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Brain can't cope with making left-hand turn and talking on hands-free cell phone, study finds
Most serious traffic accidents occur when drivers are making a left-hand turn at a busy intersection. When those drivers are also talking on a hands-free cell phone, "that could be the most dangerous thing they ever do on ...
Psychology & Psychiatry Feb 28, 2013 | 4 / 5 (1) | 0
Driver distraction: Do as I say, not as I do (or what you think I do)
(Medical Xpress)—While it may come as no surprise that parents who talk on cell phones, send texts or eat and drink while driving have teenagers who are more likely to do the same, what teens think their parents do behind ...
Health Nov 28, 2012 | not rated yet | 0
Study shows New Jersey's decal for young drivers reduced crashes
A new study shows that New Jersey's law requiring novice drivers to display a red decal on their license plates has prevented more than 1,600 crashes and helped police officers enforce regulations unique to new drivers. The ...
Health Oct 23, 2012 | 5 / 5 (1) | 0
Graduated driving laws reduce teen drunk driving
State laws that limit driving privileges for teens have reduced the incidence of drinking and driving among the nation's youngest licensees, according to a new study from researchers at Washington University ...
Addiction Jun 15, 2012 | 5 / 5 (1) | 0
Young drivers who take risks on the road have a greater risk of mental health problems
Young adults who take risks when driving are more likely to experience psychological distress, including mental health problems such as anxiety and depression, reveals research published ahead of print in Injury Prevention.
Health May 16, 2011 | 5 / 5 (1) | 0
Less sleep associated with increased risk of crashes for young drivers
A study by Alexandra L. C. Martiniuk, M.Sc, Ph.D., of The George Institute for Global Health, Sydney, Australia, and colleagues suggests less sleep per night is associated with a significant increase in the risk for motor ...
Pediatrics May 20, 2013 | not rated yet | 0
Teen-led study highlights dangers of texting and driving
Some people have questioned whether a ban on texting while driving will actually lead to more crashes because drivers will conceal their cell phones, making it more dangerous to read and type messages. Research led by high ...
Other Apr 29, 2012 | not rated yet | 0
Graduated drivers' licenses for seniors
Introducing graduated drivers' licenses for seniors in Canada might help improve road safety, states an editorial in CMAJ (Canadian Medical Association Journal).
Health Apr 02, 2012 | not rated yet | 0
Fewer young, but more elderly, have driver's license
A lower proportion of young people have a driver's license today compared to their counterparts in the early 1980sa trend not found among older age groups, a University of Michigan study shows.
Health Dec 02, 2011 | not rated yet | 1


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Professor Julian Swearengin
This course is designed to be a practical, nuts-and-bolts guide to managing complex securities and financial services-related litigation from the perspective of a financial institution that is named as a defendant. The course will examine in detail, class and other actions typically faced by financial institutions and explore litigation strategies for responding to such matters. The course will thoroughly address the life cycle of a large, multi-party securities class action and the strategic issues that arise when managing high-risk litigation, including the selection of counsel, motion practice, the need to set aside financial reserves, mediation, opposing class certification, use of expert witnesses, settlement negotiations, and the impact of simultaneous regulatory investigations. Open to JD students who have previously taken Securities Regulation.

subset: commoncrawl


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My draw for the fixed blade (i'm in the same idea than the balisong with the double point and edge)
I find the idea coooool to kill zombis and demon
For the detail, i'm thinking about 115w8 steel or niolox, and probably g10 and micarta for the handle. (red and black, bolster in a color and the other part in the other).
I don't know if i will have the time to make the two project but that is my aim


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Mann, Llewellyn and Brodie, Lyn and Chang, Rosemary and Howard, Prue (2011) Engineering education research groups in Australia: implications for Australasian engineering educators. In: AaeE 2011: Developing Engineers for Social Justice: Community Involvement, Ethics & Sustainability, 5-7 Dec 2011, Fremantle, Australia.
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Official URL: http://www.aaee.com.au/conferences/2011/papers/index.html#A
Learning and teaching innovation is becoming more necessary in engineering, particularly with the new Engineers Australia Stage 1 Competencies and the 'voucher' system starting in 2012. There is also increasing pressure on academics to undertake research and publish. In Australia, a small number of groups have formed to meet these challenges and help engineering academics develop their education research practices. However while these groups have developed in and are focused on their local context, the factors that influenced their creation and support or hinder their growth have implications for similar groups in future. This paper aims to compare and contrast three such groups to identify essential elements of engineering education research groups in Australasia. Three case studies are presented from the perspective of the coordinators of the groups, along with a thematic analysis conducted across the three cases.
Item Type: | Conference or Workshop Item (Commonwealth Reporting Category E) (Paper) |
Additional Information: | Authors retain copyright. Paper 141. |
Uncontrolled Keywords: | engineering education research; learning and teaching |
Fields of Research (FOR2008): | 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators 13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy 13 Education > 1303 Specialist Studies in Education > 130304 Educational Administration, Management and Leadership |
Subjects: | UNSPECIFIED |
Socio-Economic Objective (SEO2008): | E Expanding Knowledge > 97 Expanding Knowledge > 970109 Expanding Knowledge in Engineering E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education |
ID Code: | 20426 |
Deposited By: | |
Deposited On: | 22 Mar 2012 10:06 |
Last Modified: | 13 Aug 2012 16:33 |
Archive Staff Only: edit this record


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Christmas Parties at Old Billingsgate, EC3
This winter's design puts a contemporary twist on a stunning space. Canvas will see old meet new for a unique seasonal theme. Original features are to be enhanced using state-of-the-art technology and slick modern furnishings. A fresh, clean feel will be complemented by metallics, mirrors and perspex with grey modular seating creating cosy areas to enjoy seasonal events.
Unforgettable parties take place beneath magnificent triple height ceilings, whilst towering pillars, grand arches, and elegant architecture benefit from complimentary decor. Raise a toast in the stunning surrounds of this iconic London landmark and celebrate in style.
Prime City location
Historical event space
The latest in intelligent Lighting
DJ and Disco
Full Event Management and Venue Manager
Production to include Central Stage, 3 x Screens with Projection and PA System


