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subset: commoncrawl


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What is the best mic to use to mic young children in a church drama?
Karl Wagner
Reply: The usual Crown mic for a theater stage floor is the PCC-160. However, because young children often have quiet voices, the PCC-160 might be too far away to pick up their voices loudly enough without feedback. The best option is to use wireless lavalier mics on the actors (if your budget permits). Crown does not make wireless mics, but you could check out products by AKG. The AKG WMS40 UHF lapel wireless mic system costs about $200. You can search for a vendor at www.froogle.com.
A lower-cost option is to hang a couple of Crown CM-31 choir mics just over the heads of the children. The lowest-cost option is to put two or three stand-mounted mics (Crown CM-200A, or any cardioid mic of good quality) on stage at mouth height and have the children speak close to them. Good luck.


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Jasthn wrote:I'm beginning to look through your old work, and am seeing the same thing that Zoul just mentioned.
Perhaps you should find/ make/ use a new style?
Ohh yeah.
Branch out man, try some new stuff, like cars. Anything, just stop limiting yourself to what you are doing and expand.
... Not the page, try to knock that shit out a little bit, I mean your art.


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Fabric: This Gorgeous print Gilt Trip Links in Metallic. There are so many hight thread count cottons available in the market today and they are perfect for clothes. What make it so great it's because they are very easy to handle and press, mistakes don't spoilt the fabric if you need to unpick and the endless possibilities for colour and style. I'm sold, you know I made many outfits in quilting cotton.
* I have worked on the incorrectly printed pattern and regraded by hand.


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Our website is under maintenance
Awovi.com is an "oasis" of truthful and practical information for small business owners – its full of articles, video, podcasts and FREE LIVE virtual trainings. Our website is also complimented with exclusive weekly insider emails – packed full of practical business building tips and inspiration.
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Hiryu wrote:Well, I finished Golden Sun: The Lost Age today. At least the main quest, now I need to get all 72 djinnis so I can get into the hardest area of the map.
And could use more games like this for my android.
Mr. Sefrol wrote:
"Did you just catch that?"
Hiryu wrote:I just need games that are easy to play on the android. Strategy, puzzles and rpgs seem to be best cases.
I wanted to play the Medabots RPG, but it doesn't work well on the emulator.
Users browsing this forum: Tuor and 26 guests


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Reviewed By Gary C (LONG BEACH, CA) Reviewed for a 2012 Nissan Juke —1/14/2015 8:23 PM
they were easy to install protect my rack from being stolen and overall very nice.
Reviewed By Betsy M (ISSAQUAH, WA) —12/21/2014 8:39 AM
100% pleased with this bike rack. I have an older version of this rack and gave this one as a Christma present. Installation was easy, all the parts were there, and the upgrades to the rack look and work great. Now I want to get the newer rack!! Also very pleased with the service and delivery from this company. Rack arrived within a couple of days, just like promised, and the price was the best I found, by a significant amount.


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quote:I'd say a better comparison to watching those two offenses play for 2 1/2 hours is watching paint dry.
quote:Dutchtown at Rummel Ouachita at Ruston New Iberia at Catholic (BR) Mandeville at Central Acadiana at West Monroe Jesuit at Airline Parkway at Hahnville Byrd at Barbe
quote:Oh look it's buubz (and soon to be trill) acting all mad because the CEO of their company graduated from Catholic.
quote:Tell me something GTG when was the last time Catholic beat Central? Yea it's been a few years.
quote:Brusly PBS is an interesting matchup too...
quote:Upset of the week, Dutchtown over Rummel
quote:I really do not want to see New Iberia beat Catholic. It would force Central to travel to a stadium where they have been eliminated at least 2 of last 3 years.
quote:St. Augustine at St. Thomas More


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quote: The Others are a completely seperate species and when they kill something that thing then becomes a wight (basically a zombie).
quote:Snow Zombies! You know the book is gonna be good when it start off with Snow Zombies.
quote:This is correct. Humans can never be Others. The Others are a completely seperate species and when they kill something that thing then becomes a wight (basically a zombie).
quote:Not necessarily true. Craster's daughters implied that the male babies he gives up became Others, referring to them as their brothers. Whether that is true or not, who the hell knows. But I'm not sure what use the Others would have for a toddler wight.
quote:I guess that could be true. I've never caught that or thought of it.
quote: Yeah, it's during the part when Gilly is trying to get Sam and Jon to take her with them I believe.
quote:Yeah, I reread it, it's from ASOS, Jon's not there. It's the very last part of the chapter where Mormont is killed as well as Craster. Gilly asks Sam to take her and the baby, or else "They" will. Sam asks who They is, and one of the older wives responds: "The Boy's brothers," "Craster's sons. The white cold's rising out there, crow. I can feel it in my bones. Those poor old bones don't lie. They'll be here soon, the sons." I think it goes without saying that Toddler wights aren't really going to be that fearsome, so she's most likely referring to Others, particularly since it was the others themselves that always took Craster's sons.
quote:I think that The Others take these sons as sacrifices. Either The Others are "gods" themselves (which is more than likely what Craster and his wives believe) or The Others then sacrifice these children in the names of THEIR GODS (what I find most likely). I just don't know if I can believe that humans can be transformed into Others, that doesn't seem like the world GRRM has been painting for us. Though, like always, I could easily be wrong.
quote:Unreliable narrators FTW!
quote:I see it the other way, there have been plenty of Winters with no mention of the Others.
quote:reference to the Dothraki giving gifts to other people AND it seems very against their nature to do such a thing.
quote: The other's blade sounds suspiciously like Dawn, The Sword of The Morning..... I actually had the same thought. No real way to tie them together. Other than Ice and ice.
quote:I guess that could be true. I've never caught that or thought of it. I just thought that Craster gave up his sons in order to be left alone. But that also raises the question of WHY the others would leave him alone because he gave up their sons. What do they get in return. Now I'm intrigued
quote: Bloodraven is the Night King. I don't want him to be, but it would make sense that someone so dark and mysterious might be bringing forth the others and trying to revive the children to set things back as they were before the First Men.
quote: he is training Bran as his heir.
quote:how is he going to get Bran to forget his people and fight them with the Others?
quote:Didn't the Children of the Forest fight the Others for thousands of years?
quote:Why would Others be making COTF?
quote:They are obviously too weak and too outnumbered to do that themselves. But have you ever wondered why they attached themselves to Bloodraven? A man of Valyrian descent with no ties to the first men (the children's last known allies)? Maybe because Bloodraven found a way to deliver them the army they needed. Maybe he found a way to bend their enemy to their will so that they fight for them?


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Monkey See, Monkey Do Nursery Bedding Set
No longer available
- Overview
This charming bedding is more fun than a barrel of monkeys! Rows of playful primates link arm-in-arm in shades of blue, orange, cream and brown on a pure cotton percale ground.
- Crib sheet is 200-thread-count pure cotton percale.
- Quilt is a detailed with both printed and embroidered monkeys, and with the words monkey see, monkey do.
- Expertly quilted by hand; cotton fill.
- Quilt reverses to blue, white and cocoa stripes.
- Pleated crib skirt is striped cotton percale pieced with a brown border.
- Nursery set includes fitted crib sheet, toddler quilt and crib skirt.
- Images provided (left) show bumper's distinct interior and exterior patterns; always fasten securely with exterior facing outward.
- Machine wash.
- Catalog / Internet only.
- Imported.
- Dimensions & Care
- View our nursery bedding safety tips.
- Made of 100% cotton percale. A percale weave is noticeably denser and wears well over time.
- Pottery Barn fitted crib sheets have elastic around the top and bottom only rather than around the entire edge, a feature that makes our sheets safer for your baby.
- Four-sided skirt fits around the entire crib and is tailored with split corners for easy placement around posts.
Toddler Quilt
- 36 x 50"
Crib Skirt
- 28 x 52"; 16" drop
Fitted Crib Sheet
- 26 x 53"; fits mattresses up to 8" deep
- Machine wash in warm water; gentle cycle.
- Use only nonchlorine bleach, if needed.
- Tumble dry on low heat.
- Warm iron as needed.
- Shipping Info
Please allow 5-7 business days for delivery. Delivery estimate includes monogrammed and gift-wrapped items.
Nursery Quilt Bedding Set: Toddler Quilt, Crib Skirt & Crib Fitted Sheet
No longer available
Nursery Bumper Bedding Set: Crib Skirt, Crib Fitted Sheet & Bumper
No longer available


