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Tag: edtech
On Noam Chomsky and technology's neutrality
In a recent interview, Noam Chomsky commented on the relationship between technology and education and one of his thoughts was the following:
As far as technology itself and education is concerned, technology is basically neutral. It's like a hammer. The hammer doesn't care whether you use it to build a house or whether on torture, using it to crush somebody's skull, the hammer can do either.
Hammer – CC Photo by Birmingham Museum and Arts Gallery
I admire Noam Chomsky and his brilliance. I agree with this perspective, but this perspective does not paint the whole picture of what happens when we use technology in education. I'd like to unpack this just a little bit because there is a more accurate picture of technology use in education available to us. The broader picture I describe below helps us understand how technologies are used, why they succeed/fail, and how we can design better learning environments. From my observations of technology use in education, my research, my colleagues' research, and my reading of the field's research, here's what I understand:
- Technologies can be as neutral as described above. For example, Twitter can be used as a broadcasting medium, a conversational medium, or even a 1-1 support tool. YouTube can replace the VCR used in class. Or, it can bring together people from different locations to discuss topics of common interest. In this sense, technologies are neutral in that they can serve various needs and can be used in different ways.
- Technologies themselves are rarely neutral. How can that be, you ask, when the bullet point above stated the opposite? Technology is not created in a vacuum. When technology is created, it is built with the developers' worldviews, values, beliefs, and assumptions embedded into the technology and revealed through the activities supported and encouraged when individuals use the technology. For example, social networking sites (SNS) structure relationships in specific ways (e.g., followers, friends) and perceive privacy in different ways. Technologies hold particular views of the world, and in this way, they are not neutral. This is true for technologies that we repurpose for educational means (e.g., Twitter, YouTube, Ning, Elgg, Facebook, Flickr, and so on) as well as for technologies created specifically for educational purposes. For example, Learning Management Systems (LMS) espouse certain beliefs about the educational process and their default settings and suggestions may shape how they are used. Whn introduced in educational settings, said technologies tend to introduce tensions and conundrums (e.g., The way the LMS or SNS structured instructor-learner relationships vs. the way faculty envisioned instructor-learner relationships may be in conflict, leading to low uptake, rejection of the tool, etc).
- Technologies can be put to different uses, but not all uses are productive or effective. A hammer doesn't care whether you use it to "build a house… or crush somebody's skull," but it will do a poor job if you try to use it in lieu of a screwdriver. The problem arises when entrepreneurs, designers, instructors, etc treating the hammer as a tool that can help them address all needs. A recent example of this is Udacity treating its product as a solution in search of a problem.
The ways that technology is used on the ground are complex and negotiated. In preparing instructors to use technology in education and designers to envision ways that technology can support/enhance education, we need to expose them to skills and mindsets that allow them to use tools in creative and inspirational ways. We also need to help them understand the assumptions and beliefs that technologies espouse and remain cognizant of the pressures and tensions that these may introduce.
* References pertaining to technology being not-neutral:
Whitworth, A., & Benson, A. (2010). Learning, Design, and Emergence: Two case studies of Moodle in distance education. In G. Veletsianos (Ed.), Emerging Technologies in Distance Education (pp. 195-213). Edmonton, AB: Athabasca University Press.
Hall, R. (2011). Revealing the transformatory moment of learning technology: the place of critical social theory. Research in Learning Technology, 19(3), 273-284.
Lane, L. (2009). Insidious pedagogy: How course management systems impact teaching. First Monday, 14(10).
Crook, C. (2012). The " digital native " in context: tensions associated with importing Web 2.0 practices into the school setting. Oxford Review of Education, 38(1), 63-80.
HarvardX and MITx open course reports
HarvardX and MITx released a number of reports describing their open courses. The overarching paper describing these initiatives, entitled HarvardX and MITx: The first year of open online courses is really helpful in gaining a holistic understanding of HarvardX and MITx learned about their initiatives.
My (preliminary) thoughts:
- It's exciting to see more data
- It's exciting to see education researchers involved in the analysis of the data
- The researchers should be congratulated for making these reports available in an expeditious manner via SSRN
- We need more interpretive/qualitative research to understand participants' and practitioners' experiences on the ground
- I am wondering whether the community would benefit from access to the data that HarvardX and MITx have, as other individuals/groups could run additional analyses. Granted, I imagine this might require quite a lot of effort, not least in the development of procedures for data sharing.
The course reports appear below, and these are quite helpful in helping the community understand the particulars of each course:
- 3.091x Introduction to Solid-State Chemistry – Fall 2012 MITx Course Report
- 6.00x Introduction to Computer Science and Programming – Fall 2012 MITx Course Report
- 6.002x: Circuits and Electronics – Fall 2012 MITx Course Report
- 2.01x Elements of Structures – Spring 2013 MITx Course Report
- 3.091x Introduction to Solid-State Chemistry – Spring 2013 MITx course report
- 6.00x Introduction to Computer Science and Programming – Spring 2013 MITx Course Report
- 6.002x: Circuits and Electronics – Spring 2013 MITx Course Report
- 7.00x Introduction to Biology: The Secret of Life – Spring 2013 MITx Course Report
- 8.02x Electricity and Magnetism – Spring 2013 MITx Course Report
- 14.73x: The Challenges of Global Poverty – Spring 2013 MITx Course Report
- 8.MReV: Mechanics ReView – Summer 2013 MITx Course Report
Journal of academic freedom CFP
The burgeoning interest in education and educational technology is the result of a multitude of forces, pressures, and failures: demographic, political, social, technological, and economic just to mention a few. And the outcomes aren't just technology-enhanced or better courses. Educational institutions, academic roles, academic life itself, the student experience, and so on are changing. A recent call for proposals from The American Association of University Professors' Journal of Academic Freedom (due: January 31, 2014) calls for authors to explore the relationship between academic freedom and some of these issues:
Electronic communications and academic freedom
- How has the growth of electronic communications facilitated and impinged on academic freedom?
- What are the implications for academic freedom of the proliferation of open access publications?
- Are commercial entities contributing to the commodification of knowledge through various electronic gatekeeping mechanisms?
- How can institutions cope with hacking and other forms of electronic piracy while maintaining accessibility?
- To what extent are social media such as Twitter and Facebook changing forms of scholarly communication and knowledge dissemination, and what is the upshot for issues of academic freedom?
- How are the increasingly elastic and intangible walls of the electronic classroom challenging existing definitions of academic freedom, shared governance, and intellectual property?
- In what ways can we promote faculty participation in the shared governance of various forms of electronic communications?
- Are faculty e-mails considered the property of the institution? Can administrators read faculty e-mails without notice or permission?
The abridgement of academic freedom in instruction
- The case of former Indiana governor Mitchell Daniels' efforts to purge scholars' writings from the classroom has drawn attention to renewed attacks on academic freedom in instruction. Where are such attacks coming from and how have they been resolved?
- The Gates Foundation has devoted millions of dollars to supporting MOOCs and other experiments in online teaching. To what extent are such experiments curtailing or facilitating faculty input into course design?
- The suspension of University of Virginia president Teresa Sullivan in 2012 drew attention to the increasingly tense relationship between university boards of trustees and university faculty and executives. In what ways, if any, are such institutional dynamics transforming academic freedom in instruction?
- Federal and state assessment protocols are putting pressure on curricula in many fields. We are interested in both case studies and overviews that detail the impact of these pressures on academic freedom.
The increased use of suspensions
- In September 2013, a professor at the University of Kansas tweeted a comment about gun control that led to a barrage of hate messages. The university suspended this faculty member in order to "avoid disruption." To what extent are such misused suspensions proliferating, and how might faculty members be made more aware of their rights?
- As university work has become more complex and extensive, the number of duties from which professors can be suspended has proliferated. Examples include relationships of researchers to outside funding agencies, access to email and computing services, and workplace provisions against sexual misconduct, just to name a few of the complex domains in which professors often operate today. What kinds of problems of academic freedom do partial suspensions in these and other areas represent?
- University administrators often seek to cloak suspension in duplicitous language. Does reassignment to duties other than teaching constitute a form of suspension, for example? What is the distinction between such a sanctioning of faculty rights and total suspension?
Startups should talk with researchers & educators
If you believe that educational technology startups can learn a thing or two from educators and education researchers in their quest to improve education, then we'd love your vote for our 2014 SXSWedu proposal.
Tanya Joosten, Amy Collier, Audrey Watters and I have proposed a panel during which we will discuss how educators/researchers can help startups improve their education technology offerings, and answer questions pertaining to education research, how people learn, and classroom practice. If we want meaningful and transformational change in how we do education, it is imperative for
entrepreneurs and educators/researchers to converse. We've called for this over and over. And it's not just us four that have noticed a disconnect between what educational technologies companies do and what we know about education and learning:
In discussing the flipped classroom model Schneider, Blikstein, and Pea note that "by failing to pay attention to the research, we were applying what is possibly a good idea in the wrong way. That's why research in education is crucially important to improve our schools. Intuitions are good, but science is better."
Neil Selwyn notes "The current understanding of schools in the digital age [is] hampered by a curious amnesia, forgetfulness or even willful ignorance of past phases of technology development and implementation…"
Rolin Moe argues, "In education, innovators and disruptors consistently reinvent the wheel, hyping revolutionary ideas that are often unaware of existing research, replications of prior models, or proud of their ignorance of history of the field's theory and pedagogy."
In short, our panel will provide answers to the following questions:
1. How can educational technology startups use knowledge generated through education research to improve their products and services?
2. How can educational technology startups partner with educators, researchers, and educational institutions to improve their
3. Why have education technology innovations failed in the past, and what can startups learn from those experiences, so as to avoid making the same mistakes?
If you feel that we have something meaningful to add to the conversation about how technology, pedagogy, and emerging ideas can improve education, then we'd love your vote.
Vote for our #MOOC production fellowship application?
Audrey Watters and I submitted an application for Iversity's MOOC production fellowship program. If funded, we will co-teach a course that is desperately needed: Foundations of Educational Technology. Our goal is to help individuals learn the history, research, practice, and debates of the field.
We want to improve education. To do so, we believe that educational technology developers, learning designers, and practitioners need to know the answers to a number of important questions including:
(a) how do people learn?
(b) how does technology/pedagogy impact learning?
(c) why have educational technology efforts failed/succeeded in the past?
Our course focuses on these pillars.
The fellowship recipients are selected by a jury of peers and by a process of public voting. If you think that this is a worthwhile cause, we would love your support. If so, please *vote for our proposal*. To vote for our proposal first you have to register on the platform and then you have to click on the green vote button. While you are there you can also read more about our application. There you will notice that our proposed course blends pedagogies, approaches, and ideals that originate from the progressive and open education movements (e.g., OER reuse, cMOOCs, knowledge-building, communities of practice ideas) while introducing artifacts and values that we feel should be staples in xMOOCS (e.g., personal learning plans and instructor-supported community interactions).
The next step, if you are so inclined, is to help spread the good word. Please tell your colleagues and friends about it. Send them to this blog post, to Audrey's post, or to our proposal, and ask them to help us help the world design meaningful, purposeful, effective, and equitable educational technologies. Remix it, share it on Twitter, Facebook, Google +, your department's listserv, shout it from your rooftop, write a song about it, create a banner…. do whatever else pleases you to help spread the word. Or, just grab the message below and post it on your favorite social media platform:
I voted for the Foundations of Educational Technology class! Help me spread the word: http://bit.ly/100XoCK #edtechCourse
Finally: I'm very excited about this course. However, I am humbled, I am in awe actually, that friends and colleagues from around the world have offered to help us with the course. So far, 13 students from the University of Texas at Austin have volunteered to be Teaching Assistants for the class and Dr. Valerie Irvine from the University of Victoria and Dr. Rick Schwier from the University of Saskatchewan have also offered to help with various aspects of the course. I am in awe of my colleagues and students who unselfishly offer their time to improve education. The world is a better place because of you. And for that, we thank you!
George & Audrey
SXSWedu day 2
While yesterday I mentioned that there was not much conversation about research, today was a little bit different. The value that educational research can contribute was highlighted by Alan November (November Learning) and Richard Culatta (US Department of Education). Richard in particular suggested that edtech startups work with educational researchers and teachers in designing their products. Such a simple idea (and one that we teach in our MA and PhD degrees), but one that is rarely taken into consideration it seems. Working within disciplinary silos (whether that's teachers developing educational technology alone, or engineers developing educational technology alone) is not how complex problem (like education) are solved. On the one hand, the absence of educators from a design team could lead to development of tools/products that don't solve any sort of educational problem. On the other hand, the absence of educators might lead design teams to think outside of the constraints of current systems. Each time I think about this, I return to the design process used by IDEO, which highlights diversity and interdisciplinary thinking. The video below is a good example of this type of thinking:
. . . . .
The acknowledgment that educational technology startups will benefit from partnering with educational researchers is important. It is the same acknowledgement that was made by the NSF in the computing education for the 21st century program (disclosure: I am co-PI on one of those grants). Actually, the NSF went beyond simply acknowledging the value of partnerships and made CS-Education partnerships a requirement in applying for funding.
. . . . .
Richard mentioned that the Obama administration is developing initiatives that value teachers (e.g., Project Respect). I look forward to learning more about this, but to also understand how such policies align with the high stakes climate that the administration has continued pursuing. While individual policies may be worthwhile, they exist within a larger ecosystem, and I would love to know how the administration sees its high stakes approach aligning with these initiatives.
. . . . .
Towards the end of the day I managed to position myself right in the middle of conversations related to venture capital, business models, and investment in startups. And the statement that follows has been in my mind since. A panelist said: Do we care about learning outcomes? Absolutely. Once we first make money for our investors. This statement was followed by another statement noting that a sizable return on investment is the "mandate."
. . . . .
I'm not that naive to believe that everyone is in this space for noble causes. I also don't think that everyone is in this space for monetary gain. When building the educational systems of the future, all of us (educators, researchers, investors, designers, and developers alike) should make sure to ask: For whom is this future being built? Who benefits? And who is left out?
SXSWedu day 1
This week I am spending time at the SXSWedu conference. It's described as a conference that "features four days of compelling presentations and informative sessions from education professionals, industry leaders, and policy practitioners committed to engaging all learners."
. . . . .
These are not my usual stomping grounds. Indeed, AECT, AERA, E-learn, SITE, EdMedia, ALT-C and all the other conferences I've been to feature groups of individuals committed to education and learning as well, but none of them feature the entrepreneurial atmosphere and the "disruption is imminent" aura that this conference is epitomizing.
. . . . .
I had a great lunch with George Siemens today. I came across George's work in 2007 and have chatted on and off with him over the past 5 years on various social media platforms but we hadn't actually ever met face-to-face until today. I joked that I will be wearing my ethnographic hat during my time at the conference, trying to make sense of a culture different than my own. While my research aims to ultimately make a difference in education and people's lives, and, a number of edtech startups and I are (seemingly) operating in the same area, I am not so sure I am in the "edtech space" (as it is affectionately called by the numerous entrepreneurs I met at the opening reception). And I don't fully understand the different rounds of venture capital funding. But, that's the language that's dominating the conversations so far. But, I do believe this is something that more education researchers need to know about. After all, when individuals propose solutions for the problems of education, we need to listen. And to question. For more on this you should read this piece from Audrey Watters, (who is also at the conference and we got to spend some time chatting together today).
. . . . .
Language is a strange thing. It's strange because the same words might have different meaning to different people. Take the words "democratizing education" for example. What do you think of when you hear those words? I think of Paulo Freire, equity, education as a public good, the freedom from pedagogies of oppression. I wasn't sure what these words meant when I heard them today. I believe they meant "freeing education from the control that educational institutions exert on it." And even though it sounded good (who doesn't want to "democratize education" anyway?!) I'm not sure that progressive educators' visions of democratic and equitable educational systems align with the visions of democratic educational systems that were discussed today. And that's another reason why more educators and researchers need to be here, and need to be in these conversations.
. . . . .
Research was absent. Perhaps I was at the wrong sessions. Even at the sessions that I went to, any mention of evaluation (let alone research) was problematic. For example: "15% of our students told us that they [insert survey response here]." There was no mention of how many individuals were surveyed, what the return rate was, or whether the evaluation questions were created and validated by an independent party. I understand that educational research might not be on the radar of commercial entities and investors. But, it's important. And, if we are truly dedicated to making change in education, however small or large it is, then we should be investigating whether the tools we create work, how they work, and in what contexts they work.
Using an instructional design perspective to analyze MOOC materials
A facebook conversation from yesterday encouraged me to share one of the assignments that I developed for my instructional design course. The goal of the class is for the students to understand, experience, and apply instructional design in a variety of educational contexts.
One of the assignments I developed for asked students to enroll in a Massive Open Online Course (MOOC) and analyze the instructional materials within the course using one of the rubrics provided by Dick and Carey (the instructional design book we use in class). It was a lot of fun and the students appreciated the exercise. Given the lack of presence and voice by instructional designers in MOOC happenings, the lack of valid, reliable, and serious research that exists on the topic (though Rita Kop's work on cMOOCs is admirable), and my desire to engage students in contemporary events, I came up with this assignment to embed MOOC analysis in my course. The assignment is available for download on https://dl.dropbox.com/u/2533962/instr-materials-veletsianos.doc and posted below for those who just want to skim it without downloading it. Enjoy and feel free to use it:
Instructional Material analysis assignment
Individually, you will examine and report on the instructional materials of one popular digital learning initiative. An analysis matrix will be provided to you, and you will use that to matrix to evaluate these initiatives.
Length: Minimum 500 words.
|Levels of Attainment
|Written analysis (evaluation)
|Rubric completion
This task requires a few hours of research before you can actually complete it. Even though this is an individual task, if you would like to discuss the assignment with any of your colleagues, please feel free to do so.
First read the chapter and the rest of the materials for this week. Without reading those, I can assure you that your understanding of the issues presented will be superficial.
Second, examine the rubric provided by Dick & Carey for evaluating instructional materials (p. 250-251 – see below for the rubric). You will be completing this rubric for a digital environment, and it's a good idea to understand what it encompasses before you proceed.
Third, select one course provided on one of the following platforms to examine:
- A course on Coursera (select a course that is occurring right now or has been completed. DO NOT select a course that has not started yet): https://www.coursera.org/courses
- A course on EdX (select a course that is occurring right now. DO NOT select a course that has not started yet): https://www.edx.org/courses
- A free course on Udemy (select a course that includes at least 5 "lessons/lectures"): http://www.udemy.com/courses
You can also choose to examine DS106: http://ds106.us/ I am including DS106 on its own because it is a course as opposed to the above (Coursera, EdX, and Udemy) which are platforms. If you pick any of these three (Coursera, EdX, or Udemy), then you should also pick a course (e.g., Within Coursera a possible course is https://www.coursera.org/course/friendsmoneybytes).
Once you have made your selection, it's time to research your course. Spend time looking around, examining and evaluating the instructional materials provided. You will use the rubric to keep track of the criteria that need to be assessed, and then using this rubric you will write a report assessing the instructional material for the course.
You should start your report by stating the course and its provider. A link would also be helpful. For example, using the example above, I would start my report by stating the following:
"I am examining the course entitled Networks: Friends, Money and Bytes (https://www.coursera.org/course/friendsmoneybytes). This course if offered through Coursera and is taught by Mung Chiang who is a Professor or Electrical Engineering at Princeton University. The course is an introduction to the topic of X and its objectives are XYZ."
Your report should be specific and detailed in its evaluation of instructional material, and should be guided by the five criteria families discussed by DC: Goal-centered, learner-centered, learning-centered, context-centered, technical criteria. I would like to see that you understand each criterion and that you are capable of applying it to evaluating your course. For example, at the very least, I would expect to see statements such as the following:
Instructional designers use five criteria families to evaluate instructional materials. Learner-centered criteria focus on XYZ and refer to X. The instructional materials for this course appear to be adequate for this criterion because <provide list of reasons here>. The course could be improved in this domain by <list of additions/revisions here>. However, because item X was not disclosed in the course, I am not able to evaluate Y.
Let me reiterate that to complete this assignment you will need to do background research on the course and the platform. For example, your background research on Coursera will reveal that some of these courses have more than 80,000 students from around the world. This fact alone will impact your evaluation!
Instructional Material Evaluation Rubric
Rubric is copyright of: Dick, W., Carey, L. & Carey, J. (2008). Systematic Design of Instruction, (7th ed.) Upper Saddle River, NJ: Pearson.
A. Goal-centered Criteria:
Are the instructional materials:
|1. Congruent with the terminal and performance objectives?
|2. Adequate in content coverage and completeness?
|3. Authoritative?
|4. Accurate?
|5. Current?
|6. Objective in presentations (lack of content bias)?
|Learner-centered Criteria:
Are the instructional materials appropriate for learners':
|1. Vocabulary and language?
|2. Development level?
|3. Background, experience, environment?
|4. Experiences with testing formats and equipment?
|5. Motivation and interest?
|6. Cultural, racial, gender needs (lack bias)?
|Learning-centered criteria
Do the material include:
|1. Pre-instructional material?
|2. Appropriate content sequencing?
|3. Presentations that are complete, current and tailored for learners?
|4. Practice exercises that are congruent with the goal?
|5. Adequate and supportive feedback?
|6. Appropriate assessment?
|7. Appropriate sequence and chunk size?
|Context-centered Criteria
Are/do the instructional materials:
|1. Authentic for the learning and performance sites?
|2. Feasible for the learning and performance sites?
|3. Require additional equipment/tools?
|4. Have congruent technical qualities for planned site (facilities/delivery system)?
|5. Have adequate resources (time, budget, personal availability and skills)?
|Technical criteria
Do the instructional materials have appropriate:
|1. Delivery system and media for the nature of objectives?
|2. Packaging?
|3. Graphic design and typography?
|4. Durability?
|5. Legibility?
|6. Audio and video quality?
|7. Interface design?
|8. Navigation?
|9. Functionality?