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Contact LR/RI |
LR/RI produces a bulletin roughly every two weeks in order to inform area practitioners of news, events, and calls for participation and also as a forum for posing questions, issues and discussion topics. The current bulletin is posted below. To read previous bulletins, go to Bulletin Archives. June 23, 1998 Bulletin #46 Dear Colleagues, This bulletin carries new notices, an employment opportunity, staff development and mini-grant information, and notice of upcoming meetings, events and summer courses. For details, and/or to post information, please contact me LR/RI or leave a message (863-2839) Thanks. Janet Isserlis ____________________________________________________________ NOTICES SUMMER professional development opportunity: Internet drop-in sessions begin on Friday June 26th from 9 am to noon, and will continue this summer on Fridays through August 7th. During these sessions, practitioners and/or learners are invited to come to the Swearer Center for Public Service at 25 George Street, Providence, to learn more about using computers generally, and word processing and the internet particularly. If Friday mornings are not convenient, other times can be arranged by appointment. Please call LR/RI if you'd like to participate. Sharing/discussion group for educators with an interest in women's issues in adult education will be on Wednesday, June 24 , 3 PM at the Swearer Center for Public Service, 25 George Street, Providence. Please join us in contemplating and planning for a half-day conference concerning women and learning next fall, and to continue our conversations about women, literacy and learning. MATH share? Are you interested in participating in a meeting of practitioners working with and/or wanting to learn more about numeracy instruction? Please contact LR/RI if you'd like to facilitate and/ or participate in such a session late in June, and/or during the summer. A math web site well worth checking out (at Eastern LINCS) is http://Hub1.WorldEd.org/TEACHERS/Maththing/ny1home.htm LD: Sharing/discussion group for educators with an interest in learning disabilities in adult education will be on Thursday, July 16, at 3 PM at the Swearer Center for Public Service, 25 George Street, Providence. Sharing/discussion group for educators with an interest in ESOL in adult education will be held on Tuesday, August 4, at 10 AM at the Swearer Center for Public Service, Providence. If you'd like to meet informally, or stop in at LR/RI at any time during the summer to discuss ESOL or any other aspect of adult education, please call 863-2839. TUTOR STILL NEEDED for a 39 year old man, dually diagnosed and living in a residential care facility in North Providence, is in need of a tutor to learn to read and write. Please contact Cheryl Bautista at Northridge Residential Care, 726-2131. Literacy Volunteers of America-RI professional development activities: while designed primarily for LVA board members, tutors and staff, the following workshop is open to all interested participants. Please contact LVA-RI at 861-0815 to reserve your place: - Outcome evaluation: Claudia Horn will identify and discuss the core components of an outcome evaluation system. This session has been moved from June 15th, 9 - 4:30 to Monday, June 29th. from Gretchen Bitterlin, Chair, TESOL Task Force on Adult Education Program Standards: An adult ed task force within TESOL has developed program quality indicators and seeks feedback. The standards were presented at the TESOL Conference in Seattle and are now available for review through the TESOL web site: www.tesol.edu. (Click on "What's New" and then on "Association news: Adult Education Standards Project"). There is a feedback form with the indicators asking for your input. If you have trouble downloading the indicators, you can e-mail Gretchen Bitterlin at firstname.lastname@example.com to request them. Feedback will be accepted until the end of June despite the listed deadline. When the task force has achieved consensus on the indicators they will begin developing sample measures for and a narrative to accompany the indicators. (Hard copy of this information is also available through LR/RI). EMAIL PARTNER: A woman enrolled in a Literacy Volunteers of America Program and reading at about the eight or ninth grade level, would like to correspond with another adult learner via email. For more information, please contact Expressions coordinator Diane Genereux, by phone at (401) 863-2338, or via email: email@example.com Expressions: TO PUBLISH DURING THE SUMMER: For the first time, Expressions will publish two, and possibly three, issues during the summer. For more information, or to submit, please contact email@example.com, 863-2338. Summer Institute: A professional development event in adult education and employment August 19-20, University of Hartford, West Hartford, CT. Advanced workshops for teachers, ESL series, family education and support, new teacher orientation, school to career exemplary programs, technology integration, and workshops for directors and administrative support staff are featured. Registration deadline is July 24, (late deadline July 31 with a $10 late fee). One day, $50, two days, $90. CEU's can be earned; for full schedule, contact LR/RI, or Elizabeth Kaflik at (860) 524-4046. Participants sought for heath and literacy survey: The Practitioner Dissemination and Research Network is looking for practitioners who are interested in completing a short, 39 question survey for a NCSALLstudy on the use of health related issues in literacy learning environments. Any practitioners who have used health-based lessons in their ABE or ESOL classes or who are interested in doing so can obtain a copy of the survey and description of the research project by contacting David Hayes at PDRN firstname.lastname@example.com or by phone at 331-9261. Health resource available: (from John Comings, NLA list June 1/98) from The National Health Law Program: "Ensuring Linguistic Access in Health Care Setting: Legal Rights and Responsibilities" is now available. The Executive Summary can be found at www.healthlaw.org or call 800-656-4533, ask for publication 1362. LEGISLATIVE ALERTS: Members of the RI adult education community are working to support legislation around workforce literacy and funding for adult education.Texts of proposed legislation can be found at the Secretary of State's website: http://www.state.ri.us/ A list of proposed legislation, organized by subject, can be found at http://www.state.ri.us/WWWSUBJT.HTM To follow the progress of a particular bill, click on Bill Tracker. This will tell you what's been done, what hearings are scheduled, etc. For assistance with/access to the web, please contact LR/RI, or check in at any public library with internet access . Evaluating Web Resources is a lecture scheduled for Tuesday July 14th from 3-5 in the URI libraryÕs Galanti Lounge, with reception. Sign up by calling (401) 874-2947. Immediate Summer Employment Opportunity - Part time ESOL/youth program instructor Requirements: Experience with youth instruction and/or activities programs; experience with project based learning; ability to provide basic computer literacy instruction (word processing), bilingual Spanish preferred. Program duration: June 29 - August 21 (8 weeks), 15 hours per week (additional 10 hours possible for 5 weeks: adult ESOL instruction. Contact Sally Gabb at The Genesis Center, 620 Potters Avenue, Providence, 781-6110. Welfare to work grants: On May 27th the White House announced the first round awards for welfare to work grants . Over $186 million in grants were announced. There is still time to become part of the second round of grants. A second solicitation for WtW competitive grants was published in the Federal Register on April 15. It is also available on LINCS at: http://wtw.doleta.gov/documents/wtwsga2.htm Applications are due at DOL's ETA's Office of Grants and Contracts Management on July 14, 1998. Private Industry Councils (PICS) need to be the lead agency on all grants. So literacy efforts can be made part of the grant through collaboration with the PICS. If you need access to the web, or hard copy of the solicitation, please contact