A third implementation for the subject teaching activity/record 13 provides step by step instructions based on another technique approved in the industry.
In addition to skill development level (introductory, practice, mastery), the teaching activities/records 13 within the curriculum data bank may be further subcategorized by level of abstractness. For example, in the set of records 13 that provide teaching activities for obtaining adeptness of a skill, there are some records that provide teaching activities which enable a more abstract grasp of the skill (less tied to environment or context). The teaching activities which provide the skill independent of environment or context may be considered to be more difficult and reserved for the mastery stage of learning the skill. Level of abstraction and environmental or contextual influence are unique to teaching individuals with autism and individuals with certain learning disabilities.
Returning to
Next at step 43, invention routine 92 enables the educator to select a domain (skill set) to be addressed in the current lesson plans being formulated for the subject student. Based on the selected domain, the invention routine 92 looks up the student's assessed skill level in each of the identified core skills for that domain as stored in the subject student's record 11. Routine 92 displays the identified core skills (in the selected domain) for the subject student. Upon user selection or indication of one of these core skills to be addressed in the current lesson plan, processor routine 92 at step 45 obtains various skill development level appropriate and age appropriate activities (records) from the curriculum data bank 13.
Next, invention routine 92 displays or otherwise provides a list or set of pertinent teaching activities from the obtained curriculum records 13, from which the educator-user may make a selection. The invention routine 92 displays prerequisites of a selected teaching activity, step-by-step implementation instructions and an indication of materials for implementing the activity, as well as criteria for progressing with the activity or increasing/decreasing level of the activity.
Here the educator-user may read/review, from the lesson history section of the selected student record 11, the student's prior lessons attempted and accomplished. The educator-user may also read/review from student records 11 the learning profile (learning preferences) of the subject student. With such information at the educator-user's fingertips, the educator-user may more easily determine which implementation alternative (of the selected teaching activity 13) is more suitable (a best fit) for the subject student. Following the prior example of the teaching activity record 13 in which one implementation uses visual modeling and an alternative implementation uses manual guidance, the educator-user may see from the student's record 11 (learning profile and lesson history sections) that the subject student had success in mastering a skill in another domain when manual guidance was used. Thus the educator-user may select the alternative implementation with manual guidance for the current teaching activity record 13. In this way, the lesson plan being currently formulated with selected teaching activity record 13 is customized/individualized for the subject student based on recorded past performance and learning profile.
Further, from the lesson history section of the subject student record 11, the educator-user can see that the subject student has, for example, completed one or many introductory activities, i.e., exercises/activities that introduce the subject skill. Thus the educator-user can select, for the current lesson plan, a next development level (or appropriate development level) activity that addresses the skill. Or there may be several such next level activities for the educator-user to consider as displayed through curriculum data bank records 13. The educator-user can contemplate a series of lesson plans, each lesson plan utilizing a different one of those teaching activities from records 13, and each record offering an alternative implementation which may be more aligned with the subject student's learning style than the standard implementation as discussed above. The present invention data store of teaching activity records 13 in combination with student record information (e.g., lesson history, learning profile, etc.) 11 enables such student focused, individualized and customized planning of lessons.
In embodiments where a series of teaching activities/records 13 is defined per domain, then the assessment indications (per domain) in the student record 11 effectively provides a query into the respective activity series. The query results provide an indication of portion of the series of teaching activity records 13 that is appropriate for the current lesson plan in the making. Other query engines, rule engines and the like may be employed to determine appropriate curriculum records 13, for the current lesson being planned, as a function of student record 11 indications of assessed skill levels.
Further, lesson plans in one domain area for a given student do not unduly restrict or dictate lesson plans in another domain for that student. That is, the present invention allows flexibility between lesson plans and respective exercises (activities) of different domain areas per student. This is in recognition that learning disabled individuals (especially individuals with autism) often may learn skills in one domain area at a different rate than skills in other domain areas. Again, the present invention organizes student information in student records 11 and teaching activities of curriculum data store 13 by domain, core skill and skill level for purposes of enabling and guiding educators to form appropriate customized lesson plans for each student.
In other embodiments, curriculum records 13 provide audio-visual (video) demonstrations of the respective exercise. Other information or views of the corresponding exercise may also be provided and displayed upon selection by the educator-user.
The user selected teaching activity unit/curriculum record 13 is copied to form an instructional template for the subject student (step 47). The educator-user may refine the formed instructional template knowing other lesson plans with respective activities are in progress (as indicated in student records 11). Once the educator-user is satisfied with the working instructional template 47, program 92 (step 49) is responsive to the educator-user command to output the custom made lesson plan. In the preferred embodiment, the output includes a custom curriculum sheet 19 designed for the educator to use during implementation of the custom lesson plan with the subject student.
It is understood that various decision support engines or subsystems may be employed. Such a subsystem would be responsive to user input at each step 41, 43, 45 and provide refined options for selection at a succeeding step based on information in curriculum records 13 and student records 11.
Referring to Fib. 4 b, in step 35 the invention routine 92 may hold the custom made lesson plan (curriculum sheet 19) of step 49 for approval before output and use by the educator-user. An administrator-user, such as a supervisor, reviews the subject lesson plan through routine 92. Upon supervisor approval of the lesson plan (step 37), routine 92 releases the lesson plan and allows output of the curriculum sheet 19 to an educator-user for use as described above.
The prerequisites and criteria for the selected teaching activities in step 45 (
The foregoing settings are then reflected in screen views displayed (and output 19 rendered) to the teacher user in response to her utilizing the present invention system as described above in
Accordingly, a teacher (educator) generates different custom curriculum sheets 19 (i.e., lesson plans with teaching activities tailored to the student) for different skills to be introduced/practiced by a subject student. Collectively the many customized activity/curriculum sheets 19 form a custom student program. As such the present invention enables educators (teachers and administrators) to prepare custom lesson plans per student throughout a school or educational program. Further, where the lesson plans (past and current) are stored in connection with student records 11, the present invention enables various reporting of the same (especially with IEP reports). In a preferred embodiment, a reporter routine is coupled across invention program data 94 to gather fields of data necessary for IEP reports and to generate therefrom report documents in the necessary governmental or other agency formats. Other reports by groups of students, by particular curriculum (exercise or activity set), for performance, measured effectiveness and the like are made possible by the present invention student records 11 and curriculum records 13. Such data access, formatting and report generation are accomplished by known techniques in the art.
Where the invention program 92 is run on computers 50, 60 in communication with a global network 70, routine 92 allows linking to government agency websites for reporting student information and lesson plan data. Data gathering (uploading) to the student records 11 may be by remote wireless devices (e.g., hand held data communication devices) and the like. Other communications and network linking through invention 92 are also in the purview of one skilled in the art.
Another feature of the present invention system is that the progress or other reporting of performance of each lesson (implementation session) is enabled. As the teacher uses the generated curriculum sheet 19 to give a lesson, the teacher makes notes of the student's response. These responses are entered into the student record 11 (specifically at the current lesson section of the record 11).
In the field of education for autistic students, this type of tracking of lessons is important. Autistic students do not adapt to changes well. Thus environment, teacher, location of the lesson, etc. impact learning and thus progress on each teaching activity or subject skill.
Administratively, student record table 31 may be used as a mechanism or point of process control in the invention system 92. For example, a home specialist or teacher may initially indicate that trials are being halted on a certain teaching activity or set of activities in table 31. System 92 responds by placing the corresponding lesson plan on hold 35 and pending approval loop as discussed in
In one embodiment, routine 92 provides a next lesson plan or curriculum sheet 19 for a given student based on the progression made within one teaching activity level and from one level to the next as documented in the corresponding student record 11 (e.g., table 31). As pertinent fields of table 31 are completed, routine 92 determines level of progress made by the subject student in the corresponding skill. Based on this determination and the ordering of teaching activities/records within the curriculum data bank 13 per domain and skill, routine 92 makes a preselection of next activity and level of activity and displays this in a proposed next lesson plan/curriculum sheet 19.
While this invention has been particularly shown and described with references to preferred embodiments thereof, it will be understood by those skilled in the art that various changes in form and details may be made therein without departing from the scope of the invention encompassed by the appended claims.
For example, different educators from different areas of concern (e.g., occupational therapy, general scholastic, health, maintenance/hygiene, etc.) will use the invention tool to prepare custom lesson plans for the same subject student. The different skills domains and teaching activity levels of the present invention 92 are supportive of this team teaching approach which cannot be as effectively achieved in the prior art generic lesson plan making systems. Further, the cross-referencing of teaching activities or records within the curriculum data store 13 assists with the lesson planning by multiple teachers and monitoring by administrators.
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|Citing Patent
|Filing date
|Publication date
|Aug 14, 2009
|Jul 1, 2014
|K12 Inc.
|Systems and methods for producing, delivering and managing educational material
|Aug 14, 2009
|Sep 16, 2014
|K12 Inc.
|Systems and methods for producing, delivering and managing educational material
|Mar 10, 2008
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|Ashmore Mary E
|Graphical user interface and method for providing a learning system
|Dec 19, 2008
|Mar 25, 2010
|Deyoung Dennis C
|Automatic education assessment service
|Aug 14, 2009
|Feb 17, 2011
|Ronald Jay Packard
|Systems and methods for producing, delivering and managing educational material
|Aug 14, 2009
|Feb 17, 2011
|Ronald Jay Packard
|Systems and methods for producing, delivering and managing educational material
|Aug 14, 2009
|Feb 17, 2011
|Ronald Jay Packard
|Systems and methods for producing, delivering and managing educational material
|Jan 31, 2012
|Aug 23, 2012
|Step Ahead Studios
|System and Method for Creating and Managing Lesson Plans
|Jun 29, 2012
|Oct 24, 2013
|Rohan Martin Braddy
|Goal-oriented planning system
|May 15, 2013
|May 6, 2015
|Mentor-tuned guided learning in online educational systems
|Jun 27, 2014
|Oct 29, 2015
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|U.S. Classification
|International Classification
|Cooperative Classification
|European Classification
|Jan 31, 2005
Owner name: NEW ENGLAND CENTER FOR CHILDREN, INC., THE, MASSAC
Free format text: ASSIGNMENT OF ASSIGNORS INTEREST;ASSIGNORS:MANSFIELD, RENEE CAROLYN;DUDLEY, LAURA LARSEN;DEGREGORY,KAREN THERESA;AND OTHERS;REEL/FRAME:015635/0065;SIGNING DATES FROM 20050111 TO 20050112
Owner name: NEW ENGLAND CENTER FOR CHILDREN, INC., THE, MASSAC
Free format text: ASSIGNMENT OF ASSIGNORS INTEREST;ASSIGNORS:MANSFIELD, RENEE CAROLYN;DUDLEY, LAURA LARSEN;DEGREGORY,KAREN THERESA;AND OTHERS;SIGNING DATES FROM 20050111 TO 20050112;REEL/FRAME:015635/0065
|Dec 4, 2014
|Fee payment
Year of fee payment: 4