text: James W. Terman, a prominent farmer and stock-raiser of Clark Township, was born in Muskegeon County, Ohio, February 10, 1834, a son of John and Ann (Jones) Terman; the former was born in Maryland in 1793, and was of Scotch-Irish descent. He was in the War of 1812. A peculiar incident happened by which he entered this war. He had a neighbor of whom he thought a great deal, who was drafted, and the man was crying to think he had to leave his family, when Mr. Terman volunteered to go in his place, if they would take him, he being only eighteen years of age at the time, and arrangements being made, he took the place of his friend and served with credit to the close of the war. He died in 1869. The mother was born in Virginia, in 1799, and died in 1871. Our subject came with his parents from Ohio in 1847, and settled in Bartholomew County, this state, where he remained seven years, thence to Shelby County, where he remained one year, then to Johnson County, and settled in Clark Township on the farm where he now lives. He received a good common school education. At the age of nineteen years he began life for himself as a farmer. On October 12, 1854, he was united in marriage to Martha Cutsinger, a daughter of William and Parthena (Deupree) Cutsinger; the former was born in 1813, and came to this state when only nine years of age, is of German descent; the latter was born in 1814. To this union the following children were born: James A., deceased; Elizabeth, June 26, 1857; Martha P., April 10, 1859; Emma A., January 13, 1861; Flora E., April 4, 1863; James W., February 22, 1865; Joseph E., June 9, 1867; James A., deceased; Omar, deceased; Ida, November 9, 1872; Sarah, deceased; Lewis M., February 15, 1877; Bertha, February 5, 1879, and Jessie Blanche, June 15, 1881. The mother of these children was born September 29, 1837, in Shelby County. He and wife are members of the Christian Church. In politics, he is an ardent republican, casting his first vote for John C. Fremont. He was chosen by his party in convention, as their candidate for trustee in the spring election of 1888; he ran against an opposing majority of twenty-five, and reduced it to eleven votes. He now owns 210 acres of well-improved land.