LR/RI. SUMMER COURSES: SUMMER classes at Genesis Center: GED and ESL classes for adult second language learners who are working or temporarily unemployed, evenings, July 6 - September 4. Please stop in at Genesis Center, 620 Potters Avenue for an application or call 781-6110 for more information. International House of Rhode Island, 8 Stimson Avenue, Providence will be offering summer classes in ESOL. Advanced Conversation classes meet Tuesday and Thursday from 9:30 A.M. to 11 A.M. and Monday and Wednesday from 4 to 5:30 P.M.; Beginning Conversation classes meet Tuesday and Thursday from 9:30 to 11 A.M. Advanced Beginning Conversation classes meet from 10:45 A.M. to 12:15 P.M. and Intermediate Conversation classes meet from 11 A.M. to 12:30 P.M. on Tuesday and Thursday. An Advanced Beginning Grammar class meets Tuesday and Thursday from 9:30 to 10:30 A.M. and the Advanced Grammar class meets Thursdays from 11 A.M. until Noon. Learning English through Video for intermediate and advanced level students meets Mondays from 10 A.M. to Noon. Individual tutoring sessions are also available -- times are flexible but sessions are 1 and 1/2 hour per week for 4 weeks and are $40 for six hours. Fees are normally $30 per month for classes that meet twice a week; $15 to $20 per month for classes that meet once a week. Phone: 401-421-7181, FAX 401-751-9733 If you're aware of any summer programs for adult or intergenerational learners or practitioners that have not yet been announced in the bulletin, please contact LR/RI Providence Public Library's Language Exchange will be starting in July. Call Heather Zorn at 455-8066 for more information about this one-to-one summer tutorial program. MAILING LIST: In order to update the mailing list, to ensure that the bulletin is going to people who want to read it, please let me know by July 6 if you wish to continue receiving the bulletin in hard copy, and/or if you would prefer to receive it via fax or email. If you don't call by July 6th, your name will be removed from the mailing list for hard copies. Email and fax lists will remain unchanged unless those receiving the bulletin by email or fax ask to be removed from the list. MINI-GRANTS AVAILABLE: DESCRIPTION OF GRANTS Four grants of $400 each are available for practitioners wishing to explore a particular idea, reflect upon a problem, develop a teaching strategy, work on curricula, research a particular aspect of learning and/or teaching, deal with program design, implementation, assessment - you decide. The parameters of the grant are deliberately broad to accommodate your particular interests. The project should be something that impassions you, and that enables you to develop some tangible thing - a curriculum, a report, lesson plans - which can be shared with others in the field. GOAL OF GRANTS The overall goal is to think about and somehow change one's practice, and to enable practitioners to invest their time and energy in carrying out useful and creative staff development and program development projects. The ultimate beneficiary of the grant is the learners in your program. This is not necessarily an inquiry grant but rather an opportunity to take some time to think about pursuing a thread and developing something that will help your own teaching and can be shared by others. You might: - produce a series of lesson plans with a clear rationale that you can share with others through workshops, meetings and/or email; - refine an assessment process; - reflect upon what's worked within your program/classroom in terms of retention, attendance, learner motivation, progress and document your reflections so that others may draw on your learning. The project should be small in scope - that is, it should look closely at a particular task - but go into some depth around that subject/task/idea. ELIGIBILITY To be eligible, you need to have been teaching for at least a year, be reasonably sure of employment in adult education in the fall and commit to participating in a mini-conference late in the fall during which time project outcomes and processes will be shared with the field. A written report will be submitted, to be posted on Literacy Resource/RI's web site, and to be disseminated as part of a collection of occasional papers both in hard copy and on-line. GUIDELINES --Up to $100 of the grant can be used for postage, supplies, consumables (film, tapes), photocopying and the like. --Most of the money is intended as an honorarium for the practitioner's time in developing the project. --Grant recipients should complete their work by late fall and present at a mini-conference sometime before the end of the calendar year. TO APPLY: Fill out the form below (or write a two-three page narrative responding to the questions), and mail your application to LR/RI, PO Box 1974, Brown University, Providence, RI 02912 or email to email@example.com For this project, I would like to ...... - BECAUSE..... - THIS IS HOW I WANT TO DO IT...... - THIS IS WHAT I HOPE TO LEARN OR GAIN FROM THE PROJECT..... - HERE'S A PROPOSED ROUGH BUDGET - THIS IS HOW I THINK IT WOULD BE BEST TO COMMUNICATE MY PROJECT'S OUTCOMES TO THE FIELD For more information, and/or to check on whether an idea is appropriate for a mini-grant, please contact LR/RI. (863-2839, fax: 863-3094, or email) Deadline July 1, 1998. Professional development initiative: This spring I spent time at the RI Dislocated Worker Program, facilitating classes for teachers there so that they could have an opportunity to observe one another's classes and to reflect on their learning and teaching. (The full text of their reflections is available on the LR/RI web site at Writing from the Field - or contact LR/RI for a hard copy). Please let me know if you would like to participate in this process of professional development. All that's required is your willingness to share your reflections about the observation/learning process for others. I hope to build a block of writing and thinking about this and other forms of our own professional development both through the bulletin and the web site. planning ahead: International Institute of RI announces fall classes English Language Center To learn to speak, understand, read and write English as a Second Language (ESL) September ~ June 9:00-12:00, Mon ~ Fri. 7:00-9:00, Mon ~ Thur. $65/month for morning class, $35/month for evening class For non-native English-speaking adults. Call in August for information about September registration at 461-5940. Job Training & Placement For people who want to work, October ~ May 9:00-1:00 for English Some afternoons for vocational training, Free if you meet the eligibility requirements. Nominal book fee. Eligibility: Residents of Providence or Cranston; 22 years or over; low income; work permission, intermediate English. Sign up now; you will receive a letter in late July. Call for more information at 784-4602. English for Work To improve your English for work, September ~ June, 9:30-11:15am, Mon ~ Thur, 6:30 - 8:30pm, Mon - Thur $35 per month. For non-native English-speaking adults who need to improve English for work.If interested, call Julie Fischer at 784-4607. Citizenship/ESL To prepare for the citizenship examination, September ~ June 9:00-11:00am, Mon, Wed, Fri. 6:00-8:00pm, Tue, Wed, Thur. 9:00-12:00, Saturdays, Free for weekday classes $25 for Saturday class. Eligibility: Four years residence in US; some English fluency. Sign up now. We will call you when space is available. Call for more information at 784-4611. Family Literacy/ESL To learn to read for adults and pre-school children, September ~ June § 9:00-11:00am, Free. Eligibility: Less than five years of formal education or native language has non-Roman script or no native language literacy. Sign up now. We will call you when space is available. Call for more infomation at 784-4614. Computer Training To learn Windows95, Word, Excel, Saturday sessions year-round, 9:00am-11:50pm, 12:00pm-2:50pm, 3:00pm-5:00pm, 8-week sessions: Tuition: $110 (registration, lab and textbook fees are included) Shorter sessions: Tuition to be announced, some English fluency is needed. Call: 784-4610 morning class infomation; 784-4612 afternoon class information REMINDERS: Stats resource available: The State of Literacy in America: Estimates at the local, state and national levels, is now available, free of charge from the National Institute for Literacy. While the use and abuse of statistics can be daunting, the volume is of interest - it projects literacy abilities and problems on local levels using the National Adult Literacy Survey (NALS) as a basis for these estimates. For a copy of the publication, call 1-800-228-8813. Resource available: Teaching and Learning with Internet-based Resources, by Susan Cowles, is available in hard copy or on line at http://www.nifl.gov/susanc/inthome.htm From the on-line introduction: "Literacy students, instructors, program administrators, and other life-long learners are all in the group moving along the information superhighway. Some people have been running for a while; others are just starting down the road. Beginning to use the Internet can sometimes seem as grueling as participating in a marathon. This short course is designed to make the journey as informative and enjoyable as possible." To order a hard copy of the document, please call 1-800-228-8813. Susan Cowles is a Literacy Leader Fellow for 1996-97; this document is her fellowship report to the National Institute for Literacy. from previous bulletins: LEGISLATIVE INFORMATION ON-LINE (from Fran Keenan at the Center for Applied Linguistics): http://www.StateServ.hpts.org provides current and exclusive state legislative information on welfare reform & immigrants. The 1996 welfare law rewrote the rules for immigrants, originally cutting $24 billion in cash, medical, and food stamp benefits. Although $12 billion in SSI benefits were restored in 1997, states are still challenged by the cost shifts from federal to state and local safety net programs, and are determining whether and how to serve particularly vulnerable immigrant populations. State legislation is summarized by cash assistance, medical assistance, nutritional assistance, and naturalization. Also available on-line are the Project's popular new series of issue briefs "Welfare Reform & Immigrants." Currently posted are briefs on: State Trends, Nutritional Assistance, and TANF. The website was launched by the Health Policy Tracking Service at NCSL. StateServ also provides information on state policies and legislation in the areas of adolescent health, HIV/AIDS, and youth access to alcohol. The website is supported with grants from the Robert Wood Johnson Foundation, the US Centers for Disease Control and Prevention, and the Ford Foundation. For more information on StateServ, call The Health Policy Tracking Service at 202-624-3567 or e-mail them at: firstname.lastname@example.com. For more information on Welfare Reform & Immigrants, contact Ann Morse, Immigrant Policy Project, (firstname.lastname@example.com) or Jeremy Meadows (firstname.lastname@example.com). We welcome your comments. (The IMMIGRANT-NEWS-L distribution list is a service of NCSLnet, the Electronic Information Network for State Legislatures. National Conference of State Legislatures. For information on NCSLnet services send a blank e-mail message to: firstname.lastname@example.com). AIDS RESOURCES ONLINE The Centers for Disease Control and Prevention1s national AIDS clearinghouse is located at http://www.cdcnac.org. It's Up to Us: An AIDS Education Curriculum for ESL Students and Other English Language Learners, by Henry Lesnick, is available on line at http://www.hostos.cuny.edu/homepages/lesnick/AIDS. AVERT, AIDS Education and Research Trust, a British site, is at http://www.avert.org/ World AIDS Day is observed on December 1st, but the need to work on appropriate educational strategies around HIV and AIDS prevention education persists year round. PROJECT BASED LEARNING AND ACCESS TO THE INTERNET How is the internet being used in adult education? What are some helpful uses, and how do we sort through the huge amount of material available on line? Susan Gaer is interested in helping programs link to one another, and has been doing so through an email project homepage on-line, at http://www.otan.dni.us/webfarm/emailproject/email.htm. If you have or know of similar learner work on line, please contact Susan at email@example.com. As well, David Rosen (who in addition to advocacy work, has done a great deal of work on and research into using the internet) has asked that we have a look at the inquiry maps on the Adult Literacy Resource Institute1s home page. As he explains, "[a]n Inquiry Map is a group participatory research process on a topic of high interest to the group. Participants (in this case, adult learners) make their own questions, and then set about finding answers to them. The Inquiry map is a process which is never finished. Many of the questions go unanswered, are only partially answered, or have only one answer given where other points of view are possible. So, there is room for other participants to join in the process at any time, to add their answers, their comments on the answers already given, and questions which they might also choose to research." Questions, answers and comments can be posted to David Rosen <email@example.com>, and he'll add them to the inquiry map. So, it keeps on being an inquiry process with each new person who reads and adds to it. He welcomes additions of questions and answers; as you may know, many internet sites run threaded conversations on a variety of topics. The ALRI sites are: http://www2.wgbh.org/MBCWEIS/LTC/ALRI/I.M.html and http://www2.wgbh.org/MBCWEIS/LTC/ALRI/IM3.html (How to make inquiry maps). The LR/RI website has added a page about technology and learning as well. The page consists of the beginning of a discussion about the ways in which technology can be used interactively -- is the screen just a big flashy workbook, or is there more to it? Your comments can be sent by email, fax or regular mail, and will be added to the page to continue the conversation. and also from previous issues: Workshops available - During the past few years I've worked with a team of women from around Canada, through the Canadian Congress for Learning Opportunities for Women, on Making Connections: Literacy and EAL Curriculum from a Feminist Perspective. The curriculum was developed for learners in basic education and English language programs. A series of workshops have been developed and are available to anyone in the area with an interest in learning more about incorporating the curriculum and its approaches into their own work. Please contact me (Janet) at LR/RI for more information and/or to schedule a workshop. Information about the curriculum is also available online at http://www.nald.ca/canorg/cclow/EAL.HTM. While the cost of the curriculum document itself is $20, there is no charge for the workshops. ERIC/ACVE continually collects written materials on all aspects of adult, career, and vocational education to be considered for inclusion in the ERIC database. Research reports, annotated bibliographies, conference papers, instructional materials, position papers, program descriptions and evaluations, curriculum guides, proceedings, lesson plans and teaching guides, and resource guides, are for the database. If you have a document or documents you would like to submit, contact Steve Chambers, acquisitions coordinator at firstname.lastname@example.com or call 1-800-848- 4815, ext 47642 or send your documents to: Acquisitions Coordinator, ERIC/ACVE, 1900 Kenny Road, Columbus, OH 43210-1090. Materials are evaluated by subject specialists according to the following criteria: significance, relevance, timeliness, applicability, authority of author, comprehensiveness, clarity of presentation, reflection of emerging trends, capability of meeting users' needs, and generalizability. Every item submitted is given careful consideration. If an item is not selected for ERIC, the author is given an explanation of why it did not meet the selection criteria. Please contact LR/RI if you have information, questions or announcements to share with adult educators in Rhode Island. Bulletins go out at least twice a month; more frequently when there's more to share. To submit information for the next bulletin, please contact LR/RI by phone (401-863-2839), mail (PO Box 1974, Brown University, Providence, RI 02912) or email. back to LR/RI home |