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Ten-year-old Payton Allen and her sister Samantha have no trouble managing the climbing walls at Dallas Rocks.
Watching them glide easily from one climbing hold to the next you would never guess that Payton has a leaky heart valve. Or that when she was six months old, she had open heart surgery.
Her parents were told she might not make it.
Payton's father, Chad Allen, remembers the day well. "At the time, doctors did not know what age she was going to live to," he said. "They didn't even know if she was going to make it through the surgery."
Don't tell Payton she can't do something. She's been defying the odds since birth.
Even so, the struggles of recovery aren't lost on her.
When she was five, Payton first decided she wanted to give back to the surgeon who saved her life.
Her first fundraiser was a read-a-thon sponsored by her family and friends. The next year, she swam laps for funding.
Now she's scaling walls, and she's pretty good.
Payton joined a rock-climbing team in Dallas. Her younger sister, Samantha, climbs with her. The two are raising money for the Mary Bridge Children's Hospital in Tacoma, Washington.
It's now been four years since the project first began with reading, and so far the girls have donated nearly $15,000.
The money goes toward Dr. Hall and Susie's Art Cart. Dr. Hall is the surgeon who saved Payton's life.
The art "cart" is now an art "room," and it provides patients and families with a distraction from the everyday aliments of recovery.
The Allen sisters are active in Rachel's Challenge at their McKinney school. They've seen first-hand how giving back can create a chain reaction.
"Rachel was always trying to give back to everybody and trying to help everyone out, And we're trying to help out the hospital," Payton said, adding she believes the chain reaction is evident through the acts of others — the friends, family, and complete strangers who have joined in.
"It makes you feel good. You know that you've been successful. It's really a great feeling," she said.
The two sisters will hold their final fundraiser of the year during a Climb-a-Thon at Dallas Rocks on September 18.
The event runs from 10 a.m. to 9 p.m. A day pass costs $15, with half of that cost donated to to the Dr. Hall and Susie's Art Cart program.
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International students are welcome to study in most LCC programs. The
programs with the highest enrollment of international students are
business, tourism, engineering, and liberal arts. The majority of LCC
international students (74 percent) are enrolled in university transfer
To learn more about the Lansing Community College campus
and its students, go to Facts at
a Glance.
If you prefer to print this information the International Student (F-1/M-1 visa) Admission Packet is available here as a downloadable PDF file. The file is sixteen pages long and offers the same information that is available on this website including the application forms. Those with other visa types should contact an international admissions specialist at (517) 483-1200 for information on how to apply.
Any individual who has been admitted to the United States in a temporary, non-resident (visa) status will be classified as an international student at Lansing Community College. Individuals admitted to the United States on any type of visa should use the international application.
Individuals who have refugee, immigrant, or resident alien (green card) status are not international students and should use the LCC domestic student application.
You must be 18 years of age at the time your first semester of attendance begins. However, you may apply up to one year in advance of your planned start date. Additional admissions requirements for international students are affected by U.S. Department of Homeland Security (USDHS) regulations.
Submit a completed LCC
international student (F1 or M1 visa) admission packet (PDF).
And, if you have the F-1 or M-1 student visa, or plan to
apply for one of these visas, the following items should be
attached to the application form:
1 - Original or Certified proof of successful completion of
studies equivalent to U.S. high school (secondary)(see High School Documents). Test scores are not
proof of High School completion. Will not accept a fax or
photocopied document.
2 - Write a brief personal statement explaining your
previous educational and employment background and your
future educational and career plans.
3 - Provide proof
of competency in the English Language (see
English competency). Test reports must be
received directly from the testing center. Canadians from
English speaking provinces are not required to provide proof
of English competency.
4 - Provide Original or Certified evidence of financial
resources. LCC does not accept faxed or photocopied
Transfer students are students currently attending another
U.S. college and intend to come to LCC, obtain a LCC I-20,
and work toward a program of study. In addition to the
documents listed above, a transfer student must also submit:
5 - A copy of your current I-20, front and back.
6 - An official copy of your current college or university
7 - A photocopy of the current visa page from your passport.
8 - A photocopy of your current I-94 card.
9 - A completed LCC transfer form. (Obtained from Enrollment
Services Office)
Lansing Community College requires proof of successful completion of studies equivalent to U.S. high (secondary) school for F1 or M1 admission. This requirement related to the USDHS regulations that F1 or M1 students maintain full-time study and make progress toward completion of a program.
As proof of successful completion of U.S. high school equivalency, you should submit a certified copy or original of the primary document in your country that shows completion of studies. Test scores are not proof of High School completion. This may be a transcript that shows all courses taken, grades received and graduation date, or it may be a certificate of national examination results, or some other document. A certified copy is an original document or attested (signed with official stamp or seal) photocopy that has been issued by the educational institution or government agency responsible for issuing the document. An official English translation must accompany the document.
If you have not yet completed the last year of high school, you may still apply, Submit an official transcript showing the courses you have completed and a letter in English from your school stating that you are currently enrolled and your expected date of completion. You will be required to provide proof of completion when you arrive at LCC.
LCC uses the guide book, Foreign Educational Credentials Required for Consideration of Admission to Universities and Colleges in the United States, prepared by the American Association of Collegiate Registrars and Admissions Officers as its primary resource on determining U.S. high school equivalency. If necessary, other world-renowned references will be consulted to determine if your prior education meets LCC requirements.
Official college or university document can be submitted in place of high school completion documents. If you have completed college or university work in the United States, please read the section titled Transfer Credit.
If you have completed course work at another college or university, either in the United States or another country, you may choose to apply for transfer credit.
To apply for transfer credit for course work done at a U.S. college or university, you will need to submit an official transcript from your previous school. Lansing Community College keeps current catalogs (course descriptions) on file from public Michigan institutions so it is not usually necessary for you to provide course descriptions from these schools. If your transcript is being submitted from a school outside of Michigan, course descriptions are required. It is the students responsibility to provide the necessary materials for a transcript evaluation to occur.
Official transcripts are mailed directly from school to school. Hand delivered transcripts, even sealed in envelops, are not accepted for transfer credit evaluation but may be used for academic advising or counseling. Transfer credits will NOT be posted to the Lansing Community College academic record from transcripts that are not received directly from the issuing institution or Ministry of Education.
Request a credit evaluation report prepared by a member organization of the National Association of Credential Evaluation Services, Inc. (NACES) to be sent directly to LCC at 1121-Registrar, Lansing Community College, PO Box 40010, Lansing MI 48901-7210.
Please contact one of the NACES member organizations listed at naces.org to obtain a credit evaluation request form.
Very few financial aid opportunities exist for international students to study in the United States at the undergraduate level. Most grants, scholarships, and loans from public and private sources are restricted to U.S. citizens, including U.S. government loans. Some countries provide financial assistance to their citizens for study in the United States. Funds may be available from private organizations in your country that provide support for study in the United States. Most private scholarships for international students require that you apply from your home country so you should search for these opportunities before you arrive in the United States.
To find information on financial assistance, you might want to contact your Ministry of Education, the U.S. Information Agency through the nearest U.S. Embassy, and the Agency for International Development, Office of International Training, Washington, DC 20523. If you have access to the Internet, you might want to visit the financial aid web page at http://www.edupass.org. If you are already in the United States, public libraries usually reference materials available to research private scholarship sources. Paid Scholarship search services are available in the United States, but they will be searching the sources that are usually restricted to U.S. citizens, so it is unlikely that funds will be found for you. These services are expensive.
LCC offers Foundation scholarships every year for qualified students. For more information, please visit www.lcc.edu/scholarships/foundation.
Authorization for Personal Representative needs
to come directly from the student.
An email or fax will not be accepted.
Sometimes applicants have a friend or relative in the United
States who has agreed to assist them in getting admitted to
a U.S. school. Or, they would like this person to receive
the applicant's I-20 and acceptance materials for special
mailing. If you wish LCC to provide information about your
application status or your I-20 to someone other than
yourself, you must give LCC written permission to do this.
On a separate piece of paper, type or write one of the
following statements providing the name, address, and
telephone number of your personal representative. You must
type or print your name at the bottom of the statement as it
appears on your application and sign and date the statement.
Choosing a personal representative is optional. If you name
a personal representative, you should make sure that the
individual has agreed to assist you.
Sample 1
(Insert name, address, telephone number and email address
of personal representative) is authorized to act as my
personal representative regarding my application to Lansing
Community College. He/She is to receive all correspondence
regarding my application, including the I-20 form, which I
will need to obtain my student visa from the U.S. Embassy.
Sample 2
(Insert name, address, telephone number and email address
of personal representative) is authorized to act as my
personal representative regarding my application to Lansing
Community College. He/She is to receive copies of all
correspondence regarding my application. The I-20 form,
which I will need to obtain my student visa from the U.S.
Embassy, is to be mailed directly to me. is authorized to
act as my personal representative regarding my application
to Lansing Community College. He/She is to receive copies of
all correspondence regarding my application. The I-20 form,
which I will need to obtain my student visa from the U.S.
Embassy, is to be mailed directly to me.
Sample 3
(Insert name, address, telephone number and email address
of personal representative) is authorized to receive the
I-20 form, which I will need to obtain my student visa from
the U.S. Embassy.
Guest students are students with an F1 or M1 visa who are currently attending another U.S. college and intend to take a small number of classes at LCC. Guest students should make sure that the international student office at their primary college approves attending LCC. They should then complete the online application for International Guest F1 or M1 student. No other application forms or documents are required for guest admission. International guest students do not receive a Form I-20 from LCC.
For admission to any LCC program, including the English Language Studies Program (ELSP), proof of English competency is required. An official score report from one of the following tests is required. An official score report is a report sent directly from the testing company to LCC. Score reports cannot be more than two (2) years old. Score reports sent by applicants are not official and will not be used.
Note: Students with Reading Levels 2, 3 or 4 and Writing Levels 2, 3, 4 or 5 may be admitted to take the LCC Bridge program which contains courses designed to assist students in building their skills to be fully college level ready. Most of these courses do not count toward an Associate Degree and most will not transfer to United States universities.
Countries where English is the Language of the Education System
(Applicants educated in these countries are exempt from the English competency test requirements.)
Antigua |
Guyana |
Sierra Leone |
Students with visas other than the F-1 or M-1 may be
eligible under USCIS regulations to take full or part-time
courses in English as a Second Language (ESL) through the
LCC Center for Transitional Learning. These courses are
offered on the semester schedule. The curriculum code is
LCC also offers full-time English language study in the
English Language Studies Program (ELSP) that meets the
requirements of the F-1 and M-1 visa. Students who desire
English as a Second Language instruction, who have the F-1
or M-1 visa, or who plan to apply for the visa, should use
0097-ELSP as their area of study on their application.
You may apply up to one year in advance for admission to the start
date you desire. (If you have not yet completed high school, see the
If your application materials arrive too late for the start date
you indicate on your application, you will automatically be considered
for the next start date. Final decision on start date rests with Lansing
Community College.
Orientation is a mandatory formal program of
introduction to Lansing Community College. Orientation for new
international students is held approximately two weeks before classes
begin. During the orientation program you will receive information about
USDHS regulations related to international students, LCC services,
academic advising, and registration.
Students must attend orientation in order to be properly
prepared to register for classes. Additional information regarding
orientation will be mailed with the student's acceptance letter.
Apply as early as possible to allow adequate time for mailing delays, obtaining a visa, and making travel arrangements.
Spring semester (starts in
January)......................................October 15
Fall semester (starts in
August)....................................................May 15
Applicants inside the United States are also
advised to apply as early as possible to ensure admission for the
preferred start date. Applications are processed in the order received.
Normal processing time is three weeks. Applications received after the
due dates printed below will be considered on a time-allowed basis
through the last day of registration. Applications not processed by the
last day of registration will be considered for the next start date.
Spring semester (starts in
January)......................................December 1
Fall semester (starts in
August)....................................................July 15
Nearly all students live in the Lansing area where student rental property is plentiful. Many Lansing city bus routes stop at the campus, so travel to classes is easy. The Student Life and Leadership Office offers a housing information service. This service consists of listings from property owners regarding available housing (type, location, cost), and listings from students looking for others to share housing. These listings are posted on the bulletin boards in the hallway outside the Student Life and Leadership Office and are updated weekly. This information is also available at http://www.lcc.edu/studentlife/housing/.
It is recommended that new students arrive in the Lansing area 1 or 2 weeks before orientation to have adequate time to arrange for housing. Students should bring adequate funds to pay for a hotel room and meals while looking for housing. It is customary to pay a minimum of two months rent to obtain housing. The college does not maintain housing units for students, nor does it enter into third party contracts or supervise off-campus housing. Home stay placements are not arranged by LCC.
Estimated costs for one year of full-time study at Lansing Community College are as follows:
Tuition and fees 1 |
$9,300.00 |
Room and board 2 |
$10,000.00 |
Books and supplies 3 |
$1,100.00 |
Health insurance 4 |
$575.00 |
Transportation 5 |
$275.00 |
Miscellaneous 6 |
$2,750.00 |
Total Estimate |
$24,000.00 |
1 - Based on full-time
enrollment of 12 credit hours per semester during the
academic year and 6 credit hours during the summer
session. Tuition and fees is based on $309 per billing hour. Tuition and fees are
subject to change at any time upon action of the Board
of Trustees.
2 - Includes a 12-month lease. This cost
estimate is based on modest accommodations in
the college community, with the student preparing most
meals at home.
3 - Based on purchase or rental of a
combination of new or used textbooks for an average
academic program. Certain specialties may have higher
4 - Health insurance is
strongly encouraged.
Students may purchase insurance in their own countries
or they may purchase student insurance from companies in
the United States.
5 - Based on public transportation. Does
not include purchase price of private auto or
transportation to and from the United States.
6 - Included are such items as clothing
for four seasons, laundry and personal grooming
articles, cultural and leisure events.
Important Note: It is the responsibility of the student to arrive with sufficient funds to pay temporary living expenses (hotel and meals), make arrangements for living quarters and meals, register for the first semester of classes, and pay other expenses related to living in the United States. Also, determine how and when your sponsor will provide funds to you to make sure that you have adequate finances for your living and educational expenses throughout the year. Lansing Community College does not have any financial assistance or emergency funds available for international students.
See more in Visa Information.
The subject you would like to study is given many titles in the United States It may be referred to as area of study, concentration, curriculum (plural curricula), major, or program. To obtain the F-1 or M-1 student visa, a program of study must be listed on the I-20 form; therefore, you must list a curriculum on your application. Curricular guides list the course and graduation requirements for each area of study at LCC. Be sure to note the exact name and number of the curriculum that you choose on your application.
If you are applying to LCC for English Language instruction, you should use ELSP for area of study name and 0097 for number on your application.
Certificate programs are only eligible for the M1 visa period. Students with an M1 visa may NOT change to the F1 visa to extend their study to the Associate degree level without returning to their home country.
If you plan to complete an Associate degree you should know
that USDHS regulations do not allow the F1 student to choose
"undecided" as a program. If you are uncertain of what you
want to study (undecided), we recommend that you select,
0251-Liberal Studies, because it allows the largest choice
of courses. Our academic advisors will be happy to assist
you during your studies at LCC to develop your educational
and career plans.
The Associate degree (2 year career programs) prepares an
individual for a specific type of employment that requires
in the United States only two years of college preparation.
Employment in these careers in your country may require more
or less college study.
To choose a program of study that is a certificate (less than two years) or Associate degree program click here.
Transfer programs are careers where two years of college
study is usually not sufficient for employment in this
field. Additional study is undertaken at the university
level for the third and fourth year resulting in the
Bachelor's degree. If your long-term educational goal is to
obtain the Bachelor's degree, you should select a transfer
program rather than an Associate degree career program.
During your study at LCC, our academic advisors will
be available to assist you in preparing to complete an
Associate degree or obtaining information about completing a
transfer program, including preparing for admission to the
transfer institution of your choice. It is the student's
responsibility to meet the admission requirements of the
transfer institution.
View the transfer program list.
This type of program would be designed for students who plan to remain in their home country while pursuing a program of study at LCC. For more information view online programs.
Visa is a permit placed in your passport by a U.S. Embassy or Consulate official that gives you permission to travel to the U.S. There are many different categories of visas. The visa given to you is determined by the purpose of your trip to the U.S. Each visa category has a set of Department of Homeland Security, DHS, regulations that govern the activities you may engage in while in the U.S. Almost all visa categories allow a person to attend school either full or part-time. The length of time required to obtain a visa and the method of applying vary at each U.S. Embassy or Consulate. Check with the nearest U.S. Embassy or Consulate for information on the process currently in effect.
Student Visa (F-1 or M-1)
LCC offers programs that meet the requirements of the F-1
(academic study) and M-1 (vocational study) student visas. You should
know that a student must follow certain DHS regulations to obtain and
keep their student visa. You must:
Declare a program of study and make progress toward completion of that program each semester;
Complete at least 12 credits each semester and complete two semesters each year;
Maintain a cumulative 2.0 (C) grade point average;
Keep the school advised of your U.S. address.
The Form I-20 must be presented to the U.S. Embassy or Consulate to obtain a student visa.
Prospective Student Visa(B-2)
Under certain circumstances an individual might wish to
personally visit one or more U.S. colleges to complete admission,
inspect facilities, or for a personal interview. Because admission has
not yet been granted, the schools cannot issue an Form I-20 so the
prospective student visa should be requested at the U.S. Embassy or
Consulate. Be sure to inform the U.S. Embassy or Consulate that the
purpose of your trip is to visit a college or university. This allows a
limited period of time to complete admission and, while in the United
States, apply for a change-of-status to a student visa. Warning B visa
holders will not be allowed to pursue a course of study, until the DHS
has approved the students application to change status.
Visitor (B-1 or B-2)
The visitor (business or tourist) visa allows school attendance
for language or recreational courses. Those individuals who intend to be
full-time students or who intend to complete an academic or vocational
program must return home and apply for a F1 student visa from their home
WT Status
WT status means that you were allowed to enter the U.S. for a
short visit without a visa. This status cannot be changed to a visa
status while in the United States. In many cases, school enrollment is
prohibited by DHS regulations for persons with WT status. You can
arrange for school admission while in the United States in WT status,
but you will need to exit the United States to your home country, obtain
a student visa, and re-enter in time for the start of classes.
Other visas
Other visa categories and their regulations are too numerous for
this publication. Almost all visa categories allow a person to attend
school either full or part-time. However, school admission is not
automatic; you must meet the requirements for admission as established
by the school. If you have questions about your visa category and LCC
attendance, please contact the Admissions Office and our staff will be
happy to assist you.
Canadian citizens may enter the United States as students with the Form I-20 and a copy of their financial resources documents. A passport is not required.
I-20 Forms
The Form I-20 is issued with the acceptance letter to students in the United States who already have the F-1 or M-1 student visa. Form I-20s and photocopies of financial documents are issued to applicants outside the United States with the acceptance letter. Students in the United States who intend to apply for a change of visa to F-1 or M-1 will receive the Form I-20 during a personal interview with a Designated School Official (DSO) after admission has been granted.
Form I-20s are never issued before admission is approved. Form I-20s, in accordance with DHS regulations, are mailed directly to the student unless the student has named a personal representative (see Personal Representative section).
In the United States, the spouse (wife or husband) and children under age 21 of an individual are called dependents. Individuals entering the United States on the student visa (F-1 or M-1) are eligible to apply at the U.S. Embassy or Consulate to bring their dependents with them. Or, the dependents can apply later at the U.S. Embassy or Consulate to travel to the United States to join the student. Dependents receive the F-2 or M-2 visa. The student (or applicant if not yet admitted) must show that financial resources are available to support any dependents brought to the United States. Dependents, according to DHS regulations, may not work under any circumstances. For additional information on bringing dependents to the U.S., write or call the Admissions Office for International Student Fact Sheet #20, ?How to Apply for Permission to Bring F-1/M-1 Dependents to the United States.
When your purpose for remaining in the United States has changed
from your original purpose, you will need to request a change of visa
status from the USDHS. This is usually referred to as change-of-status.
For example, a student's dependent in the United States with a F-2 visa
might decide to begin study toward an associate degree and thus need a
F-1 visa.
If you want to apply for a change-of-status while in the United
States to the F-1 or M-1 visa, Lansing Community College can assist you,
but it is the USDHS that makes the decision to approve or deny your
request. You must first obtain admission to LCC by following the
directions for F-1 or M-1 student visa admission. After admission, an
appointment will be scheduled for you to meet with a DSO who will
explain the USDHS form required to request change-of-status. The USDHS
currently charges $290 to process this form.
You must apply to the USDHS for your change-of-status at least three day before your current visa expires. It can take several months for your change of visa status request to be processed by the USDHS. However, you can remain in the United States while your request is being considered, even if your current visa expires during this time.
Some visa categories (look above) are not eligible to change status while in the United States. If you have questions about your particular situation, please contact our office for additional assistance.
If our information packet has not answered all your questions about LCC, international student admission, or USDHS regulations that affect students, you may contact the Admission Office for assistance.
You can also check:
International Club at LCC
The Lansing Community College International Club helps international students adjust to the American education system, meet new people, and learn about other cultures.
The International Club is not only for international students; it is for any interested LCC student.English Language Studies Program
The English Language Studies Program provides English instruction primarily to international students from throughout the world who want to improve their English language skills before beginning academic course work at the college level.Find your way
Where you'll find how to get to LCC's main campus and off-campus learning centers, locate services and transportation alternatives as well as view LCC's campus activities and facilities. For more information visit the website: Find Your WayFacts at a Glance (PDF)
To know more about LCC, you can also visit : Facts at a Glance (PDF)
Online Learning (Internet)
Online Learning college allows students to take courses via the internet. A variety of courses are available which apply to many LCC majors. Currently, virtual college students can earn a general associates degree with an emphasis in business entirely on-line. For more information visit the Online Learning website.
This type of program would be designed for students who plan to remain in their home country while pursuing a program of study at LCC. Students in the U.S. on an LCC issued I-20 are limited to taking only one on-line class per semester.
Where can I get Additional Information About LCC?
For general information about the school, you may visit the StarZone in the Gannon Building. During semesters, the office is open Monday through Thursday 9 a.m. to 6 p.m., and Friday 9 a.m. to 4 pm. Or you may call (517) 483-1200 for telephone assistance.
If you are outside the Lansing area, we suggest that you FAX your questions to us at (517) 483-9668. If you are sending a fax to us from outside the United States, we recommend that you type or print your document in black ink slightly larger than usual to accommodate poor transmission on overseas telephone lines. Make sure that your name and response information (telephone number including country code or mailing address) is included. Our FAX machine is active 24 hours each day.
You can also choose to contact us by using e-mail at email@example.com. Please make sure your e-mail message includes your name and response information (how you want us to reply to you -FAX, e-mail, air mail-and the proper address).
If you would like to use the mail to contact us, please use the following address (USA is only required if you are outside the United States):
1121 - Admissions
Lansing Community College
PO Box 40010
Lansing, Michigan 48901-7210
Each inquiry is answered in the order it is received. If you are requesting that we mail something to you, please allow three weeks for delivery. If you are asking us to answer your inquiry by FAX or e-mail, please allow a minimum of three business days.
Guest students are students who are currently attending another US college or university and who intend to take a small number of classes at Lansing Community College. According to the US Department of Homeland Security (USDHS) regulations, international guest students must have written permission to attend classes at LCC from the international student office at the college that issued their I-20s or DS-2019s. New international guest students should apply on-line at www.lcc.edu. Please be certain to select the International Guest Application from the choices. Guest admission does not qualify the student for an I-20 from Lansing Community College. LCC does not accept the Michigan Uniform Undergraduate Guest Application form from International guest students
Permission for international guest student enrollment is granted for one registration period at a time. Written permission must be obtained for each desired semester of attendance. Permission is required whether or not the class will be taken for audit, transfer credit, or for personal interest.
It is the school which issued your I-20 or DS-2019 form which determines your requirements for: 1) maintaining your visa status while attending LCC; 2) course selections and number of credits to be taken at LCC; 3) whether your LCC credits will be accepted for transfer credit; and 4) how many times you may attend LCC as a guest.
International guest students, regardless of the tuition arrangement at their regular school, are charged the international tuition rate at LCC. The spring semester 2012 rate is $276 per billing hour. (Tuition rates are subject to change at any time by decision of the LCC Board of Trustees.)
Guest students must meet course requirements for enrollment. Placement tests or proof of successful completion of prerequisite courses may be required. Guest students are advised to check course requirements listed in the schedule book prior to registration. Students who desire a waiver of placement tests or other prerequisites based on previous course work completed at their former or current US college or university should visit waivers for more information. The completed waiver request form and an unofficial transcript from your current US college or university can be submitted to the LCC Advising Center, Gannon Building Room 212 for review. Waivers are usually processed within 2-3 business days. Guest approvals and completed waiver request forms may also be dropped at LCC East, LCC West, the LCC Livingston Center, and the St Johns Clinton County Center. Please allow extra time for processing if dropping forms at locations other than the main campus in downtown Lansing.
Students who intend to transfer credit back to their regular school need to request an official LCC transcript. Students are advised that most US colleges and universities will not use student-issued transcripts (even in sealed envelopes) for transfer credit evaluation. You must provide the correct mailing address for the school which is to receive your transcript on the request form. A $5.00 fee is charged for each transcript.
Once you have completed your on-line application contact your academic advisor or the MSU Office of International Students and Scholars to obtain the "Dual Enrollment Approval Form" or you may download the form from the OISS website. A completed form requires three signatures: the student, the MSU academic advisor, and a representative from the OISS. The form can be mailed to:
1121-International Admissions, Lansing Community College, PO Box 40010, Lansing MI 48901-7210
at least two weeks prior to registration or presented in person at Gannon Building Room 203. Returning guest students should submit the form at least 7 business days prior to their registration date.
Once you have completed your on-line application you will need to present a letter from the international student office at your school which states:
LCC international students who wish to attend another US college or university as a guest student need to discuss their plans with the Primary Designated School Official (PDSO), Gannon Building Room 203. Guest approval is not automatic. A number of visa status regulations must be considered before a decision regarding guest approval can be made. For this reason, students are advised to discuss with the PDSO their plans well in advance of the admission deadline at the other school.
If you have questions about International Guest Student Admission, please call the Enrollment Services Office at (517) 483‑1200 and ask to be connected with an International Admissions Specialist.
If you prefer to discuss your questions in person, please visit the Enrollment Services Office, Gannon Building Room 203. Walk-in service is limited so please call ahead for times that an international specialist will be on duty.
You may email your questions to firstname.lastname@example.com. Please enter "International Guest Admissions" in the subject line
Thank you for purchasing my theme. If you have any questions
that are beyond the scope of this help file,
please feel free ask any questions on the online Support Forum,
located at: http://themewich.com/forum.
Thanks so much!