subset: commoncrawl


text:
Business is booming for Farnborough International, the company formed by the Society of British Aerospace Companies (SBAC) at the beginning of this year to run the UK's own international airshow.
Trevor Sidebottom, who moved from the trade association to become managing director of the airshow company in June, said here Saturday that bookings for next year's event, which will be staged at the historic Hampshire airfield July 17 through 23, are already 12 percent up compared with this stage of the 2004 show's cycle.
Amanda Stainer, Farnborough International's exhibition and events director, said innovations for next year's show ranged from an extra dozen stands for business aircraft to a jazz bar for exhibitors.
The president's enclosure and the Defence Export Services Organization chalet, which have dominated Bofors Hill between the exhibition halls and chalet lines in the center of the site, are moving so that exhibitors will be able to deploy combined stands and chalets. And the Boeing-sponsored media center is moving nearer to the heart of the action on the upper level of the two-story Hall 1A, which it will share with the jazz bar and an exhibitors' restaurant able to serve lunch for more than 1,400 people in two sittings.
The business aircraft park was introduced for the first time at last year's show: it attracted 12 aircraft and generated business worth £100 million ($172 million). Next year it will occupy a more central location so as to be visible from all the chalet lines. Exhibitors there will be able to take their aircraft away after the first three days if they wish.
The fact that Farnborough remains an operational airfield during the airshow, rather than being closed to anything but flying display traffic during the day as it did before 2004, means that manufacturers can schedule customer demonstration flights anytime outside the flying display rather than having to wait until the evening, Sidebottom added. It also means visitors with their own airplanes can fly directly to the show, rather than having to land at a nearby airport and complete the journey by road or helicopter.
Another innovation for 2006 will see the show hosting up to 1,000 young people in their teens and early twenties on the Friday. "The idea is to raise awareness of opportunities in aerospace through lectures, conferences and tours of the show," Sidebottom said.


text:
« Snowbird Mittens, Progress |
| The Cat Obsession Continues »
For all my geeky friends out there... this is hilarious:
Posted at 09:00 AM in Funny (In a Good Way) | Permalink
That was really funny. So funny that I started laughing out loud while my DH was on the phone. Now he has to watch it, too.
Posted by:
Tracy |
October 28, 2008 at 03:46 PM
That's pretty much on the money. Funny stuff!
Posted by:
Og |
October 30, 2008 at 06:30 PM
The comments to this entry are closed.