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Decisions on admission to any undergraduate school or college of the University are made after a careful review of an applicant's academic achievement, scholastic aptitude, and personal characteristics which may predict success in the University. High school or college grades, course content, test scores, class rank, essays, extra-curricular activities and recommendations from teachers, counselors, and principals play an important part in the whole admission procedure. All applicants are reviewed according to these criteria without discrimination on the basis of race, age, color, creed, national or ethnic origins, marital of financial status, disability, gender, sexual orientation or any other non-merit factor.
Applicants for regular admission are expected to have graduated from an accredited high school in a college preparatory curriculum while showing evidence of ability to complete the University's requirements for graduation.
The following pattern of coursework is recommended, but not required, for admission to Gonzaga University:
English | four years; |
Mathematics | three/four years; |
History/social studies | three years; |
Foreign language | two/three years of a single language; |
Natural/physical laboratory science | three/four years; |
Suitable scores on the American College Test battery (the ACT) or on the Scholastic Aptitude Test of the College Board (the SATI) are also required. All candidates for admission to the University are urged to take their tests no later than the first semester of their senior year in high school. Often, these test scores will then appear on the candidate's transcript; if they do not, the candidate must insure that such scores are forwarded to the University.
An application for undergraduate admission will not be considered until all pertinent records are filed with the Office of Admission.
How to Apply for Admission
I. Application to Freshman Year:- 1) Students applying to Gonzaga University may submit either the Common Application (www.commonapp.org) or the Universal College Application (www.universalcollegeapp.com). Applications can be accessed at either of their websites, on the Gonzaga website, or by requesting a paper copy directly from the University.
- 2) Students must complete all parts of either the Common Application or Universal College Application, including: personal and educational data, family information, the personal essay, and a list of awards and activities. Students must also request that a teacher complete the Teacher/Instructor Evaluation, and that the high school counselor complete the Secondary School Report.
- 3) Submit the Gonzaga University Common Application Supplement or the Gonzaga University Universal College Application Supplement. These documents may be obtained on the Admissions portion of the Gonzaga University website or directly from Common App or Universal College App.
- 4) Submit the non-refundable application fee. The application fee may be submitted to us from the Common Application or Universal College Application websites, on the Admissions portion of the Gonzaga website, or by sending in a check or money order payable to "Gonzaga University."
- 5) Forward an official high school transcript to the Office of Admission. The application may be completed after the student has finished six semesters (or nine trimesters) of work in a college preparatory program.
- 6) Have ACTor SATI scores forwarded to the Office of Admission if they do not already appear on the high school transcript. Gonzaga does not require the writing portion of either the ACTor the SATI.
- 7) Home-schooled students are a significant part of Gonzaga University's applicant pool. Students may choose home schooling for a variety of reasons and may implement a variety of styles. Therefore, home-school applications receive highly individualized attention. The Gonzaga Office of Admission requests that a home-schooled student submit all of the materials requested above. If the transcript provided is created by the family, Gonzaga requests a portfolio of high school work. The portfolio should include samples of academic work from high school courses ranging from English and history to science and mathematics. While the School Report may be submitted by parents, the academic recommendation must come from someone outside the family. Finally, when no transcript is provided, an ACT or GED can be submitted, although the portfolio is greatly preferred.
- 1) Obtain Gonzaga's Transfer Application for Admission from the Office of Admission at Gonzaga or through the University website.
- 2) Complete all sections of the first part of the application, including personal and educational data, family information, personal essay, and a list of awards and activities.
- 3) Request a teacher complete Part 3 and/or write a letter of recommendation and forward it to the Office of Admission.
- 4) Request that a representative at the applicant's current institution, or last institution attended, complete Part 4 Transfer Student Clearance Report and forward it to the Office of Admission.
- 5) Arrange to have official transcripts of all high school and college work sent to the Office of Admission. Students who have earned thirty semester or forty-five quarter credits in college need not submit a high school transcript.
- 6) Submit the scores of the ACTor SAT to the Office of Admission if they do not appear on high school or college transcripts. Students who can transfer thirty semester or forty-five quarter credits to Gonzaga, or who are at least twenty-one years of age, need not submit the test results of these examinations, except in special cases.
- 7) Submit the non-refundable application fee online or in the form of a check or money order made out to "Gonzaga University." Send this check or money order along with the application to the Office of Admission.
Admission of International Students
Gonzaga welcomes applications from international students, who make up a valued part of the University's student body. Since 1969, Gonzaga has been authorized by the Federal government to issue both I-20's and DS-2019 so that international students can secure visas and enroll in our programs. To be considered for undergraduate admission, international applicants are required to submit the following:
- 1) A completed Common Application including the Gonzaga supplement with the required fee. An application can be obtained at www.commonapp.org or from Gonzaga's Office of International Student Programs at (509) 313-6561.
- 2) Proof of academic preparation through the submission of official academic records demonstrating satisfactory achievement in the completion of a secondary education equivalent to that offered in the United States.
- 3) Proof of financial resources which will permit the student to afford all costs associated with undergraduate study at Gonzaga University. This is demonstrated by submitting an official Financial Declaration for International Applicants, accompanied by official bank statements or the equivalent.
- 4) Proof of English language proficiency adequate for undergraduate study at Gonzaga, which may be demonstrated by any of the following:
- a) An official TOEFL score of at least 550 written/ 213 computer/80 internet-based administered and reported directly to Gonzaga University by the Educational Testing Service.
- b) An official APIEL grade of 3 or higher administered and reported directly to Gonzaga University by the College Board.
- c) Successful completion of the course of study offered by Gonzaga University's ESL Program with faculty recommendation.
- d) For transfer students, proof of successful University- level English study (not ESL), courses equivalent to Gonzaga's ENGL 101 and SPCO 101 with a "B" grade or better at a college or university in the United States, or acceptable TOEFL scores.
- e) Proof of English as the student's native language.
When to Apply for Admission
All new students may apply for admission to either the fall or spring semesters. Gonzaga uses a 'pooling' admission system for fall applicants from high school. High school students have two fall semester application options: 1) a non-binding Early Action program with a November 15th deadline, or 2) a Regular Decision option with a February 1st deadline. Early Action applicants will be informed of their admission status by mid-January while Regular Decision applicants will be informed of their admission status by mid- March. Students seeking entrance into the spring semester should apply for admission by November 1st.
All applicants seeking financial aid should also complete and submit the Free Application for Federal Student Aid (FAFSA) by February 1st. This form can be accessed online at www.fafsa.ed.gov.
All students who wish to transfer to Gonzaga from another college or university should make their application early in the semester preceding their intended registration at Gonzaga; this is especially true for transfer students who wish to apply for financial assistance. In any case, transfer students applying for the fall semester should do so no later than June 1st, and students applying for the spring semester, no later than November 1st. Transfer student applications are considered on a 'rolling' basis.
Enrollment in a summer session does not imply admission for the regular academic year. Summer session students who desire regular admission to the University should submit their application to the Office of Admission.
Credit Earned Elsewhere
Transfer of Credit
Applicants from other colleges or universities should note that all credits submitted for transfer approval must have a grade of at least 2.00 (on a 4.00 point scale), must represent college-level course work, and must be academic in nature for acceptance by the University. Students may not transfer more than sixty-four semester credits or ninety-six quarter credits from a two-year college. Students transferring to Gonzaga University with sixty-four semester credits from a community college may not return to a two-year college for any additional transfer credit. All transfer students must complete at least thirty semester credits at Gonzaga immediately preceding their graduation from the University. For further information on transfer credits, applicants should consult the General Degree Requirements section of this catalogue.
College Level Examination Program
The C.L.E.P. (College Level Examination Program) was established to enable students who have acquired their education in non-traditional ways to demonstrate their academic achievement. It is especially designed for older students who by private reading and study have achieved competence beyond the high school level in certain fields of study normally taught to college freshmen. Two kinds of examinations are available: Subject Examinations and General Examinations.
- 1) Subject Examinations: The University allows credit for most of these examinations according to norms established by the appropriate departments of the University. Detailed information is available from the Dean of Admission.
- 2) General Examinations: Gonzaga does not offer credit on the basis of these examinations, but the examination results may be used by various departments in making decisions about giving students advanced standing, thus possibly exempting them from certain freshman-level courses. Decisions are made on an individual basis by chairpersons.
Advanced Placement of Freshmen/International Baccalaureate Credit
The University welcomes requests for special placement evaluation for incoming students who have taken the Advanced Placement (AP) Examinations of the College Board or International Baccalaureate Examinations. Examination results should be forwarded to the Office of Admission. Applicants may be granted credit, advanced standing, or a waiver of requirements depending on the field of study, the scores achieved, and the general regulations of the University. A brochure on A.P. and I.B. Examination policies at Gonzaga University is available from the Office of Admission or from the University website.
Proficiency Examination Program
P.E.P. (Proficiency Examination Program) is a series of examinations sponsored by the American College Testing program. Gonzaga currently gives credit for several P.E.P. examinations. These tests are designed to assess experiential learning of subject-matter proficiency attained primarily outside a typical classroom. A brochure on P.E.P. and all Credit by Examination policies at Gonzaga University is available from the Dean of Admission.
Honors Program
Gonzaga University has long challenged exceptional students through its Honors Program. This interdisciplinary, competitive program seeks academically gifted and intellectually curious students who are willing to put their talents to work for the service of others.
The four-year Honors curriculum allows a student to choose any major or minor course of study. Although primarily geared for students in the College of Arts and Sciences, adjustments are made for those pursuing degrees in engineering, education, or business. In addition to small classes and close personal advising and counseling, a waiver of tuition fees for excess credit, a modest non-need based scholarship, flexible scheduling, special study facilities, and pride of place at graduation are provided.
Anyone may apply to the program, but only twenty-four places are open each year, approximately the top 2% of an entering first-year class. Candidates must complete a separate Honors application to be considered for admission. Acceptance is based on independent intellectual achievement, recommendations from teachers, leadership roles, skill in effective expression, outstanding standardized test scores, high school rank, personal interviews, and the essay on the Honors application form. Potential applicants are encouraged to visit the campus and to meet with the Director. For further information, please consult the Honors Program section of this catalogue.
Hogan Entrepreneurial Leadership Program
The Hogan Entrepreneurial Leadership Program includes a four-year concentration that immerses students from any major in the fundamentals of creating and managing new enterprises in the private or public sectors. The Hogan Program seeks students who are high achievers, creative thinkers, and recognized leaders who want to make a difference in the world. The program offers a waiver of tuition for excess credit as well as a modest scholarship. Admission to the Hogan Entrepreneurial Leadership Program is selective, and candidates must complete a separate application to be considered for admission to the program. Potential applicants are encouraged to contact the Hogan Entrepreneurial Leadership Program Director at Gonzaga University.
Campus Visit
The Admission Office offers an extensive visit program for those interested in attending Gonzaga. An individualized visit may include an overnight stay, class visit, lunch, faculty meeting, admission interview, and campus tour. In addition to individualized visits, several Campus Preview Days (group oriented, open-house days) are offered throughout the year. To schedule a visit, contact the Visit Office; a notice of at least one week is appreciated.
Dual Enrollment
High school students who have not yet completed their graduation requirements may enroll (with certain restrictions and on a space-available basis) in a maximum of two courses per semester while still enrolled in high school. This program is generally reserved for juniors and seniors who present a minimum cumulative grade-point average of 3.50 (4.00 scale) and a letter of recommendation from their principal or counselor. A special tuition rate is available for all students taking dual enrollment courses. For more information on this program students may contact the Dean of Admission.
Non-matriculated students not seeking a degree may enroll in courses at Gonzaga on a space-available basis after matriculated students have registered. Contact the Registrar's Office for further information.