text:
Patreon Rewards Archive I'm currently making a living out from my patreon by sharing my PSD, video, tutorial and other resources for a bi-weekly donated if you are interested in supporting me and helping me produce more content while getting special perks, please check my Patreon!I'll be archiving all term rewards here to make it easier for my future patrons to look through : )A term is pretty much half of a month or 2 weeks and each has their own unique rewards and perks to them.If you are more interested in my tutorials, please check out my gumroad store : ).FAQ.Term1-5TERM 6 rewards (18-31 Jan)
Guess who's back!After 28 weeks of being banned I am back!! Oh man its.... wait.... what happened to the logo!? 0_o(Save any questions about the ban for later, for now, I'm getting the dust off of my DA account)
i am seriously getting twitchy here XDjust so you know, if you all think you can't wait for chapter 5, try wondering what it's like for me! XDi have 3 massive bomb moments in it1 the obvious one which comes at the very end2 ally and lisa figuring out their glitchand 3the big one that i have been building up for 4 chapters now XDwhy is alan an asshole XDseriously, i am shaking with glee here XDtrust me, it will be fun!and till then...
Pointy Ponies!Ermahgerd! So cuteBy :iconpandamoniyum:
IM STILL GIVING AWAY PMS NERDS (THANKS FOR 2K!) PMS GIVEN SO FAR :aquatic-forgery W-olf-Of-StormsPierceTheClouqMyEmeraldTears dinaawbIytheHooded-Pigeonvengess nxchosSaiyajin-PrideBubbIebathblondiesocksSkarkat IF YOU WANT ONE 1. COMMENT2. MAKE A JOURNAL ABOUT THIS GIVEAWAY3. WATCH METHATS ITUR DONETHIS R A F F L E WILL END ON THE 5TH OR THE 6TH K SO HURRY UPGET UR 1 MONTH PM TODAY ILUTHANKS FOR 2K+ WATCHERS OKAY BYE
''You do not understand Russia''If I don't understand something, I try my hardest to learn more about it. Thanks to the internet, that's easier than ever and leaves people very little excuse to remain wholly ignorant on a subject.I've only posted a handful of images and journals voicing my increasing unease at recent Russian behaviour on the world stage, but within the comments section of each have been very lengthy debates and arguments.A popular response from the Russian side of things tends to be "You just don't understand Russia". They just love saying that, but they never try to explain it, even when you flat out ask them to:SO, with the heartfelt belief that the more people talk, the more ideas and concepts you share, the better the world becomes:"You just don't understand Russia""Then explain it to us until we do."Go!
Too Many Next Gen Ponies!Can't believe I missed this one! All the catch phrases are in there and they're adorable By :iconlost-our-dreams:
'First Year Hermione' speed-up process video95 minutes of painting in 3 minutes of video.Sorry for constantly zooming in and out this much.You can watch full processes at my livestream channel here: http://www.livestream.com/kr0npr1nzAlso you can support me on Patreon https://www.patreon.com/KR0NPR1NZ and get access to my process videos,PSDs, full-sizes, brushes, etc.Thanks!
Updates as of FebruaryIt's been really busy for me for the past month.After the success of "What if Gravity Falls was an anime", I made another one which was longer and more insane than the previous:But I wasn't able to finish it without the huge support of my fans over on Patreon!The huge surprise is that the creator of The Amazing World of Gumball, Ben Bocquelet, retweeted my fan animation!And I'm so happy that it reached and featured on Cartoon Brew, a site I watch to check for news about cartoons and animations.Not only that, the number of my Patrons doubled since the release of the animation!Thank you everyone for your love and support!After the rushing job with TAWOG anime, I wasn't able to take much break and had to help my sis mogumogumogu with finishing her manga/comic: http://fav.me/d8gjyje(The deadline was really small, whic
*features* the cliff by rodulfo Promise before sunrise by citrus-shood