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working great so far!
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working great so far!
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Some improvement in hot flashes can be seen
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Just on my first bottle of these, and I seem to be feeling much better. Going through perimenopause at the moment, and initially tried Prominsel, which didn't seem to work as well. Not as moody, and seem more calm. Thank you Iherb!
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It was a victorious weekend in Melbourne for the long shot underdogs when 28-year-old Swiss player Stanislas Wawrinka defeated Rafael Nadal to win the Men's Singles Championship and 32-year-old Chinese player Li Na defeated Slovak Dominika Cibulkova on Saturday to win the Women's Singles.
It was expected to be a Nadal vs defending Aussie Open champion Djokovic in the Men's Final and Serena vs defending champion Azarenka in the Women's final. However, sovaldi sale world No. 1 Nadal was the only top-seeded player to even make the semi-finals. No. 2 Djokovic lost to eight seed Wawrinka in an epic five-set quarter final 6-2 4-6 2-6 6-3 9-7.
Nadal defeated Roger Federer in straight sets to reach the Australian Open tennis final and Wawrinka defeated Tomas Berdych in 4 sets in the semi-finals.
No. 1 Serena Williams lost to Ana Ivanovic in the fourth round and Agnieszka Radwanska upsets No. 2 Victoria Azarenka in quarterfinals.
Stanislas Wawrinka of Switzerland won his first Grand Slam title with victory over an injured Rafael Nadal in the Australian Open final Sunday. Wawrinka defeated the world number one, help who was struggling with a back problem, 6-3 6-2 3-6 6-3.
He becomes the second Swiss man to win a Grand Slam singles title after 17-time champion Roger Federer.
"I still think that I'm dreaming," said Wawrinka after the match. "It's a strange feeling. I saw so many finals. I always try to watch the finals of Grand Slams because that's where the best players are playing. Before today, for me it wasn't a dream. I never expected to play a final. I never expected to win a Grand Slam. And right now I just did it."
Nadal, always the class act, revealed he felt the back problem during the warm-up. Rafa said: "It is a tournament that I really had some troubles physically in my career and is something that is painful for me. But that's part of life. That's part of sport. It's not the end of the world. Is just another tough moment. The last thing that I wanted to do was retire. No, I hate to do that, especially in a final. It's not the moment to talk about that. It's the moment to congratulate Stan. He's playing unbelievable. He really deserved to win that title."
Before this Championship, Wawrinka had never won a set, let alone a match, in 12 previous attempts against Nadal, and was making his Grand Slam final debut against Nadal who was in his 19th.
Despite Nadal's loss, he will retain his world No.1 ranking.
Li Na erased memories of previous final losses in 2011 and last year to defeat 24th ranked Slovak Dominika Cibulkova 7-6, 6-0 Saturday in 97 minutes.
"This is my favorite grand slam (championship) and I'm so happy I've won the title here", an exuberant Na said after the final. However most memorable is her hilarious victory speech.
After paying respects to her opponent, Li thanked her agent Max Eisenbud for "making me rich" and her husband and former coach Jiang Shan, long the butt of his wife's jokes, for special praise. "Now, of course, my husband … famous in China. Thanks for him for giving up everything, just travelling with me to be my hitting partner, fix the drinks and fix the racquets, so, he did a lot of jobs," she grinned as Jiang was ribbed in the players' box.
"So, thanks a lot, you're a nice guy. And … also you are so lucky, you found me."
Watch Li Na's Australian Open victory speech here:
Have a Smashing week and the long wait until the next tennis Grand Slam – The French Open 2014 begins on Sunday, May 25 and ends on Sunday, June 8.