text:
- B1 Promotions and TCOLE Proficiency Certification Commissioned Officers
- B2 Cash Receipts Control Petty Cash Funds
- B3 Community Trust / Law Enforcement Role and Authority (PDF)
- B4 Internal Affairs
- B5 Emergency Information File
- B6 Equipment, Supplies, and Reference Sources
- B7 Firearms and Qualification Standards
- B8 Honor Guard/Color Guard
- B9 Immunization Program/Hepatitis B and Tuberculosis Vaccination
- B10 Shift Transfers
- B11 Line of Duty Death
- B12 Off-Duty or Secondary Employment
- B13 Organizational Structure (PDF)
- B14 Procedures for Overtime Assignment
- B15 Police Service Award (PDF)
- B16 Psychological Guidance / Assistance
- B17 Release of Information
- B18 Release of Information on Students
- B19 Liability Protection Program
- B20 Review of Fleet Collisions
- B21 Review of Personnel Records
- B22 Serial Accountability for Citations
- B23 Police Chaplain Program
- B24 Temporary Alternative Assignments
- B25 Use of Discretion
- B26 Written Directive System
- B27 Use of Outside Hardware and/or Software
- B28 Early Warning Intervention
- B29 Crime Analysis
- B30 Planning and Research
- B31 Administrative Reporting
- B32 Courtesies to the Flag
- B33 Social Media and Networking
- B34 Military Deployment and Reintegration (PDF)
|Administration / Policy B-25
|Effective Date
|Use of Discretion
|To establish policy concerning the use of discretion by officers.
|This directive applies to commissioned officers.
The nature of an officer's duties regularly involves the use of discretion. Consistent and wise use of discretion, based on professional policing competence, will do much to preserve good relationships and retain the confidence of the public. Officers of this department shall be aware of and abide by the guidelines set forth in this policy and UTPD mission statement concerning discretion.
- Definition:
- Discretion: The latitude afforded officers to determine when to invoke the criminal process.
- Responsibilities:
- The UTPD mission statement lists four values: (Integrity, Justice, Service, and Trust)
- Trust is define as: The University community has entrusted UTPD to exercise its authority with discretion, good judgment, respect and a commitment to honesty, justice, and diversity. Each member of UTPD strives to build upon the trust and confidence of the students, staff, faculty, and general public.
- Officers will be responsible for exercising the discretion vested in his/her position through consideration of UTPD policy and procedures, Mission, Vision, and Goals, System Police Policy, Board of Regent's Rules, Criminal Statutes of the State of Texas, and United States Constitution.
- The principles of reasonableness should guide the officer's actions and the officer should consider mitigating circumstances in determining whether legal or administrative action shall be taken.
- Every situation will involve a unique set of circumstances. Officers are expected to use his/her training, knowledge, and judgment to reach an appropriate and reasonable conclusion.
- In exercising discretion, an officer must be able to assess the situation or incident, analyze the facts or information, and then determine a reasonable and appropriate course of action. These factors include, but are not limited to:
- Department policy, procedures, mission statement, values, vision, goals, and objectives.
- Availability of a supervisor or other officers for guidance and/or consultation.
- Facts and circumstances which will subsequently justify the decision.
- Range of available alternatives.
- Seriousness of the incident.
- Officer safety concerns.
- Other factors such as staffing availability, impact on the University community, humane considerations, and potential for recurrence.
- The UTPD mission statement lists four values: (Integrity, Justice, Service, and Trust)


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GSC Game World, the Ukrainian developer behind last year's surprisingly good open world FPS survival horror S.T.A.L.K.E.R.: Shadow Of Chernobyl is "looking into" making an MMO style game out of the franchise.
Speaking to VideoGamer.com at a press event for the upcoming S.T.A.L.K.E.R.: Shadow Of Chernobyl prequel, Clear Sky, GSC Game World's Oleg Yavorsky said that the team is currently "considering different options", including pairing with a developer that has MMO experience, but "hasn't started anything there yet".
S.T.A.L.K.E.R.: Shadow Of Chernobyl was a critical success and sold over a million copies on PC when it was released early last year. Its open world gameplay fused traditional FPS mechanics with role-playing elements.
When asked if he agreed that S.T.A.L.K.E.R. was a game that suited an MMO style game, Yavorsky revealed the team had already looked into it.
"We also looked into that side and again it's a totally different type of development which we don't have experience of yet," he said. "We're considering different options there for development with someone who already has big experience of that. But so far we haven't started anything there yet."
You can check out our first look at S.T.A.L.K.E.R. Clear Sky right here.


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DELAFIELD, Wis. (Stockpickr) -- Professional traders running mutual funds and hedge funds don't just look at a stock's price moves; they also track big changes in volume activity. Often when above-average volume moves into an equity, it precedes a large spike in volatility.
>>5 Toxic Stocks You Need to Sell in July
Major moves in volume can signal unusual activity, such as insider buying or selling -- or buying or selling by "superinvestors."
Unusual volume can also be a major signal that hedge funds and momentum traders are piling into a stock ahead of a catalyst. These types of traders like to get in well before a large spike, so it's always a smart move to monitor unusual volume. That said, remember to combine trend and price action with unusual volume. Put them all together to help you decipher the next big trend for any stock.
>>5 Big Trades to Conquer a Correcting Market
With that in mind, let's take a look at several stocks rising on unusual volume recently.
Aruba Networks (ARUN) provides enterprise mobility solutions worldwide. This stock closed up 7.1% to $17.46 in Friday's trading session.
Friday's Volume: 4.43 million
Three-Month Average Volume: 2.03 million
Volume % Change: 114%
From a technical perspective, ARUN soared higher here right above some near-term support at $16.05 with above-average volume. This stock has been downtrending badly for the last four months and change, with shares moving lower from its high of around $24 to its low of $16.05. During that move, shares of ARUN have been making mostly lower highs and lower lows, which is bearish technical price action. That said, shares of ARUN are now starting to rebound off that $16.05 low and it's quickly moving within range of triggering a near-term breakout trade. That trade will hit if ARUN manages to take out some near-term overhead resistance levels at $17.85 to $18.04 and then once it clears its 50-day moving average of $18.12 with high volume.
Traders should now look for long-biased trades in ARUN as long as it's trending above Friday's intraday low of $16.25 or above that recent low of $16.05 and then once it sustains a move or close above those breakout levels with volume that hits near or above 2.03 million shares. If that breakout hits soon, then ARUN will set up to re-test or possibly take out its next major overhead resistance levels at its 200-day moving average of $18.81 to $19.05. Any high-volume move above $19.05 will then give ARUN a chance to re-fill some of its previous gap-down-day zone from May that started at $20.24.


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looking for cards I don't have. willing to trade for base, but need at least 15 of what i need! thanks
Printable View
looking for cards I don't have. willing to trade for base, but need at least 15 of what i need! thanks
Need anything here?
98 Score Randy Moss
98 UD Choice Randy Moss
09 Playoff Contenders Playoff Ticket Brett Favre #/99
10 Score Big Heads Brett Favre
Hey!! Have These Card's If Ya Could Use Any.
'00 Impact "Point Of Impact" #9PI Randy Moss DIE-CUT
'05 Topps 50th "Turn Back The Clock" #10 Randy Moss
'05 Topps 50th "Throwback" #TB6 Randy Moss
'05 Fleer Ultra "First Rounders" #5FR Randy Moss
'08 Score "The Franchise" #F-4 Randy Moss
'08 Threads "Gridiron Kings" #PGK-33 Randy Moss
'08 UD "StarQuest" (Silver) #SQ26 Randy Moss
'08 UD Icons "NFL Chronology" Ser#128/750 #CHR40 Randy Moss
'08 Leaf Certified Materials "Gold Team" Ser#0463/1000 #GT-6 Randy Moss
'09 Topps National Chicle "Stars Of The Gridiron" #SG-6 Randy Moss
'09 Topps "'09 Postseason Patches" Commemerative Patch (Pro Bowl '07) #PPR40 Randy Moss
Thanks, John
Hey!! I LIke That Tom Brady RC & That Steve Smith RC GU.
Thanks, John


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Credit Card Center Advertiser Disclosure†
2011beginnings wrote:
Outside of the benefits for using the card and getting shopping benefits (i.e. coupons for using an Old Navy credit card) is there a real benefit to getting a store credit card?
All four of my cards (AMEX, CSP, CS and BofA) are prime cards but I was thinking of getting a store card for coupon sake.
Will approval be pretty easy if I have all prime cards?
Do some people start with store cards to get prime cards?
I'm 24 and just started my credit journey two years ago and I'm curious as to how store cards work.
IMO store cards are great for:
-Padding your overall util. if you have low limits (helps you carry balances if need be)
-Deferred interest deals on big ticket items they offer
-Most are no AF
-If the store card is from GECRB they are very fast to grow and SP CLI's
Store cards are very easy to get. All u need is 600-700 score minimum at least for most cases. It's so easy to get only because they want you to buy stuff from their store, not their competitors, since store cards (without amex/visa/mastercard) only works in their own store.
however, store cards often have very high apr. it is still 1 hard inquiry on your report. the rewards are usually terrible.
So it is entirely up to you. if you do shop at a certain store a lot, and need that extra line of credit, then you can consider applying for it.
another suggestion though: why not just apply for another prime card? you already have a few. getting another prime card won't be an issue.
03-01-2013 05:15 PM - edited 03-01-2013 05:17 PM
Lots of store cards offer 0% financing for 6-24 months depending on the size of the purchase. It's the biggest benefit to most, IMO, and is why I have the Amazon SC even if the limit is too low to use in such a way and I rarely use it, as I have the money to pay outright... but for store cards with higher limits, if you want to finance something, they're great, having essentially pre-approved flexible financing for whatever up to a certain amount, which looks way better than "actual" financing of stuff like furniture (lenders of last resort with a maxed out line of credit) on your credit report.
The drawbacks are two and are severe:
1. No rewards
2. Exorbitantly high usurious interest rates even for prime customers, which can't be even partially offset by rewards (but you shouldn't be doing the points game if you can't afford to PIF).
They're good for financing, and, if you get coupons or special offers, for that, but for daily use in the store, since they offer no rewards and usurious rates, they're not advantageous to use.
Another "fringe benefit" for some may be that store cards are generally very easy to get approved for if you have crappy credit.
03-01-2013 05:20 PM - edited 03-01-2013 05:28 PM
(Local) Credit union cards suck, IMO - they tend to have mediocre limits and horrible (often no) rewards, but pretty good to ridiculously good interest rates. (The local CU has one card with no rewards and one card that gives 1% cash back only, but has fixed APRs as low as 6.25% and as high as 12.5%.)
The big national military CUs that work like banks (Navy Federal, Pentagon Federal, USAA etc.), but which many people can't qualify for (I think anyone can qualify for Pentagon Fed now by making a donation to the military or some kinds of charities of like $50, but I'm not sure) are a horse of a different color. If you can qualify to join any of the three above, all tend to offer cards with good-to-excellent rewards, high CLs, and reasonable APRs, unlike most local CUs.
Local CUs are sometimes of use to people for rebuilding credit (some are harder to get a card from than most banks), but not much beyond that. The national military CUs are a different story.
CUs - local ones - can often be really good for signature loans and sometimes for collateralized loans like mortgages and auto notes, with excellent interest rates, but they're often pretty hard to qualify for (and we're talking about credit cards). My local CU offers 2.2% on signature loans, five year peiod, up to $100k depending on income. They don't have signature loans with higher interest rates, so they're hard to qualify for. Often for auto notes the best deals are from dealer-secured financing if you're a "well-qualified buyer" (read: excellent credit), as they'll give you 0% and all types of perks and discounts that banks and CUs won't.
2011beginnings wrote:
Great explanation.
I was just wondering at some people had store cards versus getting cards like mind but I see why now. I'm really liking what I'm seeing about the Chase Freedom (which I will product change to once my regular Chase Sapphire ages) and the Discover IT.
I wish I could get in with USAA. Should I think about a CU next?
I would definitely start up a relationship with a local CU. They give very nice CL's to customers with good/excellent credit.
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What's New
Here at Beauty Bay we're constantly in pursuit of the best and brightest in beauty. From innovative breakthroughs to exciting beauty steals, our new arrivals showcase the best of the latest beauty launches – a beauty 'It List' if you will, keeping you up to date with the latest trends and technologies. Meet the smartest, savviest, and most innovative beauty products on our shelves right now; what you need, what you want, and what really works.