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Catalina Cottage Bed, White
- Overview
Delivery Discount – Choose UPS and save $100! Or select our In-Home Delivery service for complete furniture setup and packaging haul-away.
This solid wood bed mirrors all the fine craftsmanship that our Catalina Cottage Collection is known for – from the tongue-and-groove joinery to the rich multistep finish.
- Twin: 42" wide x 81" long x 42" high
- Full: 57" wide x 81" long x 42" high
- Expertly crafted with a solid wood frame.
- Classic ball finials, beadboard paneling and lathe-turned feet complete the look.
- Mattress platform can be raised to accommodate our trundle, or lowered to create a comfortable height for small children.
- Slat-roll foundation is designed for use with or without a box spring.
- Pair with our Classic Plush or Pillowtop Mattresses (sold separately)
- Optional trundle can be used without a mattress for extra storage.
- Our exclusive finishes are applied by hand for exceptional richness, durability and depth of color.
- Wood swatches, below, are available for $20 each. We will provide a merchandise refund for swatches if they're returned within 30 days.
- View and compare all available finishes at Furniture Finish Guide.
- Dimensions & Care
- Rigorously tested to meet or exceed the highest industry safety standards.
- Masterfully crafted with mortise-and-tenon construction, and tongue-and-groove joinery for structural integrity.
- Built from solid wood, wood veneers and MDF, an engineered wood that lends exceptional strength and ensures structural integrity over time.
- All wood is kiln dried for added strength and lasting beauty.
- The use of veneers results in high-quality furniture with flawless surfaces and consistent color tones.
- Our finishes were developed exclusively for Pottery Barn Kids. Craftsmen carefully paint our soft White finish in layers for a smooth, opaque surface. Sun Valley pieces feature a dry-brush technique that mottles the color while it's still wet to reveal the wood's textural grain. All finishes are sealed with a final coat of lacquer for extra durability.
- In order to use the trundle (sold separately), please ensure that the mattress platform is at its highest setting.
- The Catalina Bed fits our Universal Trundle and Lullaby Trundle Mattress.
- Get tips on how to measure for furniture.
- Overall: 42" wide x 81" long x 42" high
- Footboard: 31.5" high
- Legs: 2.5" diameter
- Finials: 3" diameter, 3.5" high
- Side Rails: 75" long x 5" high x 1" thick
- Clearance Under Adjustable Side Rails (2 positions): 7.5", 9.5"
- Slats: 16
- Weight: 83 pounds
- Overall: 57" wide x 81" long x 42" high
- Footboard: 31.5" high
- Legs: 2.5" diameter
- Finials: 3"diameter, 3.5" high
- Side Rails: 75" long x 5" high x 1" thick
- Clearance Under Adjustable Side Rails (2 positions): 7.5", 9.5"
- Slats: 16
- Weight: 90 pounds
- Dust often using a soft, dry cloth.
- Protect from direct sunlight and extreme temperatures.
- Blot spills immediately with a clean, damp cloth.
- We do not recommend the use of chemical cleansers, abrasives, furniture polish or wax.
- Shipping Info
Shipping Information
Items with optional UPS shipping are usually delivered within 5–7 business days of your order. Items with optional In-Home Delivery and full beds are delivered by our In-Home Delivery service.
With In-Home Delivery, the item is brought into your home, unpacked and assembled (except for select cribs and changing tables, which require owner assembly), and packaging is removed. Delivery is by appointment, Monday–Saturday; our delivery service will call to arrange a day. Available in the contiguous 48 states. For your convenience, we're proud to introduce a new two-hour appointment window on in-home deliveries in major metropolitan areas only. Due to the special care involved, items shipped with our In-Home Delivery service may take longer than other items to arrive. To confirm delivery time frames in your area, please call 1.800.993.4923.
Shipping Rates
The shipping rate varies depending on your order total and shipping options. View Shipping Info.
Rush Delivery
For an extra charge of $15 per address, we can arrange for rush delivery to most destinations. Excludes In-Home delivery.
Return Policy
At Pottery Barn Kids, we take great pride in the quality and craftsmanship of our products. Attention to design, materials, safety and construction is our priority. We carefully inspect your order prior to shipment; upon receipt, please inspect your purchase and notify us of any damage. We will arrange for a prompt replacement. If, within 7 days for Quick Ship upholstery and 30 days for all other products, you are dissatisfied for any reason, you may return your purchase for a refund of the merchandise value. Please note we cannot accept returns on monogrammed, personalized, special-order items, or on items damaged through normal wear and tear. We also cannot accept returns of final-sale items, which are identified by a price that ends in $0.99. For returns of items purchased from your Pottery Barn Kids registry, we will gladly provide a refund or exchange for the merchandise within 90 days of your event or within 90 days of purchase, whichever date is later. View Full Return Policy.
For assistance, please contact Customer Service at 1.800.993.4923, 7 days a week, 5:00 a.m. - 9:00 p.m. PST.