text:
Super three year old Sea Siren created history in becoming the first filly to win the Group 1 $650,000 Carlton Mid Doomben 10,000 (1350m) at Doomben today.
Winning jockey Jim Cassidy gave Sea Siren the perfect run on the fence behind the pace setter Adebisi, but had to fight hard all the way down the straight to stall off local hero Buffering to score by a neck on the line.
Today's win was Cassidy's ninety-fourth Group 1 victory and made it two in a row on this filly after taking out the $400,000 Bundaberg Distilling Co. BTC Cup (1200m) at Doomben two weeks ago.
"Broke a record, no filly has ever won it. If any one can, the Pumper and John boy can," said Cassidy, who is commonly known as the 'Pumper' due to his riding style, referring also to winning trainer John O'Shea.
"She's such a push button filly. She's got a few hurdles to climb yet, but she's going to go a long way. She's a real little pro," Cassidy added.
O'Shea will now head to the Group 1 $1m AAMI Stradbroke Handicap (1400m) at Eagle Farm on June 9 with his new star, a race he picked out when Sea Siren beat Australian Oaks winner Streama during the Autumn in Sydney.
"It's a wonderful achievement for a wonderful filly," O'Shea said.
"Full credit to Jimmy. She didn't end up where we wanted to be. We wanted to be one off so we could get going when we wanted to. It's just the way it panned out, she ended up box seating. It was a very good run and a very good ride."
Three year old fillies have a good record in the Stradbroke and when O'Shea decided to bring Sea Siren north he remembered winning the 1400m Group 1 sprint at Eagle Farm with his good filly Private Steer in 2003.
"We brought her to Brisbane to see if she would be competitive in the Stradbroke. Three year old fillies traditionally have been very competitive in this race particularly when they have good Group 2 form in Sydney in the Autumn. She's probably ended up a little better than we anticipated."
"That's always the nice one. Nine times out of ten it always end up the other way."
"She really stamped herself today, the filly."
Sea Siren started the $4.20 favourite in holding off Buffering ($4.80), with $21 chance Temple Of Boom running home strongly two lengths away in third spot.
Last year's 10,000 winner Beaded ($8.50) had a fair run during the race but couldn't go on with it and faded to finish eleventh while the three year old Pampelonne ($6) ran a fair race at his first go at weight for age to finish in sixth spot.
Trainer Robert Heathcote was more than happy with the effort of Buffering after an interrupted preparation and will now push towards the Stradbroke and possibly a trip to Hong Kong at the end of the year.


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PhosphoSitePlus® Resource
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- Analytical tools
Phospho-Cyclin B1 (Ser116) Antibody #13495
Western blot analysis of HT-29 cell extracts, untreated (-) or treated with thymidine (2 mM, 16 hr) followed by Nocodazole #2190 (10 nM, 24 hr; +), using Phospho-Cyclin B1 (Ser116) Antibody (upper), Cyclin B1 (D5C10) XP® Rabbit mAb #12231 (middle), or α-Actinin (D6F6) XP® Rabbit mAb #6487 (lower).Learn more about how we get our images
Western blot analysis of HT-29 cell extracts, untreated (AS) or synchronized in S-phase by double thymidine block (2 mM) followed by release into fresh medium for the indicated time, using Phospho-Cyclin B1 (Ser116) Antibody (upper), Cyclin B1 (D5C10) XP® Rabbit mAb #12231 (middle), or α-Actinin (D6F6) XP® Rabbit mAb #6487 (lower).Learn more about how we get our images
Western blot anaylsis of HeLa cell extracts, untreated (-) or treated with Nocodazole #2190 (10 nM, 24 hr; +) using Phospho-Cyclin B1 (Ser116) Antibody (upper), Cyclin B1 (D5C10) XP® Rabbit mAb #12231 (middle), or α-Actinin (D6F6) XP® rabbit mAb #6487 (lower). Membranes were mock treated (- CIP) or Calf Intestinal Alkaline Phosphatase treated (+ CIP) after transfer.Learn more about how we get our images
Gallery: Phospho-Cyclin B1 (Ser116) Antibody #13495
Western Blotting Protocol
For western blots, incubate membrane with diluted primary antibody in 5% w/v BSA, 1X TBS, 0.1% Tween® 20 at 4°C with gentle shaking, overnight.
NOTE: Please refer to primary antibody datasheet or product webpage for recommended antibody dilution.
A. Solutions and Reagents
From sample preparation to detection, the reagents you need for your Western Blot are now in one convenient kit: #12957 Western Blotting Application Solutions Kit
NOTE: Prepare solutions with reverse osmosis deionized (RODI) or equivalent grade water.
- 20X Phosphate Buffered Saline (PBS): (#9808) To prepare 1 L 1X PBS: add 50 ml 20X PBS to 950 ml dH2O, mix.
- 10X Tris Buffered Saline (TBS): (#12498) To prepare 1 L 1X TBS: add 100 ml 10X to 900 ml dH2O, mix.
- 1X SDS Sample Buffer: Blue Loading Pack (#7722) or Red Loading Pack (#7723) Prepare fresh 3X reducing loading buffer by adding 1/10 volume 30X DTT to 1 volume of 3X SDS loading buffer. Dilute to 1X with dH2O.
- 10X Tris-Glycine SDS Running Buffer: (#4050) To prepare 1 L 1X running buffer: add 100 ml 10X running buffer to 900 ml dH2O, mix.
- 10X Tris-Glycine Transfer Buffer: (#12539) To prepare 1 L 1X Transfer Buffer: add 100 ml 10X Transfer Buffer to 200 ml methanol + 700 ml dH2O, mix.
- 10X Tris Buffered Saline with Tween® 20 (TBST): (#9997) To prepare 1 L 1X TBST: add 100 ml 10X TBST to 900 ml dH2O, mix.
- Nonfat Dry Milk: (#9999).
- Blocking Buffer: 1X TBST with 5% w/v nonfat dry milk; for 150 ml, add 7.5 g nonfat dry milk to 150 ml 1X TBST and mix well.
- Wash Buffer: (#9997) 1X TBST.
- Bovine Serum Albumin (BSA): (#9998).
- Primary Antibody Dilution Buffer: 1X TBST with 5% BSA; for 20 ml, add 1.0 g BSA to 20 ml 1X TBST and mix well.
- Biotinylated Protein Ladder Detection Pack: (#7727).
- Prestained Protein Marker, Broad Range (11-190 kDa): (#13953).
- Blotting Membrane and Paper: (#12369) This protocol has been optimized for nitrocellulose membranes. Pore size 0.2 µm is generally recommended.
- Secondary Antibody Conjugated to HRP: Anti-rabbit IgG, HRP-linked Antibody (#7074).
- Detection Reagent: SignalFire™ ECL Reagent (#6883).
B. Protein Blotting
A general protocol for sample preparation.
- Treat cells by adding fresh media containing regulator for desired time.
- Aspirate media from cultures; wash cells with 1X PBS; aspirate.
- Lyse cells by adding 1X SDS sample buffer (100 µl per well of 6-well plate or 500 µl for a 10 cm diameter plate). Immediately scrape the cells off the plate and transfer the extract to a microcentrifuge tube. Keep on ice.
- Sonicate for 10–15 sec to complete cell lysis and shear DNA (to reduce sample viscosity).
- Heat a 20 µl sample to 95–100°C for 5 min; cool on ice.
- Microcentrifuge for 5 min.
Load 20 µl onto SDS-PAGE gel (10 cm x 10 cm).
NOTE: Loading of prestained molecular weight markers (#13953, 5 µl/lane) to verify electrotransfer and biotinylated protein ladder (#7727, 10 µl/lane) to determine molecular weights are recommended.
- Electrotransfer to nitrocellulose membrane (#12369).
C. Membrane Blocking and Antibody Incubations
NOTE: Volumes are for 10 cm x 10 cm (100 cm2) of membrane; for different sized membranes, adjust volumes accordingly.
I. Membrane Blocking
- (Optional) After transfer, wash nitrocellulose membrane with 25 ml TBS for 5 min at room temperature.
- Incubate membrane in 25 ml of blocking buffer for 1 hr at room temperature.
- Wash three times for 5 min each with 15 ml of TBST.
II. Primary Antibody Incubation
- Incubate membrane and primary antibody (at the appropriate dilution and diluent as recommended in the product datasheet) in 10 ml primary antibody dilution buffer with gentle agitation overnight at 4°C.
- Wash three times for 5 min each with 15 ml of TBST.
- Incubate membrane with Anti-rabbit IgG, HRP-linked Antibody (#7074 at 1:2000) and anti-biotin, HRP-linked Antibody (#7075 at 1:1000–1:3000) to detect biotinylated protein markers in 10 ml of blocking buffer with gentle agitation for 1 hr at room temperature.
- Wash three times for 5 min each with 15 ml of TBST.
- Proceed with detection (Section D).
D. Detection of Proteins
Directions for Use:
- Wash membrane-bound HRP (antibody conjugate) three times for 5 minutes in TBST.
- Prepare 1X SignalFire™ ECL Reagent (#6883) by diluting one part 2X Reagent A and one part 2X Reagent B (e.g. for 10 ml, add 5 ml Reagent A and 5 ml Reagent B). Mix well.
- Incubate substrate with membrane for 1 minute, remove excess solution (membrane remains wet), wrap in plastic and expose to X-ray film.
* Avoid repeated exposure to skin.
posted June 2005
revised November 2013
Western Blot Reprobing Protocol
Reprobing of an existing membrane is a convenient means to immunoblot for multiple proteins independently when only a limited amount of sample is available. It should be noted that for the best possible results a fresh blot is always recommended. Reprobing can be a valuable method but with each reprobing of a blot there is potential for increased background signal. Additionally, it is recommended that you verify the removal of the first antibody complex prior to reprobing so that signal attributed to binding of the new antibody is not leftover signal from the first immunoblotting experiment. This can be done by re-exposing the blot to ECL reagents and making sure there is no signal prior to adding the next primary antibody.
A. Solutions and Reagents
NOTE: Prepare solutions with reverse osmosis deionized (RODI) or equivalently purified water.
- Wash Buffer: Tris Buffered Saline with Tween® 20 (TBST-10X) (#9997)
- Stripping Buffer: To prepare 100 ml, mix 6.25 ml of 1M Tris-HCl pH 6.8, 10 ml of 20% SDS and 700 μl β-mercaptoethanol. Bring to 100 ml with deionized H20. Make buffer fresh just prior to use.
B. Protocol
- After film exposure, wash membrane four times for 5 min each in TBST. Best results are obtained if the membrane is not allowed to dry.
- Incubate membrane for 30 min at 50°C in stripping buffer (with slight agitation).
- Wash membrane six times for 5 min each in TBST.
- (Optional) To assure that the original signal is removed, wash membrane twice for 5 min each with 10 ml of TBST. Incubate membrane with LumiGLO® with gentle agitation for 1 min at room temperature. Drain membrane of excess developing solution. Do not let dry. Wrap in plastic wrap and expose to x-ray film.
- Wash membrane again four times for 5 min each in TBST.
- The membrane is now ready to reuse. Start detection at the "Membrane Blocking and Antibody Incubations" step in the Western Immunoblotting Protocol.
posted June 2005
revised October 2016
|Western Blotting
Phospho-Cyclin B1 (Ser116) recognizes endogenous levels of cyclin B1 protein only when phosphorylated at Ser116.Species Reactivity: Human
Polyclonal antibodies are produced by immunizing animals with a synthetic phosphopeptide corresponding to residues surrounding Ser116 of human cyclin B1 protein. Antibodies are purified by protein A and peptide affinity chromatography.
Cyclins are a family of proteins that activate specific cyclin-dependent kinases required for progression through the cell cycle. The entry of all eukaryotic cells into mitosis is regulated by activation of cdc2/cdk1 at the G2/M transition. This activation is a multi-step process that begins with the binding of the regulatory subunit, cyclin B1, to cdc2/cdk1 to form the mitosis-promoting factor (MPF). MPF remains in the inactive state until phosphorylation of cdc2/cdk1 at Thr161 by cdk activating kinase (CAK) (1,2) and dephosphorylation of cdc2/cdk1 at Thr14/Tyr15 by cdc25C (3-5). Five cyclin B1 phosphorylation sites (Ser116, 126, 128, 133, and 147) are located in the cytoplasmic retention signal (CRS) domain and are thought to regulate the translocation of cyclin B1 to the nucleus at the G2/M checkpoint, promoting nuclear accumulation and initiation of mitosis (6-9). While MPF itself can phosphorylate Ser126 and Ser128, polo-like kinase 1 (PLK1) phosphorylates cyclin B1 preferentially at Ser133 and possibly at Ser147 (6,10). At the end of mitosis, cyclin B1 is targeted for degradation by the anaphase-promoting complex (APC), allowing for cell cycle progression (11). Research studies have shown that cyclin B1 is overexpressed in breast, prostate, and non-small cell lung cancers (12-14).
1. Lorca, T. et al. (1992) EMBO J 11, 2381-90.
2. Harper, J.W. and Elledge, S.J. (1998) Genes Dev 12, 285-9.
3. Norbury, C. et al. (1991) EMBO J 10, 3321-9.
4. McGowan, C.H. and Russell, P. (1993) EMBO J 12, 75-85.
5. Atherton-Fessler, S. et al. (1994) Mol Biol Cell 5, 989-1001.
6. Toyoshima-Morimoto, F. et al. (2001) Nature 410, 215-20.
7. Li, J. et al. (1997) Proc Natl Acad Sci U S A 94, 502-7.
8. Takizawa, C.G. and Morgan, D.O. (2000) Curr Opin Cell Biol 12, 658-65.
9. Santos, S.D. et al. (2012) Cell 149, 1500-13.
10. Jackman, M. et al. (2003) Nat Cell Biol 5, 143-8.
11. Gong, D. and Ferrell, J.E. (2010) Mol Biol Cell 21, 3149-61.
12. Mashal, R.D. et al. (1996) Cancer Res 56, 4159-63.
13. Kawamoto, H. et al. (1997) Am J Pathol 150, 15-23.
14. Soria, J.C. et al. (2000) Cancer Res 60, 4000-4.
For Research Use Only. Not For Use In Diagnostic Procedures. Cell Signaling Technology is a trademark of Cell Signaling Technology, Inc. XP is a registered trademark of Cell Signaling Technology, Inc. Tween is a registered trademark of ICI Americas, Inc.