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Despite the recent weakening of the dollar against other currencies, Hong Kong will keep its currency pegged to the greenback and will not consider linking it to the Chinese yuan, the Hong Kong financial and treasury secretary said Wednesday.
"I think that is really a source of security to the Hong Kong financial market," K.C. Chan said.
"As far as Hong Kong is concerned, having a predictable currency is very important for the financial market. The peg to the U.S. dollar actually is serving Hong Kong very well," he said in an interview with The Japan Times.
Speculation has been rife that Hong Kong may eventually drop the Hong Kong dollar's peg to the U.S. dollar and instead link it to the Chinese yuan, given growing uncertainty over the U.S. dollar's value and Hong Kong's increasing dependency on the Chinese economy.
A major obstacle for renminbi-linkage would be China maintaining its restrictions on making the yuan unconvertible on the international market. Asked whether Hong Kong would consider currency linkage to the renminbi if those restrictions were removed, Chan said it is too early to seriously think about.
"It would take a long time for the Chinese currency to be convertible, and convertible in a way that would be used as an international reserve currency. So the question is really long and far in the future," he said.
While visiting in Tokyo this week, Chan attended a symposium on Islamic finance and paid a courtesy visit to Financial Services Agency commissioner Katsunori Mikuniya.
Chan, a former dean of business and management at the Hong Kong University of Science and Technology, stressed that Hong Kong, despite intensifying competition with Shanghai as a financial center, has retained competitive edges as a gateway to China, given its advanced and Westernized financial infrastructure.
"As China is opening up the market, it is very natural for companies to enter China in very many different ways. And that's very good. That's good for economic development," he said.
Big Japanese corporations may try to advance directly into the mainland, but small and midsize firms would get greater benefits from using professional Westernized services in Hong Kong, he said.
"Hong Kong would be a very good place for (them), because Hong Kong has all that expertise."
He also predicted that Hong Kong and Shanghai will be complementary to each other, with Hong Kong emphasizing international financial services and Shanghai centering on domestic finance.
"Chinese investors who try to look for investment opportunities overseas can go through Hong Kong because Hong Kong has a very well-regulated financial industry. Our regulations, our infrastructure, are very similar to London, New York and other financial capitals."


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January 2015 saw the release of Kingsman: The Secret Service – an action/comedy film based on a fictional bespoke tailor on Savile Row called Kingsman (strong first syllable!) that secretly houses the headquarters of an elite spy force.
The story was inspired by director Matthew Vaughn's own experiences of buying a bespoke suit on Savile Row, during which he daydreamed about pulling on a hook on one of the walls and it opening a secret door.
The heritage of the English gentleman spy extends way beyond Bond – to Tinker Tailor Soldier Spy (also staring Colin Firth), The Ipcress File (also starring Michael Caine!), The Avengers and The Saint. By focusing his plot on the quintessentially sartorial super-sleuth, Vaughn has seen an excellent opportunity to outfit his cast in some extremely sharp suits.


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Someone said: Can be many things but one thing can be if your are Asian as Asians have not developed the ability to a break down alcohol in their bodies.
I have heard the tylenol stays in your liver for a while. how long is that???
Best Answer: The medication acetaminophen will usually pass through the system completely in a period of 4-6 hours. You should be safe at 10 PM to consume .
Best Answer: you should use the alcohol to help you swallow the tylenol. Really - it will not hurt
How long after tylenol 3 should i wait to drink alcoholyou at all. By the way if you want to meet up for some .
It depends on the medication. Some blood pressure pills have immediate action and they start acting in 2 to 3 minutes; those are used for emergencies and have .
I just gave my 4 yr old Children`s Tylenol after a fever of 103 and it broke in 30 minutes.
How long after drinking should I wait to take tylenol or motrin? ex. I had 3 drinks Fri, 3 How long after tylenol 3 should i wait to drink alcohol Sat,. How long after drinking should I wait to take tylenol or motrin? ex.
dude wrap it next time you can't have sex for like 2 weeks and no alcohol until like 3 to 4 days after your finally done with your prescription.
How long should you wait to drink alcohol after taking Tylenol?
How long should you wait to drink alcohol after taking antibiotics?
I took two 500mg extra strenghts A hour ago. Its my wifes birthday tonight & I wanted to know if I could drink still. It would be in 6 hours. So will I be ok after 6 .
7. A very restrictive candida diet is almost always prescribed as well. This diet virtually eliminates all yeast-containing or yeast-benefiting products from the diet .
Drinking wine and taking tlyonol 1. Is drinking a glass of white wine a day bad for you? Can i take my ambien after drinking a glass of wine? Safe time between taking .
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Hello, I'm 15 years old going on sixteen, my height is about 4'11" and I'm more than likely going to stay that way. My weight is 154.4 lbs. My breasts are size 36H. I'm definetly planning on getting a breast reduction surgery in junior or senior year in highschool, but I also have a slight fear of surgeries. I'm mostly worried if the numbing/anaesthetic doesn't completely work. So, I was wondering would I be a candidate for said surgery and what would the surgery be like?
What is Breast Reduction Surgery Like?
Doctor Answers 15
Good Candidate for Breast Reduction Surgery?
It sure sounds like you would be a good candidate to consider breast reduction surgery when the time is right. Most patients who have this type of surgery complain of heavy breasts, upper and/or lower back pain, some neck strain, grooving of their bra straps over their shoulders, and some rubbing under the breasts. The breast size should have been relatively unchanged for at least two years before having the surgery. It is natural to have concerns about any elective operation. The surgery is done on an outpatient basis, and usually under general anesthesia, so feeling the anesthetic should not be an issue. You will need two weeks off if you work or in school, and the full recovery can be 6-8 weeks in returning to all activities. Breast reduction surgery is highly successful for most patients. You are smart to do your research now, so you will be ready in another year or two. Best wishes.
Michael Vincent, MD, FACS
Breast reduction
You have really common concerns about anesthesia. Almost all patient have similar worries. Here at Real Self we encourage patients to seek out board certified plastic surgeons, similarly I like for patients to request a board certified anesthesiologist. In my practice, I only use BC anesthesiologist and they work to communicate to you what you should expect and also what they do to monitor your level of anesthesia during the procedure. Once you have heard them go through what the do, I am sure most of your worries will be gone. Good luck.
Learn more: http://www.sacs-sa.com
Breast reduction surgery
Breast reduction surgery is very safe and so is the anesthesia. The discomfort that patients have after surgery is more soreness than severe pain/ Usually after surgery you have to take it easy for a week or two to allow things to heal.
Learn more: http://www.stevenwallachmd.com
You might also like...
What is Breast Reduction Surgery Like?
I must congratulate you on starting to research your proposed surgery at this early age of 14. As previously stated see with your parent(s) a boarded PS in your area. At that visit have a written list of questions to go over with the doctor. Make sure you understand everything. Than as a senior in high school plan on having the surgery. Best regards Dr. B from MIAMI
Fears about breast reduction surgery
Breast reduction can be a frightening experience for anyone. Breast reduction surgery is performed under a general anesthesia which always works so you should not worry about being uncomfortable, and most will not even stay overnight at a hospital. The breast is reduced in young patients with a vertical technique, which allows showering within three days, and being out and about in a weeks time. See a surgeon in your area for their experience and recommendations.
Best of luck,
Learn more: http://www.peterejohnsonmd.com/breast-reduction
Candidate for Breast Reduction
Expectations from a breast reduction in a girl under 18 years old
The questions that you raised are excellent ones regarding a breast reduction. From the information that you supplied, you appear to be a great candidate for the surgery even though you are not 18 yet.
As you are a minor, you should express your concerns with your parent(s) who can then arrange at some point in time to obtain one or more consultations with board certified plastic surgeons. Your local plastic surgeon can then explain the breast reduction surgery to you in great detail and answer any questions that you may have.
Having extremely large breasts can be/is problematic and at your age even more so. The outcome from a breast reduction on multiple levels is usually extremely good - something that you would want to know. In fact of al the plastic surgery procedures done (cosmetic), women who have undergone a breast reduction are the happiests - even more so than for breast augmentations.
Good luck!
Learn more: http://www.turkeltaub.com
Breast Reduction for Teenager?
Thank you for the question.
It sounds like you are dealing with juvenile breast hypertrophy along with the physical and psychosocial consequences of this diagnosis. In other words, the breasts are too large for the frame causing both physical and psychological distress.
As you think about breast reduction surgery make sure you do your homework and understand the potential risks and complications associated with the procedure. Make sure you also understands that further surgery may be necessary in the future (for example if the breasts were to grow in size again).
On the other hand, breast reduction surgery is one of the most patient pleasing operations we perform and I think that for the right teenager (enough symptoms) it may be an excellent option (regardless of the age).
Sometimes breast reduction surgery is covered through health insurance. The best way to obtain insurance coverage for breast reduction surgery involves some "hoops" to jump through. The more documentation you have (for example, from your primary care doctor, physical therapist, chiropractor etc.) the better when it comes to obtaining insurance "authorization" for the procedure. This documentation and letter/pictures from your plastic surgeon will help you obtain authorization.
Make sure you're working with a well-trained/experienced board-certified plastic surgeon.
I hope this helps.
Learn more: http://www.poustiplasticsurgery.com/Procedures/procedure_breastreduction.htm
A Wonderful Case Study for You to See Below - Breast Reduction
Breast reduction surgery is one of the best tolerated surgeries in plastic surgery. The surgery is performed under general anesthesia so it is highly unlikely that you will have any awareness during the surgery. Most surgery centers can place an iv and if you are super nervous, you can be given some iv sedation immediately on entering the operating room. I have found that my teenage patients do very well in our small, accredited surgical center. The patient has the opportunity to meet all the surgical nurses before the day of their surgery making the surrounding familiar and avoiding the impersonal, hectic atmosphere of a major hospital. Patients recover in a few days and it is a pleasure to watch them walk into the office smiling with their new bodies!!
What is breast reduction surgery like?
Breast reduction surgery is generally a very safe procedure. It sounds like you would be a good candidate for breast reduction surgery. I perform this surgery under general surgery. It would be exceedingly rare for the anesthesia not to work properly. Afterwards women usually do fine with oral pain medications.
These answers are for educational purposes and should not be relied upon as a substitute for medical advice you may receive from your physician. If you have a medical emergency, please call 911. These answers do not constitute or initiate a patient/doctor relationship.