text: troubled or not, she changed. i find this article if you call it that, a very poor and tasteless proof of non character. this person died all of the cattiness and insults are unnecessary i mean even in death elaine cant get over wanda waow. the tea i heard was "THE REASON WHY WANDA SLAPPED THE SHIT OUT OF ELAINE WAS BECAUSE WHEN SHE WAS 2 T CELLS DOWN AT MT. SINAI" she didnt appreciate the visit or freindship and flaunted her pseudo Z list celebrity status to look down on the other drag queens. Wanda was loved, even in her notoriety and thats how she lived, she cared about who she wanted to care for and the rest... well... and sometimes in life you want a little REAL. She beat all of us, she is free now and at peace because she passed knowing and accepting who she IS WANDA! LOVED!


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Hall of Fame husband and wife
September 14, 2011, was a special day here at the Hall of Fame, as baseball fans Randy McLean and Linda Kim tied the knot in a ceremony officiated by Cooperstown Mayor Joe Booan in the Hall's plaque gallery.
The newlyweds travelled from their home in Abbotsford, British Columbia, near Vancouver, to Cooperstown. It was Randy's fourth trip to the Hall, and Linda's second. They met in January, 2001, and recall watching the 2001 World Series together as a strong contributor to the baseball portion of their relationship.
Both are lifelong baseball fans, but for Linda, her interest in the game deepened when she met Randy. "Since being with Randy, I've learned many of the intricacies of the game. He always points things out a few moments before the announcers get around to saying them."
Randy is a lifelong fan, player, and coach. "We couldn't think of a more appropriate place to get married. We love baseball, and it was fitting," he says. "Baseball's been so good to me all my life. It's just something we love. It brings me to tears sometimes, being here in the Hall of Fame, the Babe Ruth exhibit, and reading how the Babe was always there for the fans on his barnstorming tours."
Randy roots for the Orioles, because their team colors were the same as one of his youth league teams. Linda is a Phillies fan. Since they came so far to get married, they didn't bring a wedding party with them, so they asked June Dolhun, the Hall's manager of group sales, and I to stand up for them as witnesses.
Dolhun says that a handful of couples marry at the Hall each year.
"It's always special, and a lot of fun," Dolhun said.
I have to agree: I was married in the Plaque Gallery back in 2005.
Tim Wiles is the director of research at the National Baseball Hall of Fame and Museum.


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Start learning with our library of video tutorials taught by experts. Get started
Shows how to build an online store that handles a variety e-commerce functions using Drupal Commerce.
"It is like taking college classes without leaving home. Great for total beginners and long-time veterans." —Trevor C.
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Senior CB picks up another national weekly award after standout performance in win at USC
Damante Horton returns an interception 70 yards for a touchdown and Andrew Furney kicks a 42-yd field goal in the win. #GoCougs
Andrew Furney has been named one of 30 Senior CLASS Award candidates.
Student guest passes for football vs. Oregon State go on sale at 9 a.m. on Sept. 6. Go Cougs!
WSU hits the road for the second straight weekend, heading to Los Angeles to open Pac-12 Conference play against USC Saturday.
Though different paths brought Hugh Campbell and George Reed to WSU, their career paths have paralleled each other since.
AUBURN, Ala. (AP) - Tre Mason returned a kick 100 yards and Corey Grant scored on a 75-yard run to lead Auburn to a 31-24 victory over Washington State Saturday night in Gus Malzahn's debut as the Tigers coach.
Washington State opens the 2013 season at Auburn University, Saturday at 4 p.m. (PT) on ESPNU.
Cougar football teammates Connor Halliday, Elliott Bosch, and Deone Bucannon apply the traits used on the golf course to the football field.
The Washington State football broadcast team, comprised of Bob Robertson, Bud Nameck, Shawn McWashington and Jessamyn McIntyre, will undergo a revamping in time for the 2013 football season, it was announced today by WSU Director of Athletics Bill Moos.
High definition video board, LED video ribbons to debut Sept. 14
Connor Halliday tossed three touchdown passes as the offense tallied seven touchdowns in the second scrimmage of preseason camp Friday.


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quote:Well, I'll put it this way: Honduras is the motherland, so that's numero uno. I'll always cheer for USA if not playing Honduras, obviously. We despise Costa Rica NT. And there are not enough words to describe our hatred towards Mexico NT.
quote:When LSU played at WVU in 2011 and the gane started at 8:00pm CST I had been there since 6:45am. 16 hours.