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- Tee it high and let it fly. This may be your last chance! The tee on this hole is elevated and large. There was once a farm pond directly in front of the tee, maybe the easiest lake you will ever hit over! The hole doglegs left around a large Honey Locust tree to a large open, easy to approach green.
- Study this hole before teeing it up. This is a Redan design. The green is quite narrow and is skew to the tee. If the pin is on the front half, then it plays relatively easy. But if the pin is back left, it is very difficult to get close, especially when playing from the gold tees. The further right you tee, the easier this hole plays. Don't be long or you might find remnants of a turn of the century wooden bridge over Walnut Creek, if the water is low, you can see two of the old supports in the creekbed.
- Your drive is everything on this hole. I hope you are teeing from the proper teeing area for your ability. One key to survival of this hole is to stay toward the right side of the fairway, not trying to cut the dogleg left. A proper tee ball will give you an opportunity to continue with a three wood. If the tee ball goes left and long, you might find yourself inspecting the gravel pit that was used when Grant County first covered the roads with gravel! This gravel pit has provided five generations of Ballingers a place to swim. Not very deep now, but this grandad is glad! (back to golf) Your second shot must carry a small creek "Club Run." The approach shot is kind of tricky also because the green lies right to left from the fairway and is elevated so that a misplaced shot will likely cause a short chip back on. I'm very happy here with a bogey!
- Tease Tease Tease This is a short par 4, driveable from any tee provided
- First shot here is not critical, the second shot must put you in position to cross back over Club Run Creek. One of the earliest thoughts of a golf course on this property occurred from this tee/cornfield. I often thought about how secluded and beautiful this field would be if in bluegrass. (sidetracked again) The second shot hopefully will have put you in great position (squarely in front of green) or else you must lob the ball over mature trees lining Club Run Creek. Drop the ball cozily into the green and a routine par can be had! Go for it in two.
- Short but sweet! Up along the woods and over the hill, try to lay up (185yds.) just short of the juvenile forest. Lay up too short and the green will not be very receptive. Stand on this green and look any direction and you will wonder where you really are. Many people during construction, trying to figure out the new holes came to me and said "you forgot one hole" this is the forgotten hole, no one knew this hole even existed until we penciled the scorecard! Treasure this moment! Believe it or not, one of my worst nightmares was a forgotten hole on one of our golf courses!!! Don't forget where you are, follow the path through a 30 year old forest where the deer call home and find the next tee
- I again hope you are playing the correct set of tees for your ability! Gold tees require a 210 yard carry over water, blue tees 175 yard carry and white tees much less. Accuracy is equally important to this tee shot, do not wander with the tee ball or jail will result. The green is long and narrow but slopes left to right, keep the tee ball straight! This may prove to be one of the most demanding tee shots on this side! I think more people have talked of the beauty of this hole than any other. The pond gives some spectacular reflections!
- Another great vista, the green is straight away, just 165 yards par 3. Concentrate on the shot, a slight mis
- More people talk of this hole than any other. Play this hole conservatively and little problems will result. A smooth 7 or 8 iron will work nicely here for the first shot. Ease the ball into the landing area and you are half way there. This landing area narrows as you get more bold. Just line up parallel to the dam and drop the ball left of and past the big walnut tree on the right side of the fairway. You are now about 130 out from the green. This will be the most difficult part of this hole, requiring a precise second shot, not much margin for error here. I think the bark is worse than the bite on this hole, unless the wind is blowing strong and then anything can happen!
- Remember #1, this hole is similar to it except the green is different. Dogleg left and fairly open. Great view from the tee this course surely isn't as tight and tough as everyone says--- looks simple from here enjoy!!!
- Great hole, are you warmed up yet? If so, you can easily get home on this par 5 in 2 shots however, there is more potential for high numbers than this gamble may be worth. Your best bet is to lay up just short of the green on your 2nd shot and chip on close to maybe get a bird. A close 3rd shot chip is your best birdy chance. I hope you play different sets of tees from time to time because this can be a straight hole or a double dogleg depending upon your tee selection. This hole may be short, but I expect it not to yield many birdies, only giving rewards to the best executions.
- Wow!! This may be one of the greatest par 3 holes in Indiana! It is not a particularly long hole, (145yds) but with the elevation, trees, Club Run Creek, rocks, trees, lake, fish jumping, deer running, killer frogs etc. Just enjoy this hole!!! You have one shot here make it count!
- This is the one hole that you can let it rip, and strength here does help. Make it to the top of the hill and everything is downhill from there. Do not go right on the tee shot or you will not know where to go from there, keep the tee shot in the fairway. The green sets at the bottom of the hill just waiting to swallow up a shot and produce a birdie. Good luck!
- This is a short par 5, slightly uphill and dogleg left. Sounds easy so far? Well, I haven't told you that we tried to keep it two bulldozer widths wide and there are trees everywhere! Just stop and be quiet for a minute; this is what life is all about!!! Don't get too serious about your game; this hole might frustrate you. Try a controlled drive, short of where the really big trees begin, then punch a 7 iron just past the large tree on the left, and finally a wedge or 9 iron over the twin Pin Oaks to the smallest green of Club Run. Oh yes, don't forget the lake that wraps around the left side and back of the green. That wasn't so tough was it! Control is the key to a good score here.
- Have I mentioned control yet? This hole is a pleasingly simple par 4 straight away to a green that bends into the hill that it possesses. A 3 or 5 wood will work nicely here; more will land you in "Club Run" again. A well placed tee shot will yield a remaining 100-120 yard approach shot. The green is above you so judge accordingly. This is potentially the toughest putting surface on the course, so try to get close. If you miss this green, miss it right.! Don't be left — OB. Don't be right because the green is sloped right to left. If you try and drive it, I hope you hit the green! — not! — wow what a feeling!!! Hit will cause big numbers. This is a moderate to small size 3 tier green. Pay close attention or this may be a costly hole in match play.
- This is a modest length par 3 with the green above you. The heather on the left and wild flowers on the right gives an accent to the valley through which you must traverse. A large, slightly tiered putting surface will greet a ball with open arms and hopefully yield a birdie. Caution should be used however because water at the back right will also accept a ball, probably many.
- This is a fun, picturesque hole. Don't try to overdo that driver. Sound familiar? too much might feed "Club Run" again. The key to this hole is don't be right. A big ash tree will drop your approach shot quicker than you can say, "gosh dar
- Begin this hole at a beautifully elevated teeing area with a 20 ft drop into, you guessed it, "Club Run." The large wide valley demands a lengthy tee shot; hope yours is good! The second shot to this moderately length par 4 will demand a course in distance evaluation. Don't come up short, because the lake will grab your ball and only frustrate you. Being a little long is no sin, but again, you will worry when shooting back toward the green and lake! One more thing, I really didn't bury a Volkswagen in the middle of this green. It only looks a little that way. Choose carefully the area of the green that you want to land on because the undulations may intimidate you once landed.
Hopefully you have enjoyed our golf course. Holes 1
Follow the path along Club Run Creek and cross over the bridge past the tree lined ridge on your right and meander up the hill. Many quail have been spotted along this ridge, a small paw paw patch also resided along this fence line. (Indiana Bananas as locals call them)
Club Run
Club Run was named after the creek that flows north westerly through the property; this name is thought to have been given when the first surveyors platted the county. Likewise Walnut Creek is also named after the Creek flowing westerly through both courses.
From the tee, aim toward the bridge and your second shot will be much easier. This green is tightly surrounded by forest. Don't get too sloppy here because the green grabber lurks to steal your ball and feed the woods! This is not a large green but was tough to build; who cares?! Well, that is why there are three tiers to negotiate your par.4 and 14 - 18 were opened May 1995. Holes 5 - 13 opened May 1998.


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The Dangers of an Algorithm Scandal
Traders Magazine, November 2004
Memo to regulators hunting for problems: Look for the math nerds. That's the warning from an official of an electronic trading firm, who says the growing popularity of algorithmic trading is inevitably going to lead to some scandal.
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Sponsored By
The Caentral Texas Food Bank
The Central Texas Food Bank is a social welfare organization that distributes food and grocery products to the hungry people.
The Caentral Texas Food Bank At-A-Glance
- 1981
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- 512-282-2111
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Austin, TX 78744
- 6500 Metropolis Drive
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Vacuum Accessories
Wand with Cord Channel
(Vacuum Accessories - Telescopic Wand)
This Eureka metal wand features a plastic button at one end and a plastic clip at the other. It can be used on powerheads as well as floor attachment products.
Specifications / Choose an option
|Eureka Sanitaire wand with button and channel clip power nozzle
|Compatible with model(s)
|Fits most Eureka's Sanitaire models and other vacuum systems
Parnell's Appliance & Electronics has been proudly serving the needs of Vernon, BC and the North Okanagan since 1987. In January 2013, after 25 + years, we relocated to an exciting new location. We invite you to stop by and checkout our bright new showroom filled with the latest appliances from Electrolux/Frigidaire, GE, Danby & Sharp as well as electronics from Panasonic & Samsung. We are proud of our long standing partnership with all of these great brands. Parnell's has long been known for our community support, outstanding service and knowledgeable staff with over 75 years of appliance experience combined. We work with our customers to offer product that best suits their needs and budget. Product handling is done with great care and attention to all details and appliances & electronics are inspected before leaving our store. We also offer our 'old fashion' 5 STAR delivery program which is second to none. Our outstanding team delivers and sets up appliance & electronics with great care and respect for our customer's homes. Parnell's "WHERE WE TAKE TIME FOR YOU" is true it's all that we do!


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Quick Links: EDUCATION• Youth Orchestra
• Junior Strings
• Orchestra Zone
• Masterclass Series
Reading Symphony Youth Orchestra
Since 1989, the Reading Symphony
Youth Orchestra (RSYO) has been serving the community as
part of the mission of the Reading Symphony Orchestra.
Hundreds of young musicians from the region have gained the
experience of performing classical orchestral music of the
highest caliber. The orchestra is a project of the Education
Committee of the Reading Symphony Board of Directors. Peter Brye
serves as conductor.
The RSYO performs a Holiday and Spring concert, and appears with the Reading Symphony on a Classical Subscription Concert.
The Parents and Patrons of the Youth Orchestra (PPYO), the RSYO parent association support group, have hosted music festivals for select symphonic youth groups and offer support to the program.
Beyond central Pennsylvania, the RSYO has traveled and performed in youth musical group festivals, Virginia Beach, Boston, and Toronto, Canada. The RSYO was honored to perform at the Pennsylvania Music Educators Association (PMEA) annual meeting in 2000 in Pittsburgh, PA.
In June, 2001, the RSYO embarked on their first trip abroad, to the United Kingdom, performing four concerts in their ten day tour. In 2003 the group toured French Canada. In 2004, they returned to Europe touring Germany, Austria, Switzerland and Prague. The orchestra had a successful tour to Italy in 2007 accompanied by RSO Concertmaster Christopher Collins Lee. They recently returned from a successful tour to Prague, Vienna and Budapest, again accompanied by Mr. Lee.
Christopher Cinquini, RSYO Conductor
Christopher Cinquini is currently the Director of Orchestras and music department leader at Boyertown Area Senior High School – a community that has regularly been named to the National Association of Music Merchant's national list of "Best Communities for Music Education".
Cinquini has performed regularly with the Berks Opera Company in Reading since 2011, both as a violinist and associate conductor. In 2015, he was named Principal Conductor and he conducted the acclaimed production of Gounod's Faust that was selected for the Reading Eagle's "2015 Newsmaker of the Year" award.
After a competitive search in early 2016, Cinquini was named the newest conductor of the Reading Symphony Youth Orchestra for their 28th season. The orchestra, an auditioned group of students in grades nine through twelve, is made up of students from Berks, Lancaster, Chester, and Montgomery counties, and has performed regularly throughout the United States and Canada, in addition to multiple performance tours through Europe.
A native of West Chester, Pennsylvania, Cinquini received his Bachelor of Music Education degree from The Pennsylvania State University and a Master of Music Performance in Orchestral Conducting from West Chester University. Having studied violin under Adrianna Park, Sylvia Ahramjian, and Max Zorin, he has toured with the Trans-Siberian Orchestra, and performed with the Berks Sinfonietta, Chester County Pops Orchestra, and across Europe with multiple festival orchestras.
In the Northeast United States, he has performed at Carnegie Hall in New York City, The Kimmel Center in Philadelphia, and Heinz Hall in Pittsburgh. While at Boyertown, he has conducted performance tours abroad in Czech Republic and Austria, as well as to Washington, DC, Boston, and New York City.
Cinquini is an active member of the Music Educators Association of Berks County and has previously served as the Vice-President for Orchestras. He is a current member of Pennsylvania Music Educators of America and the National Association for Music Education and currently serves on the RSO Educational Outreach Committee.
Peter J. Brye, Music Director, Retired
Peter Brye currently serves as the Conductor and Music Director of the Reading Symphony Youth Orchestra, a position he has held since the inception of the orchestra in 1989. The RSYO enjoys a reputation as one of the leading youth orchestras in Pennsylvania and has toured extensively, including performances in Boston, Toronto, a 2001 tour of the United Kingdom, and a 2003 tour of French Canada. The RSYO has had four tours of Europe since 2004 with performances in Prague, Vienna, Salzburg, Budapest, Asiago (Italy), Montecatini Terme (Italy), and Florence. The Reading Symphony Youth Orchestra was also invited to perform at the 2000 Pennsylvania Music Educators Association In-Service Conference.
Mr. Brye continues to be in high demand as a festival conductor and has appeared frequently throughout the northeast. He has conducted the all-state orchestra festivals for Pennsylvania, Delaware, and New Jersey in addition to numerous festivals at the county, district and regional levels including appearances in Boston and New York State. Mr. Brye appears as a 'cello recitalist, orchestral soloist, and chamber musician and has been a member of the Reading Symphony Orchestra since 1976 where he has served on occasion as assistant conductor. He is presently on the conducting staff and is the assistant principal 'cellist with the RSO.
147 North Fifth Street, Suite 4, Reading, PA 19601 | Phone: 610-373-7557 | Contact Us


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A goal from Roque Santa Cruz after five minutes was all they had to show for their efforts.
Blackburn were the superior side and manager Mark Hughes will no doubt be disappointed the margin of victory wasn't greater.
Santa Cruz made the breakthrough when he fired a shot into the corner after Jason Roberts had cleverly turned Heikki Pulkkinen.
- More about:
- Blackburn Rovers
- Mark Hughes
- Roque Santa Cruz


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Rudy's Mediterranean Grill proudly serves Columbia, Marylande and the surrounding areas a variety of delectable dishes on an appetizing menu. Everyone is welcome to feast his or her eyes on the region's finest assortment of Turkish, Greek, Italian, American and other fun cuisines.
When new offers are available from this business.


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News About Regatta Rebel
Big Tree Scores Big Upset in 2015 Ken Russell Memorial Classic
Former Brisbane trainer, the now Gold Coast-based Peter Balzen celebrated his second feature win at his local track with promising two-year-old Big Tree scoring an upset win in the Ken Russell Memorial Classic 2015 on A.D. Hollindale Stakes Day.
2015 AD Hollindale Stakes Day Scratchings & Track Report
We are racing in Queensland today to kick off the early Brisbane Winter Racing Carnival action at the Gold Coast Racecourse for AD Hollindale Stakes Day 2015.
It is sunny skies in the 'Sunshine State' this Anzac ...
Ken Russell Memorial Classic 2015 Odds & Tips
Gai Waterhouse's visiting Sydney-trained filly Regatta Rebel is clear favourite in the markets to win Saturday's 2015 Ken Russell Memorial Classic at the Gold Coast, betting tips for which are found below.
A bumper ...
2015 Ken Russell Memorial Classic Nominations
A host of Group races light up the Gold Coast Racecourse for AD Hollindale Stakes Day on Saturday including the Ken Russell Memorial Classic 2015 for the two-year-olds.
Plenty of young hopefuls were nominated for this ...
Furnaces Takes Out 2015 Kindergarten Stakes
Godolphin have chalked-up an early win on Day 1 of The Championships this morning as leading jockey James McDonald steered Furnaces to success in the Group 3 Kindergarten Stakes (1100m).
Jumping from the gates only fairly, McDonald pushed Furnaces ...


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Eye to Eye with the Unknown
Quercus 2012
Hardback 336pp Illustrated 280x248mm
9781780879147   Product Code: 22038
Africa's wildlife has been intensely filmed for decades, but the continent is so vast, and technology advances so rapidly, that there is always something new to amaze. This companion to a major BBC series goes beyond the familiar savannahs to remote locations in Congo, the Kalahari and the Sahara to capture such wonders as sea-bathing hippos, wrestling giraffes and the snow monkeys of the Atlas Mountains. References in the book to interactive elements are no longer valid. Off-mint and no jacket.


text: Leading Change Organizational change is a fact of business life. Reorganizations, new executive appointments, mergers, acquisitions, downsizing, and new business initiatives are moments that signal change and can create organizational disruption. Change is never easy, and roughly 70% of change efforts fail or are derailed, which can lead to low productivity and morale, unmet expectations, wasted time and money, and increased employee turnover. Leaders need the buy-in and commitment of the people who are being asked to change along with a sound strategy, process and effective communication to help them activate change.


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London, June 14 (ANI): England batsman Kevin Pietersen could miss this year's Ashes series against Australia because of his Achilles heel injury.
According to a News of The World report, KP has been asked to take another spinal injection to ensure that he is fit for today's must-win Twenty20 World Cup clash with India at Lord's.
"I'm taking the best medical advice and I'm doing everything I can to face Australia but, occasionally, Achilles injuries do flare up. If that happens on the morning of a Test then I wouldn't be able to take part," the tabloid quoted KP, as saying.
He said: "I can promise you I am doing everything in my power to make sure I am OK. I've got one more injection I can have before I'm not allowed any more.
That would be a cortisone epidural into the spinal cord. The Achilles injury is a nerve problem related to the back but since I had the injection last Friday I have been fine. There is still pain in the heel but I'm doing the right thing to try to eliminate as much pain as I can."
"In order to fix an Achilles injury like this properly I probably do need two or three months out of the game," he added.
"Unfortunately, that's not going to happen. I'm a man who wants to play every game for England and as much as I can. As long as I can walk I will play," he said.
The injection into the nerve delivers a high dose of anti-inflammatory and also anaesthetizes the area and allows swelling to subside. An injection into the spine would most likely be in order to deliver the cortisone into the sciatic nerve at the base of the back or reduce inflammation in the nerve groupings that form in that area and run down the back of the leg into the heel, including the Achilles area, News of The World reports. (ANI)


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Ni Hao By Melvin L
The Chinatown Street Festival is filled with Chinese arts and crafts, food, cultural performances, games and a lot of stuff to be enjoyed by the whole family.
Mar 25, 2011
Eats & Treats, Arts & Culture, Festivals & Events
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Suggested Itineraries
Foodiesview details
Watch for our many food or wine festivals to sample the best of the rest of the world, or head straight for red meat and assorted other fine dining fare.
Just for Funview details
Calgary's active theatre community, festival scene and fine art offerings will take you on journey of the imagination far beyond the confines of "Cowtown."
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Tag Archives : dCi
Renault Megane scores 37 points in Euro NCAP test
India-bound 2009 Renault Megane has attained maximum 37 points in its Euro NCAP crash test. This will very likely become the safest vehicle on four.
Video- Renault's V6 dCi Diesel engine
French Automaker Renault recently unveiled a new V6 diesel engine. A V6 diesel engine might never find its way into Renault's Indian offerings, but it.


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KIEV (AFP) – Missile fire hit the battleground town of Debaltseve in east Ukraine Saturday a day after a brief truce allowed hundreds of civilians to flee, government officials said.
"In Debaltseve since 6am this morning rebels have been firing Grad rockets," Kiev-loyal regional police chief Vyacheslav Abroskin said.
Ukraine's military had previously said that a temporary ceasefire that saw shelling of the beleaguered town halt for several hours Friday could be extended into Saturday.
Kiev's emergency rescue services said that 753 people, including 81 children were evacuated Friday from Debaltseve and surrounding towns after the government and rebels sent in buses to collect them.
A separatist military spokesman said Saturday that the insurgents were not planning to dispatch any more buses to evacuate civilians due to safety concerns. Only some 40 people opted to head to the rebel side Friday.
Debaltseve – mid-way between rebels centres Donetsk and Lugansk – has been the focus of fierce fighting for over a week as insurgent fighters try to encircle government troops holding the strategic railway hub.


text:
Costa Del Mar Fathom FA-11 Sunglasses C-Mate +1.75
- Sold for: Start Free Trial or Sign In to see what it's worth.
- Item Category: -
- Source: eBay
- Sold Date: Jul 20, 2009
- Channel: Auction House
I'm putting up for sale a pair of Costa Del Mar Fathom FA-11 C-mate +1.75 bi-focal sunglasses. They are in new condition and come with grey lens, carrying case, and a lifetime warranty. The bi-focal lens is perfect for tying fishing knots, flies, etc.


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Kawai DC88 L
Dust Cover
- Suitable for Kawai ES8, ES7, MP7, MP6, ES100
- Flexible stretch material
- Adjustable integrated rubber band
- Incl. transport bag
Further information
|Cover with Elastic Band
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Offers include 24% Greek VAT and are valid as long as stocks last. Shipping costs to Greece are 20 EUR, free shipping on orders above 298 EUR. Please click here for international Shipping rates. We do not accept liability for typographical errors or inaccurate information of any kind. *RRP = manufacturer's / distributor's recommended retail price in Germany


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Xenophobe's Guide to the Danes
About the author
Everything in moderation
Denmark is a land of modesty and moderation. This is largely a consequence of the Danes' sense of social responsibility. The touchstone of any activity or point of view is whether it is samfundsrelevant, that is, socially useful.
That's not funny
Danish humor suffers from the handicap of the Danes' literal-mindedness (Can you play the violin?" I don't know, I've never tried."), and for their need to conform. In a country where all right-thinking people think the right things, no-one is sufficiently different to laugh at.
Combined forces
Danes cooperate. Lego comes from the Danish words leg godt, which means play well," and this is just what the Danes are good at. They get along well with other people. In any brochure translated for the world market, the word cooperation will appear at least three times per page along with a generous sprinkling of joint ventures."
Frankly speaking
They say what they think about sex, politics, religion, everything. Small talk can assume monstrous proportions. They will tell you frankly how much their mortgage is, how much they earn per hour, and whether or not they shave their armpits.
92 pages; ISBN 9781908120243
Read online, or download in secure EPUB
Title: Xenophobe's Guide to the Danes
Author: Helen Dyrbye
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01 of 09
"First Fridays" in Hampden
Every first Friday of the month in Hampden, local merchants, restaurants, and art galleries along The Avenue (the neighborhood's main drag also known as 36th Street) and the surrounding arteries stay open late. Many lure shoppers and browsers in with deals, discounts, refreshments, and entertainment. The Hampden Village Merchants Association usually keeps an updated list of all the ongoings. The event usually runs from 5 p.m.-8 p.m., with some individual proprietors kicking things off earlier and others making them last long into the night.
02 of 09
Fells Point Art Loop
Fells Point also has its own celebration on the first Friday of every month, when area galleries stay open late from 5-8 p.m. for the "Fells Point Art Loop." Many of the galleries coordinate openings and receptions to fall on the last Friday of the month just for the event. Some restaurants and bars that feature rotating artwork also participate in the Fells Point Art Loop. For more information on participating galleries, visit Fells Point Main Street.
03 of 09
"Final Fridays" in Station North Arts & Entertainment District
On the last Friday of every month, theaters, galleries, venues, bars, and restaurants throughout Station North Arts & Entertainment District hosts "Final Fridays." Musicians, performance artists, and art installations can be found throughout the neighborhood. Each Final Friday usually has a keynote signature event that becomes the hub of activity. Check the Station North website for more details.
04 of 09
"Third Thursday at the Lewis" at the Reginald F. Lewis Museum830 E. Pratt St.
On the third thursday of each month, the Reginald F. Lewis Museum of Maryland African American History and Culture keeps extended hours (5-8 p.m.) and hosts special programming. Typically, there is a live band and some sort of special event, such as a film screening and discussions. Admission is also discounted to $5.Continue to 5 of 9 below.
05 of 09
"Fridays After Five" at the National Aquarium in Baltimore
501 E. Pratt St.
On Fridays after 5 p.m. year-round, the National Aquarium in Baltimore discounts entrance fees to just $12. The popular program allows guests to check out more than 16,000 sea creatures and mammals at a greatly reduced price. Aquarium guests can enter until 8 p.m. and explore until 9:30 p.m., when the aquarium closes for the evening.
06 of 09
"Target $2 Family Fun Night" at Port Discovery Children's Museum35 Market Place
Every third Friday of the month, Port Discovery Children's Museum discounts admission to just $2 per person from 4-7 p.m. Tickets must be purchased at the door at the time of the event, and cannot be combined with any other discounts or coupons.
07 of 09
"Fridays After Five" at the Maryland Science Center601 Light St.
The Maryland Science Center also has a "Fridays After Five" program, when guests can explore the permanent exhibit halls, planetarium, and even IMAX Theater on Friday evenings beginning at 5 p.m. for just $8. Similar to the National Aquarium in Baltimore, the programming takes place from September through March. Please note that the Planetarium presentation is at 5:40 p.m. and the IMAX presentation is held at 7 p.m. During Fridays After Five, the "Kids Room" closes at 6 p.m. No advance tickets are required.
08 of 09
"Free Family Sundays" at The Baltimore Museum of Art
10 Art Museum Dr.
Every Sunday, The Baltimore Museum of Art hosts family programming starting at 2 p.m. Sometimes there are art projects, such as screen-printing demonstrations or mask-making classes, for the kids, while other times gallery tours organized with families in mind are hosted. It's a great way for families to spend Sunday afternoon without having to spend a cent.Continue to 9 of 9 below.
09 of 09
"Open Studio Day" at the Bromo Seltzer Arts Tower
21 S. Eutaw St.
Modeled after the Palazzo Vecchio in Florence, Italy and the tallest building in Baltimore upon its completion in 1911, the The Bromo Seltzer Arts Tower is a clock tower that has been converted into studio spaces for visual and literary artists. On Open Studio Day, visitors can wander through the studios while enjoying refreshments and light fare. Open Studio Days are organized by the Baltimore Office of Promotion & The Arts and usually fall on the first or second Saturday of the month.
Monthly Discount and Free Events in Baltimore
Like clockwork, many of Baltimore's most anticipated free events fall on the same days each month. From family-centric museum programming to neighborhood-wide extravaganzas, here are the dates Baltimoreans need to remember from month to month.