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I didn't see this until today but I had to share. The NRA actually got bad pub from the Murdoch Press. All I can add is, Holy Shit:
Dare I hope that the extremists have gone so far that the reasonable people will be able to talk?
The NRA attacked the media as a cause of the school shootings.
I don't think "reasonable" has anything to do with it.
took enough gun sprees.
The scuttlebutt is that Murdoch was appalled by the Newtown shooting and laid down the editorial law across the chain.
Which meant that Roger Ailes, through Fox News, wasn't allowed to say anything for a few days.
Murdoch was happy enough for Fox News to be shills for the NRA for years, when it benefitted the conservative cause and protected the votes of the base. Now that the NRA is on everyone's shit list, ol' Ruprecht doesn't want to be chum in the water with sharks approaching.
Give it a while, and they'll be back to guns, god and gravy are good for you.
I better not have to give up gravy.
I just want to print a giant poster of the Jobs quote in his biography. He was lecturing Rupert Murdock of Mordor and said that the axis in this country was no longer liberal and conservative but constructive and destructive.
As an unofficial indicator, despite being in a very pro-gun rural area (note, I didn't say pro 2nd amendment. These folks are pro gun), with plenty of pro-gun folks who will post to the TV news comments their pro-gun bravado at the drop of a hat (and regardless of any sign of caring for the situation will brag at how they would have shot the person if they were there including news stories of where a person was injured or killed),
Kind of interesting that none of them have commented on the news story about the NRA plan.


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2017 GEMPLERS Problem Solvers: Page 42


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Blue-chip banking shares have fallen after big losses reported by Deutsche Bank clouded the outlook for their results next month.
Shares in Barclays were 2% lower after Germany's biggest lender posted a fourth quarter deficit of €1.2 billion (£989 million) reflecting a 16% fall in revenues as well as one-off expenses and losses on disposals.
The FTSE 100 Index rose 7.4 points to 6836.7, with trading in Europe quiet due to US markets being closed for Martin Luther King Day. Bourses in France and Germany slipped into the red.
Loading article content
Chinese GDP growth figures, which dipped to the lowest level since 1999 at 7.7% but still came in 0.1% ahead of estimates, failed to have a major impact.
On currency markets, sterling was flat at $1.64 and €1.21.
The major news of the session came from Deutsche Bank, which brought forward its full-year figures from January 29 after they came in below market expectations.
Its 31% year-on-year drop in revenues from fixed income, commodity and currency trading (FICC) followed disappointing updates in this area from the large US investment banks.
Barclays was down 5.8p to 282.8p and Royal Bank of Scotland slipped 4.7p to 359p on the back of the Deutsche Bank update.
HSBC was off 4.7p to 673p while Lloyds fell 0.3p to 83.2p.
Gary Greenwood, a banking analyst at Shore Capital stockbrokers, noted that FICC WAs likely to have accounted for approximately 20% and 15% of total group income at Barclays and RBS respectively last year.
Elsewhere in the FTSE 100, the risers board featured oil and gas engineer Weir after a gain of 90p to 2227p. Royal Dutch Shell came under fresh pressure following its profits warning yesterday but by the close the stock had recovered slightly, up 1p to 2280.5p, after a fall of 1% over the previous session.
BT shares were also squeezed after the Sunday Times reported that Vodafone and satellite broadcaster BSkyB had explored ways to strengthen themselves against the telecoms firm.
It said the two companies discussed deals on Sky's sports and movie channels as well as collaborating on a high-speed broadband service. BT's shares were 3.9p lower at 379.5p and Vodafone dropped 0.05p to 239.95p. BSkyB, which is due to release results next week, was 14p higher at 854p.
Outside the top flight, shares in Mothercare surged 6% or 17p to 289p on the back of speculation Tesco is considering a swoop for the babycare products retailer. Tesco fell 1.5p to 329.56p.
The biggest FTSE 100 risers were Fresnillo, up 44.5p to 776.5p, Randgold Resources up 230p to 4185p, Weir and Hargreaves Lansdown up 56p to 1509p.
The biggest FTSE 100 fallers were Barclays, Prudential down 19p to 1345p, Rio Tinto down 47p to 3336p and Royal Bank of Scotland.