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I. Definition of the Prevention Area
Delay of sexual debut is an important tactic in HIV prevention among youth, resulting in fewer years at high risk. "Abstinence-only" programs, which promote complete sexual abstinence as the only effective method for preventing unintended pregnancy and sexually transmitted infections including HIV, have not been demonstrated to reduce HIV risk behaviors. Recommended instead are comprehensive sexual education programs that include sex education and information on abstinence, delay of sexual debut, partner limitation, condom use, and contraception.
II. Epidemiological Justification for the Prevention Area
Several national demographic surveys have found a correlation between early onset of sexual activity and higher HIV prevalence among young people, who may not be biologically or psychologically ready for sex. In fact, older age at first sex appears to be one contributing factor in declines in HIV prevalence among youth in sub-Saharan countries with generalized epidemics.
III. Core Programmatic Components
Efforts to delay sexual debut should be incorporated into comprehensive sexual education programs and should begin early, offering age-appropriate messages over time. Comprehensive sexual education programs are typically targeted towards youth and are predominately school-based. Opportunities to reach out-of-school youth, who may be at heightened vulnerability, should be identified as well. Comprehensive programs may include messages that:
- Reinforce positive individual and group norms
- Teach safer sex practices for young people who are already sexually active
- Offer opportunities to practice skills in negotiating for safer sex or refusing sex
- Provide access to condoms.
Several studies show that such programs can help to achieve desired behavior changes without leading to an increase in participants' sexual activity.
IV. Current Status of Implementation Experience
According to a report by the U.S. Institute of Medicine (IOM), effective programs were comprehensive, combining abstinence messages with safer sex education and condom availability. A media campaign in Zambia that conveyed age-appropriate messages to youth suggests that media campaigns can be useful adjuncts to programs encouraging delayed sexual debut as part of a comprehensive sexual education program.
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Programs that include comprehensive messages can teach skills for practicing abstinence as well as provide information for sexually active youth about condoms and reducing the number of partners.
Promoting abstinence is an important strategy that can help delay sexual activity, but complementary messages are needed for youth who are sexually active. This document discusses abstinence programming from a variety of countries, including Jamaica, Uganda, and Zambia.
This document explains the importance of abstinence as one of many options for adolescents in Uganda. According to the authors, abstinence offers adolescents, in particular, a number of advantages, such as protection against pregnancy and sexually transmitted infections. However, in practice, abstaining from sex tends to be less effective than many contraceptive methods because complete abstinence requires strong motivation, self-control, and commitment.
The Youth Behavior Survey was conducted in 2004 in the Iringa region of Tanzania. Its goal was to gain a fuller understanding of the youth's HIV knowledge, attitudes, and behaviors to guide prevention programs. One of the main results of the survey was that fear of HIV/AIDS and other sexually transmitted infections was the strongest motivator to remain abstinent.
This paper compares the views about abstinence and condom use expressed by young people in Zimbabwe in contrast to abstinence-only messages promoted by policymakers and traditional and Christian leaders, and condom promotion messages from private sector and nongovernmental organizations. Evidence from focus-group discussions indicates that adolescents sometimes conceal condom use in deference to adult preferences. Clear and open policies regarding condom use and abstinence should be promoted as complementary alternatives.
In this report, the Institute of Medicine, a medical expert body advising the U.S. Federal Government, reviewed abstinence-only activities in the U.S. and concluded that there was no scientific basis to support funding of these programs. The committee recommended using care when considering adaptation of U.S. abstinence-only activities to other settings. The report highlights scientific studies showing that comprehensive sex and HIV education programs, along with condom availability, can be effective in reducing unprotected sexual intercourse and frequency of sex.
This article discusses the effectiveness of the United States Federal Government's support of abstinence only-until-marriage (AOUM) programs. AOUM programs are defined as promoting abstinence from sexual activity and limiting discussion of condoms and contraception, except in regard to failure rates. According to the authors, although monetary support for these programs has increased substantially in the past decade, no research has shown that they are effective at preventing teen pregnancies and sexually transmitted diseases. Furthermore, recent analyses reveal that many of these programs contain misleading and medically inaccurate information. Federal support for AOUM programming began in 1982 under the auspices of the Adolescent Family Life Act, greatly expanding after 1996 with the enactment of welfare reform that provided $50 million per year to fund AOUM programs. Although the funding has continued to grow, because of the lack of evidence supporting the protective effects of AOUM programs, health experts, including the Society for Adolescent Medicine, have begun to question the utility of continued funding. Furthermore, the Society for Adolescent Medicine recommends that current funding for abstinence-only programs should be replaced with funding for programs that offer comprehensive, medically accurate sexuality education.
Uganda is often described as a beacon of hope in HIV/AIDS prevention. Its "ABC" prevention strategy, emphasizing abstinence, being faithful, and condom use, has garnered international attention and acclaim. This policy analysis examines the impact of the ABC strategy on married women by analyzing both quantitative and qualitative data, including governmental statistics, anthropological sources, and human rights literature. The authors explore the interplay among the prevention strategy, gender relations within marriage, and HIV/AIDS risk for married women. They conclude that despite its decreasing prevalence, generally HIV/AIDS is a significant problem for married women in Uganda. Importantly, the disparity in prevalence between married women and other sectors of the population is growing. Aspects of the current prevention strategy, particularly the emphasis on abstinence, provide little to no protection to married women, and may simply reinforce the gender inequities that increase their risk.
The "ABCs" of prevention (abstinence, being faithful, using a condom) continue to be one of the main focal points of HIV and AIDS prevention policy. "A" (abstinence) can be an important or preferred choice for many individuals, particularly for many young people. Delaying sexual debut is an effective strategy in reducing infection rates among the youngest age group. However, abstinence or being faithful may not be realistic options for many people at different times in their lives. Women in particular may be ignorant of risk they incur as a result of their partner's behaviors, and they may not be able to insist upon protection. The authors argue that the ABC terminology infantilizes the prevention discussion by placing too much focus on a few activities, instead of promoting comprehensive national prevention programs that have a measurable impact on HIV incidence. Governments, donors, and global agencies should implement prevention programs that are tailored to the specific characteristics of national epidemics; bring quality programs to scale; address environmental factors in vulnerability; and link prevention and treatment services.
The study of ninth-grade students in rural South African high schools investigated the prevalence of sexual abstinence among rural KwaZula-Natal 14- to 20-year-old youth. The study analyzed gender perception about abstinence and motivating factors in abstaining from sex, and found that students who practiced abstinence were more likely to be younger females who also drank less alcohol. Girls who abstained from sex tended to believe that their friends and parents wanted them to abstain; that their friends also abstained from sex; and that abstinence helped them to mature emotionally. Abstaining girls tended to feel more confident than non-abstaining girls about saying no to sex when their partner pressured them. Abstinent boys expressed intentions to abstain from sex until marriage. The authors conclude that programs need to consider developing different abstinence activities for boys and girls. Programs that target and encourage females to abstain should focus on social influences, which include perceptions of friends and parents about abstinence from sex, parental support, and intervening early before the age of sexual initiation. For males, activities should include skills on resisting pressure to have sex and also changing and creating positive attitudes towards sexual abstinence.
The study tracked western Ugandan youths' trends specific to HIV and AIDS prevention behaviors between 1995 and 2001. Data were collected annually from schools from three districts using a self-administered questionnaire. A cross-sectional sample of students from these schools was selected each year to obtain a generalized representation of youth in the area. For the study, 15 students were randomly selected. It was found that ever use of condoms increased from the 1995 to 1996 school year to the 2000 to 2001 school year (49 percent versus 73 percent). Abstinence increased more among males than females. During this period, females reported fewer partners compared to their male peers. These positive behavioral changes in regional youth could help explain this group's reduction of HIV and AIDS prevalence.
In this secondary analysis of public-access data in 18 African countries, the authors examined abstinence, contraceptive use, and condom use between 1993 and 2001 among young single African women. The analysis found little change in the percentage of women reporting to be virgins. However, the percentage of sexually experienced women reporting no sexual intercourse in the previous three months (secondary abstinence) increased significantly in seven of the countries, and the median percentage of women reporting secondary abstinence increased for all countries (43.8 percent to 49.2 percent). Condom use for contraception increased in 13 countries, and the median percentage of women using condoms for pregnancy prevention rose from 5.3 percent to 18.8 percent. In summary, the reported increase in condom use was greater than the increase in abstinence, though an increase in secondary abstinence could have signified a change in sexual partner selection. The authors noted that the period of data analysis pre-dated the wide-scale implementation of abstinence messages. They also underscored the variation in the prevalence of virginity, and noted that diversity of societal attitudes toward abstinence would affect the acceptance of such messages.
Data from Demographic and Health Surveys (DHS) were used to compare abstinence, being faithful, and condom use (ABC) behaviors in three countries where HIV prevalence declined during the 1990s: Uganda, Zambia, and Thailand, with three countries where HIV prevalence did not decline in the 1990s: Cameroon, Kenya, and Zimbabwe. In countries with declines in HIV prevalence, there were increases in all ABC behaviors. The same pattern of behavior change was not evident in the three countries that did not experience declines in HIV prevalence; instead, condom use was observed to increase, though little increase in abstinence or partner reduction was reported. In Uganda, the country with the earliest and greatest reduction in HIV prevalence, declines in non-regular and multiple sexual partnerships were greatest between the late 1980s and the mid 1990s, when the rate of new infections (HIV incidence) most likely began to drop. Throughout this decade in Uganda, levels of premarital sex also declined, along with an increase in the average age at sexual debut. Increases in condom use with non-regular partners occurred throughout the 1990s, although levels of condom use were not substantial until the middle of the decade. While the trends in ABC behaviors within these countries are consistent with trends in HIV prevalence, they were not sufficient to fully explain differences in HIV prevalence between countries.
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Youth for Life (MYFL) is an abstinence and behavior change program from World Relief targeting youth in four countries over five years. Funded by USAID and the President´s Emergency Plan for AIDS Relief (PEPFAR), and started in 2004, this project has reached 1.8 million youth and those who influence them, in Haiti, Kenya, Mozambique, and Rwanda. The program engages youth through interactive training and encourages abstinence before marriage and mutual faithfulness within it as a means to protect against HIV. To understand components of impact and to propose recommendations for improvement, World Relief conducted a mid-term evaluation in all four countries between May and September, 2007. Emergent themes reported by youth beneficiaries and youth influencers included a commitment to abstinence, partner reduction, improved school performance, and identification and reporting of sexual abuse. Youth report that the lessons on self-esteem and making good choices were pivotal to the programs' impact in their lives; particularly effective was the use of peer role models that moved abstinent couples to marriage.
This study reports on an outcome assessment of an HIV peer education program initiated in 2004 on the main campus of Kenyatta University in Nairobi, Kenya. The program is being implemented by I Choose Life-Africa (ICL), a local nongovernmental organization. ICL's early programs focused primarily, though not exclusively, on abstinence messages and other activities such as purity pledges. More recently, abstinence plus activities have been adopted, including advocating for general sexual responsibility, faithfulness, and condom use. After two years of on-campus ABC-based HIV peer education programming, no changes in behavior were evident with respect to either abstinence or number of sexual partners. Small but statistically significant changes were found in condom attitudes and behavior, and a large increase in HIV testing was evident. The authors contend that the effectiveness of peer education is likely to vary depending on contextual and cultural factors related to a given activity. However, the lack of a shift of abstinence and faithfulness indicators in this study raises questions about the ability of peer education to promote behavior change through a comprehensive ABC message. The authors advocate that future studies should compare abstinence-only approaches with full ABC programming.
In 2005, the JSI Research and Training Institute, Inc. evaluated the impact of The African Youth Alliance (AYA) program, established in 2000 by the Bill & Melinda Gates Foundation and implemented by the United Nations Population Fund, Pathfinder International, and the Program for Appropriate Technology in Health. The evaluation measured whether exposure to AYA's comprehensive, integrated HIV prevention program resulted in improved adolescent and sexual reproductive health (ASRH), knowledge, attitudes, and sexual behaviors among male and female youth ages 17 to 22 in Ghana, Tanzania, and Uganda. Results demonstrated a significant positive impact on knowledge generation, condom use, contraceptive use, partner reduction, and several self-efficacy and knowledge antecedents. The program had less of an effect on male responsibility, sexual debut, and/or abstinence and partner reduction. Results suggest that a comprehensive, scaled-up, multi-component HIV prevention approach can be effective in improving some key ASRH outcomes.
A middle and high school-based Life Skills Program for ages 14 to 24 was conducted in South Africa's KwaZulu-Natal Province. The curriculum addressed 11 sexual and reproductive health-related life skills topics, ranging from drugs and alcohol to negotiation and assertiveness in relationships. Baseline and two-year follow-up data from 2,222 youth assessed the program's impact on HIV-related knowledge, attitudes, and behaviors. Knowledge gains were generally minimal and uneven across the topics. The largest changes observed in sexual behaviors were for condom use at first and last sex. Minimal gains were observed for sexual health knowledge and reported self-efficacy to get and use a condom. The proportion of youth who had initiated sexual activity increased by nearly half, though it is important to note that the youth were two years older than at baseline; no change in age at sexual initiation was noted. There were no major effects on age at sexual initiation, secondary abstinence, or number of partners. While school-based life skills programs have the potential of helping youth reduce HIV risk, the long-term benefits of a national education program are unknown.
This site offers six links to PEPFAR's ABC approach, including an introduction, defining the ABC approach, and implementing the ABC approach. There are also two appendices: one is on how to determine the appropriate mix of ABC activities and the other is a list of references. The last link is to the original ABC Guidance Number One, which is in PDF format. These documents are designed to provide guidance to the field and missions to implement ABC programs.
This report documents the findings from key studies on youth-based HIV prevention programs organized into categories, depending on whether the evidence is strong enough to recommend the program. The report includes recommendations for policymakers, program development and delivery staff, and researchers. Both chapters five and seven examine the effect of these activities on abstinence as one of the outcomes (Chapter Five: "The effectiveness of sex education and HIV education interventions in schools in developing countries," and Chapter Seven: "The effectiveness of mass media in changing HIV/AIDS related behavior among young people in developing countries"). These results, by study, are concisely summarized in tables.
This article assesses the "ABC" approach that has been heralded as a success in Uganda. Specifically, it cautions that abstinence-until-marriage messages fail to educate young people about accurate HIV and sexually transmitted infection risks and prevention options, and thus violates human rights principles. The authors present a series of recommendations for the Government of Uganda, the United States Government, and all other donors to Uganda AIDS programs. The recommendations focus on supporting effective HIV prevention programming, including encouraging youth to delay sex as part of a comprehensive approach to HIV prevention. The authors discourage use of ideology-based messages, e.g., abstinence-until-marriage, that do not incorporate scientifically effective HIV prevention methods, including condoms, and accurate information about HIV risks.
The first phase of a major six-country study suggests that promotion of sexual abstinence to prevent HIV infection contributed to an approximately one-year delay of sexual initiation among youth in two countries, Uganda and Zambia, where HIV prevalence declined throughout the 1990s.
This case study examines how Abstinence and Being Faithful programs for youth are being implemented in Zambia. They found that the majority of implementing agencies are supporting abstinence-only activities and have not challenged the overall prevention strategy. Many programs are providing erroneous information about condoms and refuse to distribute them. The authors caution against stigmatizing condoms and those who use them, and encourage all HIV/AIDS programmers to provide a wide range of prevention options to the target populations based on their needs.
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A summary of effective teen pregnancy programs in the United States that could be tailored to various contexts.
The review summarizes research, describes programs that have reduced teen pregnancy and sexually transmitted diseases, reviews programmatic evidence, and helps implementers select the most appropriate program for their youth.
This curriculum builds youths' knowledge, understanding, and skills about reproductive health, adolescence, sexuality, relationships, sexually transmitted infections/HIV, and other topics. The curriculum is designed for 10- to 14- year-olds and 15- to 19-year-olds and suggests specific modules for each group; session 19 is specifically about abstinence.
Tips on Practicing Abstinence
Excerpt from HIV Counseling and Testing for Youth, Family Health International /YouthNet, 2005.
Resources on Youth Reproductive Health and HIV/AIDS, Program Areas
Interagency Youth Working Group