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Pay for College in Today's Economy
Is your family worried about how to pay for college during these tough economic times? Learn how to save for college, get college financial aid, and lower your tuition costs.
Financing College in Today's Economy
- Practical Student Financial Aid Tips During a Recession
- Saving for College in a Tough Economy
- Impact of the Credit Crisis on Student Loans
- College Information for Minority Students
- Student Loan Options in a Tight Credit Market
- Paying for College: 5 Options to Consider
- College Financing: Loan Forgiveness Programs
- America's Best-Value Colleges
Figuring Out the Cost of Your Child's College Education
The Basics on Saving for your Child's College Tuition
The Government's on Your Side: the Department of Education's Efforts to Ease Paying for College
The Basics of Financial Aid
How to Find Scholarships and Loans
How to Ease Your Current Burden of Student Loan Debt
How to Teach your Child about Financial Literacy
Creative Ways to Pay for College
Additional Content
When the Letter Arrives: What to Do About College Decisions
Letters are coming back from colleges. Whether your child is accepted, waitlisted or denied, there are ways to prepare...
Source: Education.com -
Why Do Students Borrow So Much? Recent National Trends in Student Loan Debt
College students are leaving their higher education institutions with more educational loan debt than ever before. From...
College Budget Worksheet
Print 'N' Complete College should be one of the best experiences of your life, but it won't be if you're worrying about...
Stay Up to Date on Financial Aid Legislation!
The Financial Path to College The nation's economic crisis has taken its toll on colleges, students and families....
Source: Education.com -
Pros and Cons of Section 529 Plans: A Look at the Benefits
If you discover anything in your research about Section 529 plans, it's probably that there's no such thing as a simple...
Source: John Wiley & Sons, Inc.
Guest Editor
Mark KantrowitzMark Kantrowitz is Publisher of the FinAid, EduPASS and FastWeb web sites and President of MK Consulting Inc. He is the author of 4 books including 2 about student financial aid.