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"I am a sixteen-year-old girl who loves her mother, but she is always telling me how she hates my wearing bib overalls. What can I do?"
Answer/ Norma B. Ashton
Your question seems to have a deeper implication than whether or not you continue to wear your bib overalls against your mother's wishes. You say that you love your mother very much but are being sort of stubborn, and your mother is constantly reminding you how much she hates your wearing the overalls. Yet neither of you is gaining much ground. Perhaps now is the time for you two to use that great problem-solving device of communication. In the Bible we read, "Come now, and let us reason together, saith the Lord. …" (Isa. 1:18.) If you and your mother will find a quiet time to sit down privately and reason together about this problem, and any other problem that might arise between you, you will very probably be able to solve it together.
Prepare yourself for "reasoning together." One reason communication breaks down is because two people look at things differently. Go to your meeting with a desire to solve the problem with a loving feeling in your heart and with a willingness to understand your mother's feelings. Give your mother your full attention, empathize with her, and try to see her point of view. To do this takes patience and courage. Listen to her without interrupting and ask her to do the same with you. Try to keep your emotions under control as you both exchange ideas. Listening with such understanding can open the channels of communication.
Quietly think through your desire to wear the overalls. Ask yourself why you like to wear them. Is it because of the way they feel? Do you like the way they look on you and the way you look in them? Are they extra comfortable? Or are they a badge of your independence? Understand your own reasons and feelings and weigh each item carefully. Then express yourself clearly, quietly, and with a gentle voice to your mother.
When each of you has heard the reasoning of the other, perhaps the answer to the problem will be evident. If not, it may be a time for compromise. Your mother may be willing to allow you to wear the overalls on some occasions if you will be willing to forego wearing them when it is particularly offensive to her. If guidelines can be set and adhered to, the constant reminding and resentment can be avoided. However, love and respect for each other is much more important than the issue at hand. Reasoning together can and should help family members solve problems and make home a place where love and happiness are ever present.
"What has been and what is the role of theater in the Church?"
Answer/ Keith Engar
Theater has played four basic roles in the Church: first, in Nauvoo days and early Utah days the Church supported theater primarily to provide wholesome entertainment for the isolated Latter-day Saint members. A small group of professional actors trained casts from among the members, and the plays were selected on the same basis that any American theater group would select plays. There was nothing unique about the repertoire. What was unique was the Church's sponsorship of theater to provide entertainment for its members.
Second, in Nauvoo and throughout our history the Church has supported the theater as a recreational activity for performers and other participants in the production side. Brigham Young himself appeared as the High Priest in a Nauvoo production of Sheridan's Pizarro. MIA plays, roadshows, blackouts, one-act play festivals, and musicals have been presented thousands of times to millions of spectators. Of course, when audiences are given fine entertainment by watching their friends and relatives perform, then the first two roles of theater in the Church form a happy combination. Leadership is the key factor in determining whether or not the happy combination works.
The third major role of theater in the Church is to provide inspirational reinforcement of the Church's divine mission. For this purpose plays and pageants on Mormon themes are written for presentation by all age groups. Primary pageants, Sunday School Christmas programs, MIA parent-youth night presentations, and MIA plays and musicals represent a few examples of what has been done.
The fourth major role is for the theater to serve the Church as a medium for missionary work. The Hill Cumorah Pageant, the annual production of Promised Valley, and The Mormon Miracle are examples.
I think any objective student of theater would have to acknowledge that the Church has had a remarkable history in its support of theater as an integral part of the total Church program. We have critics, however, who question the quality of our activities and who claim that our programs have not resulted in universally acceptable Mormon plays.
The only answer that I can give for the first criticism is that one will find all levels of production in Church theater from highly professional to downright embarrassing. But then that continuum is characteristic of all theater, not just our own. We can and must do better, and we will do better as growing numbers of talented young people start to take their share of responsibility.
As for the second criticism, I have no simple answer—just a hope that Mormon playwrights will continue to develop. We have had some excellent plays from Mormon playwrights, and I feel it is only a matter of time before some truly significant plays on Mormon themes will be written, particularly as we develop the capacity to laugh a bit at ourselves. The delightful New Era article, "Through Gentile Eyes" (March '72), was a refreshing harbinger of new attitudes on our part.
Some new patterns point to a promising future:
First, I'm excited by the Brigham Young University Theater's potential as a center for the Mormon playwright. The BYU Festival of Mormon Arts and the BYU Theater's season of new Mormon plays have already resulted in memorable work. The New Era has contributed to Church-wide consciousness of the new program by publishing excerpts from Carol Lynn Pearson's book and lyrics from The Order is Love, a delightful musical produced by the BYU Festival of Mormon Arts.
Second, the new Promised Valley Playhouse will be a theater operated by the Church for cultural programs. During the summer months Promised Valley will hold the boards, but during the rest of the year Mormon playwrights will likely have opportunities such as they have never before enjoyed.
Third, private theater ventures are producing more Mormon plays than heretofore and will do more if the public supports them.
As the Church continues its phenomenal growth as a world organization, I expect that several different kinds of Mormon plays will develop based on divers cultural patterns.
The Mormon playwright needs our help as never before if we are to have the benefits of his talent. He needs time to write, he needs a place to write, and he needs a theater in which to produce his plays. I for one am highly optimistic that these needs are going to be met in many different ways, and I hope that young Church members will be aware of what these needs are and do their part to meet them.
"How can I profit more from stake conference? Lately I've begun to feel that going is a waste of my time."
Answer/ Richard H. Morley
Conferences in the Church are special occasions when members and nonmembers alike gather and glean strength from one another and from the speakers. The words of truth delivered there can benefit you in your church callings as well as in personal matters.
Unfortunately there are people who attend both local and general conferences who feel that there is really nothing there for them. Usually the blame is placed on the speakers, but why, if the speakers are at fault, does one person go home dissatisfied while another, who was seated close-by, find that it was one of the best conferences he's ever attended? The problem is not in the speaker but in the listeners.
Certainly the speakers do have a great obligation to prepare to speak. They should follow the Lord's admonition to "teach one another the doctrine of the kingdom." Those who do so diligently are promised that grace will attend them. (D&C 88:77–78.) In their preparations the speakers should assess the needs of the congregation and make themselves receptive to the promptings of the Spirit. But how often is an excellent sermon not delivered because of the unreceptive attitude of the audience? When the audience has been expecting and praying for inspiration, speakers often find that they speak with power beyond their natural capacities. It seems that the spiritual growth, inspiration, and satisfaction derived from conference are largely a personal matter.
Some have expressed regret that General Authorities are no longer able to attend local conferences with the same regularity that they used to. We know that the growth of the Church makes this impossible. Remember that Jesus said, "Verily, verily, I say unto you, He that receiveth whomsoever I send receiveth me; and he that receiveth me receiveth him that sent me." (John 13:20.) In other words, if a person does not value and respect local speakers in their assignments, the Lord's Spirit will not be with that person.
Exactly how can the listener profit more from conference?
First, he needs to prepare his mind for the conference by being expectant, receptive, optimistic. He should have been obeying the commandments and have been endeavoring to put into practice those items of counsel imparted at the last conference. As important as it is to attend conferences, more important are the periods of faithfulness during the intervening months. "And it shall come to pass, that inasmuch as they are faithful, and exercise faith in me, I will pour out my Spirit upon them in the day that they assemble themselves together." (D&C 44:2.)
In addition, going to the Lord in prayer with regard to special problems or needs, as well as fasting, can be beneficial to you, to the speaker, and to others in the congregation.
Those who thus assemble to receive the Lord's will concerning them are told that "this is pleasing unto your Lord, and the angels rejoice over you; the alms of your prayers have come up into the ears of the Lord of Sabaoth, and are recorded in the book of the names of the sanctified, even them of the celestial world." (D&C 88:1–2.)
By giving some thought to your preparation the Lord's will can be revealed to you, and conferences can become meaningful events in your life.


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Brunswick Gear Two Ball Roller Purple
The value priced Brunswick Gear Two Ball Roller bags are perfect for bowlers young and old, beginner and advanced. This sharp looking bag comes in bright colors with matching wheel caps and handles and has plenty of room for all your equipment.
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Saints make playoffs with 42-17 win over Bucs
Credit: The Associated Press
NEW ORLEANS — Drew Brees couldn't quite suppress a smirk as he deadpanned the Saints' prescription for playing better on the road, which is where they'll be for the playoffs.
"There's three main things we need to do," Brees began. "We're going to change up the Gatorade flavor, we feel good about that. We're going to change our travel sweats. We're going to change, at the hotel, the beefy mac (and cheese) recipe the night before, just kind of give it a little extra kick. We feel like those three things are going to help pull us through."
|The article you requested is no longer available on BostonHerald.com.


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Bomb blast at Malmo community centre in Sweden
A small bomb was set off outside Malmo's Jewish community centre last Friday, just a week after Copenhagen Chabad organised a trip to Malmo to show solidarity over virulent antisemitism in the Swedish city.
No one was injured in the blast, which occurred at around 1am last Friday morning, but the residents of the centre were left traumatised.
Hours after the explosion, a group of 70 demonstrators gathered outside the building to show their support for the Jewish community.
Malmo's Rabbi Schneur Kesselman said: "There has been a degree of extra security during the High Holy Days, extra barricades around the synagogue, that sort of thing. It is as if they are saying: don't forget, we are here."
Two men aged 18 were arrested by Swedish police in connection with the explosion. They were released hours after their arrest, but remain under suspicion.
Around 200 people are expected to gather at Stockholm's Raoul Wallenberg Square on Sunday to show solidarity with Malmo's Jews.
Malmo's mayor, Ilmar Reepalu, who has been heavily criticised for failing to tackle antisemitism in the city, told TT news agency that he would contact the Jewish community.
"This is a criminal act," he said. On being asked whether the incident damaged Malmo's reputation, he said: "Of course, every shooting and every blast does. And that which is directed against congregations is extremely serious."
Meanwhile, a new study has found that, in Europe, Swedes harbour the most negative views of Israel.
Sixty-eight per cent of Swedish respondents to the 2012 Transatlantic Trends survey expressed an unfavourable view of Israel, compared to an average of 51 per cent among all EU respondents and 32 per cent of Americans.
Anna Jardfelt, director of the Swedish Institute for International Affairs, said Swedes' views of Israel could be connected to the Middle East conflict or with Sweden's bilateral relations with Israel.
Ms Jardfeldt added that the media and the public conversation also "play an important part in how the population views various issues. It is important to look at what is behind Swedes' views of Israel, especially since they stand out from other nations.
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UJIA announces new chair


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Sylenth EDM Presets
'Sylenth EDM Presets' from Function Loops is an essential collection of 64 presets to super-charge your next EDM productions. These sounds have been created for use in wide range of EDM styles from Electro to House, Trance to Techno. Each preset was designed and edited to perfection and is ready for instant use in your next tracks. The download pack also includes 64 bonus MIDI files from various Function Loops packs.
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Happy birthday to Eddie van Halen! Who is older, Eddie or his brother Alex?
Answer: Alex by a year and a half
Here's the rest of today's Rock N' Roll Diary!
- 1974: Ringo Starr hit #1 with his single "You're 16."
- 1977: Fleetwood Mac founding member Peter Green was committed to a mental institution after attacking an accountant who had been trying to deliver a royalty check of $30,000 to his house.
- Also in 1977: While opening a concert for Bob Seger, singer Patti Smith fell off a stage in Tampa and had to be rushed to the hospital for 22 stitches in her head.
- 1986: Lynyrd Skynyrd guitarist Allen Collins was involved in a car accident that left him paralyzed from the waist down and killed his girlfriend.
- 1997: ZZ Top, James Brown, and the Blues Brothers performed at the Superbowl XXXI Halftime Show.
- 2003: Santana played at Super Bowl XXXVII.
- From the WZLX ticket stash…Jerry Garcia and Howard Wales played Symphony Hall in 1972.


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It seems Indestructible Hulk is becoming even more unstoppable, as the legendary Walt Simonson will be joining Mark Waid on the title starting with issue #6 this April, and kicking it off with a team-up with Thor – the character which made Simonson the legend he is.
The story will find Bruce Banner and his S.H.I.E.L.D. lab team heading to Jotunheim on a secret mission, and will also involve a throwdown between Hulk and Thor over that hammer.
"Banner claims that he's taking his crew to Jotunheim in search of a specific element that exists only at Frost Giant temperatures," said Waid. "But Bruce has a hidden motive, as well. The real fun of it is how Bruce and his team get to Jotunheim in the first place; it's a nifty piece of applied science, if I do say so myself."
Here is the teaser image:


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Birds returning to Louisiana's fragile shoreline from South and Central America continue to run the risk of being exposed to oil from the BP Deepwater Horizon spill, bird experts with the National Audubon Society said Wednesday.
A year after the disastrous gusher fouled miles of shoreline, the conditions along Louisiana's coast make it imperative that Congress move quickly to require that the majority of fines paid by BP and other responsible parties go to coastal restoration efforts, they said.
"Last year, we described BP as irresponsible and negligent," said Audubon President David Yarnold. "Well, the same is true for Congress now. It's been nearly a year and we're still waiting for Congress to make sure that BP penalty funds are going to be used to clean up BP's mess."
BP and other companies that assisted in drilling BP's Macondo well could be liable for between $5 billion and $21 billion in fines under the Clean Water Act.
But the National Audubon Society's bigger concern is to the health of a variety of threatened and endangered migratory species that are stopping in Louisiana this spring, including brown pelicans, roseate spoonbills, royal terns and great and snowy egrets. Some are nesting, while others are stopping to rest before heading north to other nesting areas.
On inspection trips to Bay Jimmy and other spots in Barataria Bay and along the coast, Audubon's director of bird conservation for the Gulf, Melanie Driscoll, found several locations where marshes normally populated by birds in the spring remained heavily oiled.
One small marsh grass island that hosted nests of seaside sparrows and clapper rails last year has already disappeared into the Gulf as a result of the oil spill, Driscoll said. Elsewhere, Driscoll found both living and dead crustaceans along shorelines where birds were returning to nest.
"I watched fiddler crabs and hermit crabs dead on the oiled marsh, and watched live young crabs of both species scuttling through pools of oil," she said. "These are the food for some of our declining birds, including clapper rails, seaside sparrows and Wilson's plovers."
In Bay Jimmy and along Pass a Loutre, where numerous cleanup workers are still working to remove matted oil from wetlands, air cannons and poles with strips of reflective foil are being used to scare away birds. But those efforts will have little success with many of the species returning to the state, she said.
"These may keep hunted species, like mottled ducks, out of protected areas," Driscoll said. "But seaside sparrows and other secretive marsh birds are using the marshes freely and are at risk."
On coastal beaches and along marsh shorelines, tar balls and oil continue to be found, she said. As the temperatures warm, the oil is liquefying, increasing the likelihood that birds that come into contact with it will become oiled, Driscoll said.
"Adult birds will most likely have trace to light oil on them, leaving them flight-capable and unable to be captured, and therefore at risk from ingesting the oil when they preen," she said. "They also will likely, on their feathers, carry some of this dangerous oil back to their nests, contaminating eggs and young with oil that is still toxic and hazardous."
In March, Driscoll and other Audubon biologists found worms -- a food source for several bird species -- living inside tar balls found on East Grand Terre Island, just east of Grand Isle. The workers attempting to eradicate tar balls and oil face a difficult choice: Stop cleaning up near rookeries where birds have begun nesting again and risk exposing them to oil, or continue cleaning operations that can either directly damage the nests or cause birds to abandon them, she said.
Last year, a variety of construction trucks on Grand Isle ran through areas where piping plovers laid eggs directly on unmarked patches of sand, breaking several eggs and killing some chicks.
The lingering presence of the chemicals that make up oil may also have longer term effects on species that could take years to identify, said Greg Butcher, Audubon's national director of bird conservation.
"Food-web factors are still playing out, and we don't know what internal damage birds' bodies may have suffered due to exposure to known carcinogens and endocrine disrupters," chemicals that can affect the ability of birds to reproduce, Butcher said.
Mark Schleifstein can be reached at firstname.lastname@example.com or 504.826.3327.


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My Pet Code has enhanced the rescue experience by embedding microchip into a traditional I.D tag to give those who matter access to your pet's vital information. With a simple tap of their smartphone a rescuer can phone blast up to 5 of your contacts simultaneously, trigger email and sms alerts, and even provide their GPS coordinates. All a rescuer needs to do is go to their settings, turn ON the NFC functionality and then tap the back of the phone to the Smart Tag.
Imagine this.. You're away on business or pleasure and your pet is at the sitters place. You get a call, you don't know the number so you don't answer, little do you know that your pet has escaped and it's the rescuer calling you because your number is on the tag. Your fur baby is now at the pound and you'll have to pay to get him back. With the Smart Tag syncing your phone number, email address, or adding your pet's latest veterinarian visit to their profile is a breeze. Just update your profile, press save and all of your information automatically syncs to your Smart Tag.
Go to settings, turn NFC on, tap the Smart Tag. That's it.
This is a demo store for testing purposes — no orders shall be fulfilled.


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Mickey Mouse Gold Charm - Aulani, A Disney Resort & Spa
A framed
Mickey spells happy memories as his iconic likeness is incorporated into the logo for Aulani, A Disney Resort & Spa. Crafted in a choice of white and yellow 14 kt. gold, the Aulani charm is an elegant reminder of your Disney vacation. See more
It's added to your bag!
Not eligible for in-store reservation.
Magic in the details...
Created especially for Aulani, A Disney Resort & Spa
- Charm* crafted in 14 kt. gold (see pull-down menu for choice of available tones)
- Lobster claw clasp
The bare necessities
- 14 kt. gold
- Charm: 2/3'' W x 3/4'' L
- Made in U.S.A.
Express shipping not available for this item. This item cannot be shipped internationally or outside the contiguous United States. It can only be shipped to a physical address, not to a P.O. Box, APO or FPO address. Please allow 14-20 days for delivery.


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NU NEIGHBORS Established to Reduce Cancer Health Disparities$1.2 million grant from National Cancer Institute supports partnership between Lurie Cancer Center and Northeastern Illinois University
November 2011
A $1.2 million grant from the National Cancer Institute's Center to Reduce Cancer Health Disparities will support NU NEIGHBORS, a partnership between the Robert H. Lurie Comprehensive Cancer Center of Northwestern University and Northeastern Illinois University (NEIU) to help reduce inequalities related to cancer care.
This collaboration between a minority serving institution (NEIU) and a NCI-designated Comprehensive Cancer Center (Lurie Cancer Center) is one of 12 in the nation, and the first in Illinois funded by the Comprehensive Partnerships to Reduce Cancer Health Disparities (CPRCHD) program The program will foster community-engaged cancer disparities research, build a platform for improved public health-related curriculum, and further the development of well-trained and experienced cancer researchers and students who choose health and science-related careers.
The only four-year public institution in the Midwest that is federally designated as a Hispanic Serving Institution (HSI), NEIU was ranked as one of the most ethnically diverse universities in the Midwest in U.S. News & World Report's 2011 "Best Colleges" edition. Serving more than 11,000 students, NEIU has four campuses located in Chicago and Lake County communities facing large disparities in health and access to healthcare.
One of only 40 NCI-designated Comprehensive Cancer Centers in the nation, the Lurie Cancer Center's breadth and depth of innovative basic, clinical, cancer prevention, and population-based research complement NEIU's strengths. In addition, the partnership is enriched by the Lurie Cancer Center's deep-rooted commitment to training the next generation of clinicians and scientists, and reducing the cancer burden in all populations.
"We have a lot to learn from one another," says Co-Principal Investigator Melissa Simon, MD, MPH, Assistant Professor in the Departments of Obstetrics and Gynecology, Preventive Medicine, and Medical Social Sciences at Northwestern University Feinberg School of Medicine. "What makes this partnership unique is we're intent on addressing cancer health disparities through deliberate engagement. We're not simply focused on increasing research participation or gaining input to an established investigation, but on training MSI junior faculty and minority students how to be the initiators of credible scientific research. By weaving our collective strengths as universities into the social fabric of more Chicago-area communities, it is our hope that the CPRCHD program will serve as a catalyst in transforming cancer health outcomes at the community level," adds Simon who is also Director of Patient Navigation at the Lurie Cancer Center and an obstetrician-gynecologist at Northwestern Memorial Hospital.
The grant will also fund multidisciplinary faculty projects, seminars and programs. More information about the CPRCHD program can be found at http://crchd.cancer.gov.
(Last updated on June 24, 2013 )


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Compiled with Python version 2.5.1.
Checking for installed Python... got it!
ERROR: Unable to open Blender window
[net@xphome ~]$ python
Python 2.5.1 (r251:54863, Jun 15 2008, 18:24:51)
[GCC 4.3.0 20080428 (Red Hat 4.3.0-8)] on linux2
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Donald Trump is out here shouting out nonexistent countries.
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