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Martha Stewart Home Office™ with Avery™ Stack+Fit™ Shagreen Pencil Cup and Card Holder 13290, Brown, 4-3/4" x 4-1/4" x 3-3/4" Product Number: 13290Always have the right tools at hand with this pencil cup and card holder. Two compartments can hold pencils, pens, highlighters, scissors, rulers, and other small desktop items. The card holder is ideal for business cards or appointment reminders. Use with other Stack+Fit™ products to make a perfect organization system.
Keep a cup of pens and pencils near your phone to jot down messages, and use the card holder for small notepads.
Product Description:


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Breast Lift Pictures
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4 Ways to Get the Most from Breast Lift Before & Afters
Because every woman's body is different, you won't be able to completely predict your own results from looking at photos, so here are some things to keep in mind when viewing the breast lift photo gallery:1. You're unique, so are Breast Lifts. Mastopexy procedures are individualized depending upon the patient's needs, so there isn't just a "cookie cutter" approach that works for everyone
2. Look for who resembles you "before" surgery. When looking at pictures of Breast Lifts (or any procedure for that matter) look for patients who have the same general body type as you do
3. Breast Lift scar location varies. Breast Lift before and after pictures will give you an idea of scar location. Remember that scars take many months to fade, so consider when the post-operative photos were taken
4. Was there additional cosmetic surgery work done? Breast implants may be performed with Breast Lift, so look for mention of this procedure
Bottom line: The Breast Lift results you see in before and after photos give you a good sense of a plastic surgeon's skills and experience.


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Fall 2013 7v7 Tourneys Conclude
On Monday, September 30, the Fall 2013 7v7 Tourneys kicked off. Day saw was for the U12 and U13 Boys group followed by the U11 and U12 Boys and Girls group.
The first event featured 8 teams and 60 players battling in a round robin format to decide the winner. After group play, early favorites Brown Mud were atop their group while the dark horse Rush Elite were first place in group 2. They both cruised through their semifinals to meet in a closely contested final. Regulation ended 0-0 and so a shootout would decide the game. After a great event, Rush Elite prevailed as champions!
In the second tournament, the U11 Rush Girls joined several U11 and U12 boys teams to battle for the title. Team Brazil cruised through group play undefeated while team Potato topped group 2. The semifinals were not as straightforward this time as Brazil and the Rainbow Unicorns had to settle their game in a shootout. This was no ordinary shootout, this was the longest shootout in 7v7 history! After the initial 3 shooters, the game was still tied. They had to go through 6 more rounds of shooters before Brazil finally prevailed. The final was a tight battle, but Brazil won in the end 1-0.
Day 2 of the 7v7 tournament kicked off and had a ton of energy that was brought by the younger girls groups. Bonus points for teams that were singing songs were given, and the neighborhood was rocking! In the first tourney of the day, the Fruity Loopies prevailed in the final after some VERY questionable officiating by the German referee. A late penalty kick was given and a goal in the last second was disallowed for a phantom offside call. The game would end in a shootout, though that seemed uneventful after the refereeing shenanigans that took place minutes earlier.
In the second tourney of the night the singing and playing continued as before. Unfortunately, so did the refereeing. After the German official was replaced for the earlier scandal, his Irish replacement did no better. The final came down to a very late PK call to equalize the game, however, the minions were not detered. Chantae Steele took a long punt from Heidi Self and smashed home the championship winning goal for the Minions. Thanks to all the participants and we look forward to next's seasons tourneys!
See below for our winners and a highlight video from the event!
U12/U13 Boys Champions "Rush Elite" | U11 Girls/U11, U12 Boys Champions "Brazil" |


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On this week's thrilling episode of The Broadway.com Show, a Gossip Girl hits the Main Stem, Aaron Tveit is back on Broadway (sorta!), Sutton Foster returns to TV and more!
On this week's thrilling episode of The Broadway.com Show, a Gossip Girl hits the Main Stem, Aaron Tveit is back on Broadway (sorta!), Sutton Foster returns to TV and more!
December 11, 2013On this week's oh-so-exciting episode of The Broadway.com Show, Harvey Fierstein tells it like it is, Angela Lansbury gets spooky in London, Jarrod Spector takes the sexy crown, stars share their crazy bestie stories and more!
December 4, 2013In this week's thrilling episode, we welcome Sutton Foster back to Broadway, take a first look at Aladdin, tip our hats to Jefferson Mays and undoubtedly get you all riled up by pitting Babs against Lea.
November 20, 2013In this week's exciting episode of The Broadway.com Show, Bernadette Peters talks about her hooker neighbor, Nathan Lane rolls the dice again, and we tell Carrie Underwood haters to suck it. Enjoy!
November 13, 2013This week's star-studded episode is all about a planned Britney Spears jukebox musical, how to get a sneak peek at Rocky's ring, Glen Berger's Spider-Man tell-all, Alan Cumming's workout woes and After Midnight's opening night!
November 6, 2013This week's spooky installment is all about Grease 2 onstage, Broadway-inspired Halloween costumes, Of Mice and Men with James Franco, celeb brushes with the law, Orlando Bloom's breakup and a Les Miz smackdown! But alas, no Betrayal.
October 30, 2013On this week's episode, Broadway.com staffers heart Daniel Craig, welcome new Mormons, get excited to keep up with the Joneses and give a whole lot of shows the gay treatment. Plus, slutty girls get advice and Billy Magnussen is on fire.
October 23, 2013On this week's fun-filled episode, Janis Joplin rocks Broadway, Emma Thompson plans her Sweeney-tastic NYC stage debut, Sierra Boggess longs for her love, Lesli Margherita has Starbucks strugs, Soul Doctor and Craig Bierko bow out and more!
October 17, 2013In this week's episode, Broadway.com staffers gives you the dish on Cabaret's newest Kit Kat Klubbers, Roz Ryan's Chicago milestone, First Date Flirts greatest hits, Matt Smith going Psycho, the opening night of Big Fish and more.
October 9, 2013In this week's episode, Broadway.com's staff gives you the scoop on After Midnight's new musical stars, Chicago's 7,000th performance, Lesli Margherita's new gig, the starry opening night of The Glass Menagerie and more.
October 2, 2013This week Broadway.com gives you the latest scoop on Sutton Foster's big news, Vanessa Williams' backstage pageantry, Romeo and Juliet's starry opening and Kristin Chenoweth's horror movie dreams (well, our dreams for her!).
September 25, 2013In this week's episode, the Broadway.com staff sounds off on Aladdin casting, Kelli O'Hara's bundle of joy, Emmy fever, Betty Buckley's NYC return, Spider-Man's new Peter Parker and a major Into the Woods movie update.
September 18, 2013


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May, 2013
Yesterday, we announced new versions of the Sourcery CodeBench and Sourcery Analyzer products. Significant new functionality has been added to these releases. In particular, the focus has been given to enhancing the embedded software debugging flow. In relation to this, Sourcery CodeBench now includes trace capability and supports analysis of both software trace (via Sourcery Analyzer technology) and … Read More
vitra-xd, tracing, ashling, CoreSight, ARM, trace probe, ETM, Sourcery Analyzer


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As the lone survivor of a passenger jet crash, you find yourself in a mysterious forest battling to stay alive against a society of cannibalistic mutants
Category: Upcoming Release
Written on November 12, 2013
Developed by SKS Games
Platform: Windows
The Forest - New Trailer and Screens - March 20, 2014
News: Indie developer Endnight Games Releases New Trailer for The Forest - March 20, 2014
The Forest is an open-world survival horror game currently in development by SKS Games/Endnight Games Limited.
Enter a living, breathing forest with changing weather patterns, plants that grow and die and tides that roll in and out with the day/night cycle. Discover a vast network of caves and underground lakes to explore.
Chop down trees to build a camp. Start a fire to keep warm. Scavenge for food.
Build a shelter. Lay traps and defenses to keep a safe perimeter.
Explore and build during the day; defend your base at night. Use stealth to evade genetic mutant enemies, or engage them directly with crude weapons you've built.
The Forest is coming soon for PC and will support of Oculus Rift (all the better to scare you with, my pretties...).


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quote:WSP being that low is based off of nothing but your personal bias and makes this whole list irrelevant.
quote:You think Widespread Panic is on the level of the Allman Brothers?
quote:ABB should be #1
quote:You basing this on ticket sales? Longevity? Album sales?
quote: this is really isn't even an argument. ABB is number one.
quote: Grateful dead, ABB > Wsp, Phish> everyone else