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Ever wondered what actually happens inside your body during sex? Probably not. But you're getting older now, and you clicked this link for a reason.
The following video pretty much covers it all. Sex to most is just, well, sex. But a lot goes on inside your body for it to actually happen.
And it's time you found out what.


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Microsoft wants the world to know it's not falling behind in the race for artificial intelligence.
The technology giant—like Google goog, Facebook fb, and IBM ibm—has been pushing into the trendy field of artificial intelligence, catch-all for various technologies that help computers recognize patterns from massive amounts of data.
Microsoft CEO Satya Nadella emphasized A.I. on Monday at the company's annual IT conference in Atlanta by describing how his company is using the technology and how it plans to do so a lot more in future.
"We are not pursuing A.I. to beat humans at games," said Nadella, taking a subtle hit at competitors like Google and IBM, whose A.I. technologies got some attention for beating humans at the ancient Chinese board game Go and on the game show Jeopardy.
Microsoft's overarching goal is to "democratize A.I.," which Nadella explained has something to do with analyzing the mountains of data produced by consumers and businesses and then presenting the findings to people who have far less free time than they used to have.
Microsoft's "A.I. approach" consists of four "core pillars" that Nadella said are agents, applications, services, and infrastructure. Not coincidentally, a Microsoft service underpins each one of those pillars.
Microsoft's agent is digital assistant Cortana, which Nadella described as a "new organizing layer" that sits "across all the applications you will use in your life." He mentioned Microsoft's Office work productivity and Dynamics software for salespeople as being two examples of applications Microsoft has imbued with better data crunching technology.
Nadella bragged that Microsoft's Dynamics sales software is able to sift through third-party apps like LinkedIn (which Microsoft is acquiring for $26.2 billion) to pinpoint whether changes made on those services, like employees changing job titles, could be a sign of better sales leads. Microsoft competitor Salesforce, whose CEO, Marc Benioff, said lost out to Microsoft on a bid for LinkedIn and its employee data reservoir, is also gearing to soon debut its new "Salesforce Einstein" A.I. technology for its own sales software and related products.
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..Hello..I've just read messages about Braintree.
My uncle, Michael Stinson, worked at Critalls, my Auntie Doreen worked at Lakes', my mum worked at Frank Green in Manor St and my dad was one part of M & M...who ran coaches from Werthersfield to Lancaster Gate on Fridays and Sundays.
I sincerely apologise to the former owner of the sweet shop in Manor Street for bursting his soot bags behind Victoria Street...I was led astray by Percy Pegram...@'@
A memory shared byon Nov 1st, 2012.
Sat Aug 23rd 2014, at 8:24 pm
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Not sure what to write? It's easy - just think of an important place in your life and ask yourself:
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|"Doug Cutting (JIRA)" <j...@apache.org>
|[jira] Commented: (HADOOP-3315) New binary file format
|Wed, 10 Sep 2008 18:29:44 GMT
[ https://issues.apache.org/jira/browse/HADOOP-3315?page=com.atlassian.jira.plugin.system.issuetabpanels:comment-tabpanel&focusedCommentId=12629902#action_12629902 ] Doug Cutting commented on HADOOP-3315: -------------------------------------- > There is little to be shared between the two except for the buffer and count definition. If you instead extended ByteArrayOutputStream, BoundedByteArrayOutputStream would only need to override the two write() methods, rather than implement all of the methods. > The new VLong format enlarges the range of integers that can be encoded with 2-4 bytes [ ... ] Then it should be named something different. Why support negative values at all if you don't use them? Lucene also defines a VInt format that might be considered. Personally, I'd prefer Hadoop used a single VInt format and I don't think it is worth defining yet another VInt and String format for TFile is wise. > we did not directly use CompressionCodecFactory is because CompressionCodecFactory.getCodec() expects a path Then CompressionCodecFactory should be extended, rather than duplicated. > New binary file format > ---------------------- > > Key: HADOOP-3315 > URL: https://issues.apache.org/jira/browse/HADOOP-3315 > Project: Hadoop Core > Issue Type: New Feature > Components: io > Reporter: Owen O'Malley > Assignee: Amir Youssefi > Attachments: HADOOP-3315_TFILE_PREVIEW.patch, HADOOP-3315_TFILE_PREVIEW_WITH_LZO_TESTS.patch, TFile Specification Final.pdf > > > SequenceFile's block compression format is too complex and requires 4 codecs to compress or decompress. It would be good to have a file format that only needs -- This message is automatically generated by JIRA. - You can reply to this email to add a comment to the issue online.
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Channel 4 scoops nine gongs at RTS awards
22 March 2017
At a star-studded awards bash at the Grosvenor House Hotel last night, Channel 4 won nine awards, picking up more gongs than any other individual channel and improving on last year's impressive haul.
Channel 4's Paralympic coverage was recognised, winning the Sports Programme category. Judges commented: "They hooked us with brilliant storytelling and the most fantastic sporting content. The coverage continues to break new ground all the time." There was also an award for the Last Leg, with Adam Hills, Alex Brooker & Josh Widdicombe winning the Entertainment Performance award.
National Treasure took home two awards, including Mini-Series, with the judges praising its "brilliant writing and stunningly crafted direction." Robbie Coltrane was named Best Actor (Male) for his performance, described as "outstanding, the very definition of creative risk-taking."
Grayson Perry All Man also won two awards, for Arts Programme and for Presenter. Judges described the show as "intelligent and moving…the greatest example of an unpatronising, empathetic and compassionate programme."
In winning the Live Event award, Stand Up to Cancer was described as ""Genuinely innovative…an event which reinvented its genre." The award for Science and Natural History went to First Contact: Lost Tribe of the Amazon, and Find It, Fix It, Flog It won the Daytime Programme award .
The Awards were hosted by Great British Bake Off's Sandi Toksvig (yeah, okay she's done one or two other things too).
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March News
22 March 2017 Channel 4 scoops nine gongs at RTS awards
21 March 2017 Channel 4 calls on advertisers to challenge the value of social video ad spend
16 March 2017 Channel 4 announces The Great British Bake Off line up