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Clean up the clutter and open your eyes to a better way to read online with Readability view it
Using your Nexus while on the move with Car Home and Voice Search view it
The default folders on the Mac are pretty dull, but we can fix that in a jiffy. view it
We explain what ergonomics is and how using ergonomic equipment can lead to better health. view it
Boxee lets you have multiple user accounts so that each Boxee user can have their own favorites and preferences. view it
Safari has some excellent zoom features built right in view it
In this episode, we'll be looking at setting up a Bluetooth accessory, we'll offer a few power-saving tips and we'll take a quick look at how copy and paste works on the Samsung Galaxy SII 4G. view it


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Found the same room at a different price? Tell us, and we'll offer to match it.
Armeria House
Not Classified | Bed and Breakfast | Ratings explained |
The five individual en-suite rooms are finished to a high standard with all the little extras to ensure a cosy and memorable stay. The guest living-room retains many original features and has a well stocked book and DVD library for those rainy days. For the Cornish riviera days guests are welcome to enjoy a cup of tea or perhaps something a little stronger on our front terrace. We offer a delicious full English or continental breakfast made with local Cornish and wherever possible organic produce.


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Category Archives: Call Center
TESDA Call Center Training Course
Looking to enroll for TESDA call center training in Manila? We have 2011 listings of different accredited schools? Find the right accredited school and probably those that offer scholarship slots to deserving students and high school graduates. Here are a … Continue reading


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Customer Reviews for Patio / Sliding Doors Brown New Additions Privacy
"Very Satisfied"
By jeff from spanaway, WA
I looked at the blinds at Home Depot then ordered them from Blinds Galore and saved money. Free fast shipping and the blinds fit like a glove. We are very happy and would do it again.
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I received the cornice very nicely packaged. It looks beautiful and VERY well made. Great deal for the price! It did take two people to get it mounted above my sliding door as it is heavy. Once up, it looks fanstastic. Very happy with the purchase!
View this product


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Add style to your kitchen and bath with these ideas and pictures of faucets from HGTV.com.
A link to %this page% was e-mailed
Drowning in a sea of kitchen sink and faucet choices? Here's how to make sense of it all.
Fun Faucet Styles for All Types of Baths (12 photos)
Kitchen Faucet Trends (9 photos)
San Francisco Hillside Bathroom (4 photos)
Learn how to make a splash with your kitchen sink and faucet options.
Learn how to repair and replace the aerator of a kitchen faucet.
Only a few simple steps installs this attractive bathroom vanity.
Only a few simple steps installs this attractive bathroom vanity.
Here's how to put in a sparkling new sink, faucet and countertop in a weekend.
A bit of design sanity is beqeathed on a neon colored nightmare.
Browse new kitchens from top designers.
Shop kitchen products from sinks to kitchen islands, appliances and more.


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I'm thinking of buying some earrings (and later a necklace) for my wife, and I've been reading a lot on this most excellent forum.
However, I haven't seen discussion of rose vs. ivory overtones. Perhaps I missed it -- there's a lot of good info here.
My wife has very fair "English" skin. Does anyone have an opinion on which type of overtone would look best for her?
I'm trying to make this a surprise; otherwise I'd just ask her. :-)


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"Awesomeness" is one word which can be used to describe the glorious career of Roger Federer. Just two days back, we learnt that he has completed fifteen years of his presence in ATP circuit. For majority of the fans of the Swiss Maestro though, his career kicked off only from Wimbledon 2003 when he lifted his first grandslam title defeating Mark Phillippousis in the final. So, when you say to them Federer has been in the field since last fifteen years, you would only become the subject of laughter. You can't blame them for their ignorance because the sporting history of the great man itself has progressed in such a manner that no one really remembers or even bothers to remember what transpired before July 2003.
Just like in a 100 m race, where the sprinters take off and complete their task in no time as soon as they listen to the gun fire, Federer raced past Sampras' record of 14 grandslam titles in less than seven years' time since winning his maiden Wimbledon in 2003. Now, he has established his own empire with 76 ATP titles, of which 17 of them have been majors. If you are Roger Federer, you must be more than satisfied with the way you have marched on. Is there anything left for him to do in tennis? Seriously, one thing which should have haunted him for the major part of his career, amidst all his achievements, was the way he was deprived of a title in Roland Garros till 2008. Fortunately, even that elusive title came under his belt when he successfully fought his way to capture his first French open crown in 2009.
So much so that he triumphed even as a doubles player as he bagged his lone Olympic gold medal, partnering Stanslas Wawrinka for Switzerland in Beijing 2008. Yes, he is yet to get the ultimate prize in Olympics as a singles player and it is also unlikely, considering his age, he would get the same done in Rio De Janeiro in 2016. But, should it really matter to him? Olympics is just one of those tournaments which happen only once in four years and a victory or a defeat of a player depends on his form at that point of time, more than anything. He can just consider himself a bit unlucky and move on as far as his performance in the Olympics is concerned. Besides, he has got a silver medal anyway.
Having accomplished almost everything in tennis, Federer, who will be nearing the twilight of his career in a couple of years from now, would be retiring from the game, very pleased with what he has achieved. That's how we feel, at least. But would Federer also see his career the same way post retirement? If you ask me, he cannot be self-satisfied. He would be feeling drastically impoverished, in my view.
Some are born rich and some are born poor. A poor man, who is at the lowest level, would forever be happy as he would be having no other ambition other than working for a daily bread for himself and his family. A rich man, on the other hand, no matter how much money he has, would always want more. That would be the situation with Federer as well, even if his records remain untouched for years.
I can explain the situation better if I touch upon the career of Andy Roddick. A-Rod's retirement days had begun a couple of weeks back. Though he called it a day very early when he was just 30, if one goes reviewing his professional career, we can say there should be no reason for him to be lamenting. He would be saying to himself, "It is true I got only one grand slam playing for more than a decade. But, should I even deserve more than one playing in the era of someone like Federer who is way ahead of me on talent? People may say I should have won at least one Wimbledon having contested in the finals at "All England Club" thrice. But I cannot be oblivious of the fact that each of those times I had Roger as my opponent and losing to him should never be counted as disgraceful." So the American's retirement days are not going to be as miserable as that of Roger's.
Federer is more gifted than anyone and so even minute misses at the end of his career would make him repent. Like a rich man who always goes for money, he would never be pleased if certain things did not go his way. He would be kicking himself all the time saying, "Oh! How come have I failed to add this feather to my cap?" Whenever he is in solitude, such types of thoughts would frequent him. But the million dollar question is – "Has he been denied of any success, first of all, for him to feel so crest-fallen?
I would answer affirmatively to this question. Tennis is not just all about grand slam titles and masters series. If you succeed when competing in those tournaments, you will be the sole beneficiary of the laurels that follow. Since tennis is an individual game, no one else stands to gain from it. But when you play a game representing your nation, the whole of your countrymen would feel elated. Not that Switzerland's citizens are not happy with the accomplishments of Federer but the victory that he presents to them, as their own countryman, would make them even much happier.
He is nowadays treated more like a superstar of the tinsel world with flowery tributes all over. But the real jubilation can come only when he is treated like a soldier who wins something for his fellow countrymen. I have so far enjoyed Roger as a super star who has revolutionized the world of tennis by the beauty of his game. But now, I want to see him adding more spice to it. I want his career to be remembered as something eternal, never heard or never seen. For that, I wish he gives his country people something to rejoice. The only way he can do that is to win for them the Davis Cup.
In my opinion, the next year he should strive hard for it. He should have it on the top of the priority list, way above than winning grandslams. Yes, I am not joking. As a Federer fan, I want him to focus more on Davis cup. If he wins that, his career could be termed as a complete one and he will have nothing unpleasant for him to rue post retirement. A country like Switzerland can never produce a player of his class again. Even if they produce one, in this competitive world, he would be left unnoticed.
Even history does not give us a healthy hope in this regard. Neither Australia has ever produced another Rod Laver nor has Sweden produced another Bjorn Borg. Players of such class are born once in a millennium. So, ultimately, the people of Switzerland whole-heartedly depend on Federer to give them some moments to cherish. It is therefore becoming imperative for the great Swiss Master to try his best to fetch a Davis cup triumph for his country. Once he does it, he can enjoy his retired life better than what he would have sans Davis cup.
In fact, there is a reason that I am stressing the importance of the Davis cup, rating it higher than the Olympics. Even in Olympics, though you play for your nation, eventually you end up struggling for yourself on the court. Obviously, till you are alive in the draw , you can be least bothered about the exploits of your fellow countrymen who are also contesting in it. At times, you get to face them in the preliminary rounds, only to halt their progress further in the draw. But Davis cup is not like that. It is something where you play as a team. Even when your match gets over, whether you win or you lose, you will be seated in the stadium cheering for your teammate who plays the next match. Besides, you may even team up with him during doubles competitions the next day. You will never play against your own countrymen in Davis Cup. In that way, Davis cup is much bigger than Olympics when it comes to playing for the country.
When a player wins the final match of the Davis cup, adulations do not go to him alone but his team, as a whole, gets them. The tears of joy, which would run through the eyes of a player, when he seals a victory for his country, would always be rated much higher. No one more than Federer would know the importance of it.
Since Federer is one of the greatest players of all time, he need not do anything special to win a Davis cup for his team. All he should do is to make sure he wins two of his singles matches against his opponents. Once he does that, his other country men will be left to win only one of the remaining three matches and since Federer himself is contesting in one of those three matches as a doubles player, it should be rather easy for Switzerland to win Davis Cup.
For Federer, nothing is impossible in tennis. If he targets Davis cup as his first priority, then no human playing the game of tennis can stop him. At the age of 31, when he had the conviction, coupled with audacity, to get back to his No.1 position, it only means he is capable of doing anything. Will Federer strike one last time next year by winning the Davis Cup for his team? I hope he does this for his country sooner rather than later, before age gets the better of him. As an ardent fan of Federer, I would like to see even this credit of winning a Davis cup go to Federer.
3 Comments
Ken Ivan Embradura Joined 0 points
Davis Cup? Pfffttt. I'd rather Fed get 20 GS titles than achieve a davis cup victory. who cares about davis cup.
commented on 27th Sep 2012 at 7:56 pm -
Deepak Akki Joined 0 points
very well return.
commented on 27th Sep 2012 at 4:53 pm -
Ram Narayanan Joined 0 points
Read this article of mine on what should be federer's priority next year.
commented on 27th Sep 2012 at 2:50 pm


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I haven't had any problems with moire yet with my D800E but wanted to share this interesting video on a Photoshop technique for removing moire.http://vimeo.com/23508129Dave Jolley
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In this module, you'll learn how governmental favors (or cronyism) impede the function of the free market.
What is Cronyism?
"Cronyism diverts resources away from the wants and needs of consumers and toward political purposes. Cronyism occurs when an individual or organization colludes with government officials to create unfair legislation and/or regulations which give them forced benefits they could not have otherwise obtained voluntarily. Those benefits come at the expense of consumers, taxpayers, and everyone working hard to compete in the marketplace." (via CronyChronicles.org)
Cronyism in the Tax Code by EconomicFreedom.org:
Sheldon Richman, former editor of The Freeman, on government favors and cronyism: