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December 2007, Volume 5, Number 12 |
BCI Workshops
It's time to reserve your place at one of BCI's 2008 Bat Conservation and Management Workshops in Arizona, California or ...
Almost-natural Tree Roosts
Rafinesque's big-eared bats often roost in an assortment of human-made structures, such as bridges, dilapidated barns and ...
Climate Change Threatens Bats
Heat waves blamed on global climate change are killing alarming numbers of flying foxes in Australia, according to a study by ... |
November 2007, Volume 5, Number 11 |
Unique Bat Sanctuary
Bob Wisecarver's bat houses are a bit like snowflakes: No two are exactly alike. Each is designed to meet specific needs and ...
Bat Houses for Norway
In Norway, several bat species roost in homes and other buildings, and homeowner complaints periodically find their way into the ...
Bats in the News
Barbara French, a bat rehabilitator and Bat Conservation International's Science Officer, listened for years to the sounds of ... |
October 2007, Volume 5, Number 10 |
Barbed Wire
Thousands of Australia's largest bats, mostly flying foxes, die slow, painful deaths each year after becoming snagged and ...
Business for Bats
Attitudes about bats in the Cayman Islands have changed dramatically since Lois Blumenthal began the National Trust Bat ...
Bats in the News
Scotland's bats are having an especially tough time this year, says The Scotsman newspaper. "Reports have come from the ... |
September 2007, Volume 5, Number 9 |
Bats in the News
Tom Kunz, director of the Center for Ecology and Conservation Biology at Boston University, watched hundreds of thousands of ...
Insect-eaters of the Tropics
Pollinating and seed-dispersing bats get research attention and well-deserved appreciation for their role in maintaining tropical ...
Apply for BCI Scholarships
Bat Conservation International invites students at universities worldwide to apply for its 2008 Student Research Scholarships. ... |
August 2007, Volume 5, Number 8 |
Border Bats
Bats by the millions routinely travel between Mexico and the United States. After wintering in Mexico, many bats, like the ...
Conservation in India
Grace Trust, a non-profit group dedicated to empowering women and children in India, added bat conservation to its agenda this ...
Bats in the News
A little nectar-feeding bat from Latin America metabolizes sugar more than three times as fast as a human athlete – and ... |
July 2007, Volume 5, Number 7 |
Listening for Tasty Frogs
The fringe-lipped bat eats a lot of things, from insects to small vertebrates, and sometimes even other bats. But it is most ...
New Bat Stamp
The U.S. Postal Service needed 155 years (and the encouragement of BCI Member Carol Adams of Medina, Texas) to finally put ...
Bats in the News
Disappearing and often-dangerous water sources are putting bats and other wildlife at risk throughout America's arid western ... |
June 2007, Volume 5, Number 6 |
Running for Bats
It's no secret that Austin, Texas, residents have embraced the bat colony that spends its summers under the downtown Congress ...
Bats in the House
BCI receives more requests for public information about bats that have slipped into homes and other buildings than any other ...
Bats in the News
Most people assume that bats fly much as birds do, by flapping fairly rigid, airplane-style wings. Now, BBC News reports, ... |
May 2007, Volume 5, Number 5 |
Rainforest pollinators
The New World tropics are among the most diverse ecosystems on Earth, and an amazing number bat species play vital roles in ...
Island of Discoveries
Madagascar, an island nation off the southeast coast of Africa, teems with unique animals and plants, and a recent surge in ...
Bats in the News
The U.S. Congress aimed a spotlight on the growing problem of bat and bird fatalities at wind-energy plants with a May 1 hearing ... |
April 2007, Volume 5, Number 4 |
Challenging Myths in Kenya
Bat conservation is struggling for a toehold in Kenya. Most people know very little about bats, have no sense at all of their ...
Bats in the News
The Economist, the venerable, London-based newspaper with a worldwide circulation, has made a strong pitch for ending the ...
Water for Wildlife
The rusting, round water tank in the Arizona high country is barely 12 feet across and 2 feet deep, and the water is green with ... |
March 2007, Volume 5, Number 3 |
Bats in the News
Bats have been among the unheralded victims of Gulf Coast hurricanes in recent years, reports National Geographic News. The ...
Norwegian 'Bat Boxes'
Bat houses are rare in Norway, but several bat species frequently move into houses and other buildings, often generating ...
Baby Talk
Snuggled tightly together, three baby red bats hang in near-total silence amid the leaves all night long. Exposed among the ... |
February 2007, Volume 5, Number 2 |
Bats in the News
A reporter from the Ashland, Kentucky, Independent went looking for a story on recreational cavers, and came away with an article ...
Entertaining Education
A small bat swoops down on a cactus flower, hovers for an instant, dips its long nose deep into the blossom and shoots out its ...
Saving a Rare Roost
The Townsend's big-eared bat, one of the most imperiled bats in the Pacific Northwest, uses the abandoned Pitney Butte Mine in ... |
January 2007, Volume 5, Number 1 |
Bats in the News
The deep wrinkles and grooves that carve the faces of some bats apparently help them focus the biological sonar system that lets ...
A New World's Record
The longest tongue (relative to body length) ever reported in a mammal resides largely inside the ribcage of a recently ...
Member Nights at Bracken Cave
Now is the time to take advantage of one of the most dramatic benefits of membership in Bat Conservation International: an ... |


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Sea Level Pressure
The major conflict that arises from our absolute need to surf every dayand how we as individuals in the water every day deal with this issue. "Sea Level Pressure" seeks to offer solutions through maintaining appreciation, perspective, focus and balance in our ever-growing world.
This documentary-style project features beautiful surfing footage from around the world and includes an awesome new discovery in Fiji. Featured surfers include Encinitas legends Linda Benson and John Peck, as well as surfing icons Dave Rastovich, Jeff Clark, Bernie Baker, Andrew Logreco and Bill Andrews.
It also shares perspectives and inspirations from the average surfer's point of view. Narrated by Kevin Naughton, "Sea Level Pressure" was produced by Encinitas locals Ty Ponder, Tom English and Scott Bass.
It is presented as a labor of love and a not-for-profit venture. All profits will go to Surf Aid International medical and tsunami relief efforts.
Movie Details
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Not Rated - Release Year
2006 - Running Time
47:38 - Language
English - Compatible With
- Premium Eligible
Watch Now for free with a Premium Membership, learn more
Download Details
- Running Time
47:38 - Screen Format
Widescreen - File Size
623.91 MB - Resolution
SD | 640x480 - Language and Sound
English: Stereo - Additional Features
Chapter Markers
Streaming Details
- Running Time
47:38 - Screen Format
Widescreen - Resolution
SD | 852x480 - Language and Sound
English: Stereo - Compatible With
© 2013 - Opper Sports, Inc. All Rights Reserved.
TheSurfNetwork.com is a registered trademark of Opper Sports, Inc. Apple TV, iPod and iTunes are registered trademarks of Apple Inc. |

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- Men's Hormone Therapy
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All of our doctors are board certified Doctors licensed by the Medical Board of California.
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*Results may vary, please read our medical disclaimer.*
Our physicians, and medical staff work together with you to assure you of the best outcomes. During your initial visit our doctors will speak with you and evaluate you, and your medical history and other relevant information. With this information our physician will formulate a plan and diagnosis of your situation.
Next, we will work with you to customize a treatment plan together that is specifically tailored to your needs. Treatment options will be provided, with their benefits, and side effects discussed. This is part of our integrated approach towards a complete and effective solution. If we believe we are not able to help with your situation effectively, we have a list of experienced referral clinics and psychiatrists.
Ultimately, you can rest assured that your needs will be taken care of one way or another. You're not just another number. At Open Care, we really take the time to get to know you and what you want help with. Our physicians work intensively at helping you feel better again, quickly and efficiently. Since we are all in this together, we are fully committed to helping you and teaching you effective strategies that can last a lifetime.
We strongly advise against purchasing ADHD treatments illegally - you are taking a serious health risk as well as a risk with the law. Someone who is not a medically trained professional may not be able to distinguish between various interactions and psychiatric symptoms, mental health and medical conditions. The most effective and most thorough evaluations, diagnosis, counseling and treatment planning for psychiatric disorders are done by licensed physicians or psychiatrists with special medical training. Vendors who are not medically trained may not fully understand how psychiatric conditions, especially psychiatric conditions that remain undiagnosed and untreated, may adversely affect one's medical health - they are most often interested only in your money and not your health. If you are self medicating you should come in and see our doctor - do it the safe way and save yourself from future legal problems and health risks.
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Click to get directions and/or view a larger interactive map via MapQuest.
The Attention Deficit Disorder Association (ADDA) is the world's leading adult ADHD organization whose mission is to provide information, resources and networking opportunities to help adults with Attention Deficit/ Hyperactivity Disorder (AD/HD) lead better lives.
ADDA proudly lists our doctor on their website:
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O.C. Orange County ADHD Attention Deficit Treatment - ADHD Doctor & Specialist
*Each individual's treatment and/or results may vary based upon the circumstances, the patients' specific situation, as well as the health care provider's medical judgment and only after further discussion of the patient's specific situation, goals, risks and benefits and other relevant medical discussion. Click here to read our medical disclaimer.*
Got questions? Need more information? Check out our ADD/ADHD resources and F.A.Q.!
ADD/ADHD Resources


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5 Health Mistakes Dog Owners Make
Sometimes, pet owners with the best of intentions still make serious mistakes when it comes to the health of their dog.
Here's what top veterinarians had to say about mistakes owners make that lead to ailments they often see and how you can avoid them.
Prepping Your Pet for Your New Baby
When you find out that you're pregnant, it's natural to feel nervous and excited. If you're a pet owner, you may feel more anxious than other expectant parents if you're worried about how your pet will get along with your baby. Luckily, with a bit of planning, you can help even the most pampered cat or dog make a smooth transition from living in a baby-free household to residing in a home that's focused on a crying, demanding newborn. "Many dog and cat owners say of their pets, 'This is my first...
Read the Prepping Your Pet for Your New Baby article > >
Mistake 1: Not Getting Preventive Care
Houston's Canine Health Institute associate medical director Adrianne Brode, DVM, says neglecting preventive health care is the most common mistake dog owners make.
"Taking your dog in to the vet for regular examinations, giving heartworm prevention, and getting your dog the appropriate vaccinations and deworming can prevent many diseases," Brode says. For example, heartworm disease can be difficult to treat and ultimately fatal to dogs, but it's easily preventable.
Oregon veterinarian Marla J. McGeorge, DVM, says yearly exams help your vet catch problems early. Instead of coping with lengthy treatment of an advanced or chronic condition, your vet can catch issues in their beginning stages when care may mean cure. Early care saves you money in the long run.
Simply getting your dog vaccinated isn't the same as a full physical exam. Among other things, a comprehensive checkup may include:
- Blood work
- A fecal examination for intestinal parasites
- Examination of a dog's gums, heart, lungs, teeth, eyes, and ears
Talk to your veterinarian to learn more.
Mistake 2: Neglecting Dental Care
Shawn Messonnier, DVM, author of the Natural Health Bible for Dogs and Cats, says neglecting regular dental care is also common. Dogs need dental care for the same reason we do: to prevent gum disease.
As with human teeth, plaque forms on a dog's teeth after eating. If left alone, the plaque builds, causing inflammation, decay, and eventually bone and tooth loss. And while this silent war goes on in your dog's mouth, she's probably experiencing pain you don't notice because dogs, like cats, instinctively hide pain.
Gum disease is five times more common in dogs than it is in people. But it's easy to prevent and to treat with dental care that includes:
- Daily brushings
- Good quality food
- Regular oral X-rays, exams, and cleanings
- Safe teeth-cleaning treats and chew toys
Mistake 3: Overfeeding
If too much love is ever a bad thing, it's when we show it in the form of too many tasty treats. "Rewarding and loving our dogs with food leads to obesity," Brode says. Overweight or obese dogs are at higher risk for arthritis and other orthopedic issues as well as other health problems.
It can be difficult enough to balance your own diet let alone that of your dog. Your vet can help you select a good, high-quality food for your dog and give you tips on exercise and treats. You don't have to stop sharing occasional goodies with your pooch, as long as 90% to 95% of your dog's diet is healthy and well balanced.


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Paying attention to small details is what makes this pair of pants the perfect fit for little cuties. An adorable animal print lines the inner pocket sleeve, while a faux button-zip fly and elastic waistband make getting dressed one simple step.


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March 14, 2005
Statement of
Elaine Dezenski
Acting Assistant Secretary for Border and Transportation Security Policy and Planning
Thomas J. Walters
Assistant Commissioner for the Office of Training and Development
Customs and Border Protection
Border and Transportation Security Directorate
U.S. Department of Homeland Security
Senate Committee on the Judiciary
Subcommittee on Immigration, Border Security and Citizenship
Subcommittee on Terrorism, Technology and Homeland Security
"Strengthening Enforcement and Border Security: The 9/11 Commission Staff Report on Terrorist Travel"
March 14, 2005
Chairman Cornyn, Ranking Member Kennedy, Chairman Kyl, Ranking Member Feinstein, and distinguished Members, we are pleased to be here today to testify about the role of the Department of Homeland Security (DHS) in visa policy, improvements in the visa process, and training for border officers.
The 9/11 Commission reported that the visa issuance process was exploited to accomplish the September 11 attacks on the United States. The Commission recommended that the U.S. Government consider new approaches to combating vulnerabilities in the visa system.
The Secretary of DHS is vested exclusively with all authorities to issue regulations with respect to the Homeland Security Act of 2002 (the Act) and of all other immigration and nationality laws, relating to the functions of consular officers of the United States in connection with the granting or refusal of visas. Per the Act, DHS's responsibility for visa policy is exercised under the terms of a Memorandum of Understanding (MOU) between DHS and the Department of State (DOS) which was signed by Secretary Ridge and Secretary Powell on September 26, 2003.
The Border and Transportation Security (BTS) Directorate is responsible for overall visa policy at DHS. BTS has been working with DHS's Citizenship and Immigration Services (CIS) as well as the Departments of State and Justice to address United States' security interests in the visa issuance process to ensure that visas are issued only to those eligible consistent with applicable law. We have also worked to integrate visa issuance policy into the larger spectrum of programs designed to secure international air travel and U.S. ports of entry.
Visa Policy
We have worked closely with DOS on specific visa policy issues since the MOU was signed. Over the past months, DHS and DOS have made a tremendous effort to combat the perception that security measures implemented since September 11 have made it too difficult for legitimate travelers to come to the United States. DHS recognizes that travel facilitation for students, scientists, tourists, and business visitors to the United States is crucial to the vitality of our economy and society and spreading democratic ideals, furthering scientific development, and promoting the image of America overseas. Working with the DOS we have examined how we can change policies to facilitate travel at the same time increasing security.
Under the Homeland Security Act and the MOU and subject to certain exceptions, DHS establishes visa policy and has final authority over DOS-initiated visa guidance involving the following: alien admissibility and any applicable waivers; visa classification, and documentation; place of visa application; personal appearance/interviews; visa validity periods; and the Visa Waiver Program.
DHS and DOS have also focused on making appropriate changes to streamline the Security Advisory Opinion (SAO) process while maintaining the security benefits it provides. Working with the DHS's ICE Visa Security Unit (VSU), BTS is considering how to improve electronic transfers of information and whether imposing reasonable deadlines on other agencies to review the underlying visa application is appropriate. We are also considering creating an interagency process to review criteria used in the SAO process.
Visa Security Functions and Accomplishments
Section 428 of the Act assigns DHS very specific visa security functions. The Act authorizes DHS to assign officers to each diplomatic and consular post at which visas are issued, and to conduct specific functions at those posts, including:
? providing expert advice and training to consular officers regarding specific security threats relating to the adjudication of visa applications;
? reviewing visa applications; and
? conducting investigations with respect to consular matters under the jurisdiction of the Secretary.
In addition, the Act requires that on-site DHS personnel review all visa applications in Saudi Arabia. It also authorizes DHS to establish permanent positions at overseas diplomatic or consular posts to participate in the terrorist lookout committee operating at post, and vests the Secretary of Homeland Security "with all authorities to issue regulations with respect to, administer, and enforce the provisions of the [INA], and of all other immigration and nationality laws, relating to the functions of consular officers of the United States in connection with the granting or refusal of visas..."
BTS has made substantial progress in implementing Section 428. Among the organizational accomplishments, BTS has:
? developed a headquarters organizational structure and assigned functional responsibilities including procedures for in-depth vetting of subjects of interest identified through visa security activities;
? established visa security review procedures and built a database to track visa security review workload;
? developed an academy-based Visa Security Officers (VSO) pre-deployment training program;
? established and maintained visa security operations at two posts in Saudi Arabia, which review 100% of the applications in that country, obtaining program funds and selecting permanent VSO's; and
? evaluated and selected, with DOS Bureau of Consular Affairs, five overseas posts for the next expansion.
Consular Officer Training and Performance
Consular training encompasses both formal and informal training activities. DHS is currently developing a formal training program for consular officers in consultation with the U.S. Immigration and Customs Enforcement (ICE) Office of Training. Informal training occurs on a regular basis at the two Saudi posts and will continue to be a critical form of consular training as the Visa Security Program (VSP) expands. Informal training involves day-to-day interactions between VSOs and individual consular officers. The VSOs share their law enforcement expertise and immigration experience with the consular officers to guide their interviews and refine document review methods. Informal training also generates valuable input to VSU about the types of formal training consular officers may need.
With regard to the development of performance standards for DOS's use in evaluating consular officers, DHS views its role as an auditing function of DOS' own evaluation practices. VSU recognizes that its recommendation of performance standards as a basis for such an audit is dependent upon developing a sophisticated understanding of basic consular officer training, of how consular officers currently are evaluated, and of operating practices and skill sets at multiple posts. DHS intends to deploy additional VSOs to overseas posts and send VSU staff to DOS training, thereby enabling VSU to work with DOS to develop performance standards in FY2005.
VSP operations in Saudi Arabia, which began in October 2003, have yielded notable successes. The VSOs and consular officers have developed very cooperative and collaborative working relationships. The VSOs review all applications after the consular officers have completed their adjudication and made a decision whether to issue or deny the visa. In Fiscal Year 2004, DHS VSOs in Saudi Arabia reviewed approximately 21,000 visa applications. Additionally, the consular officers regularly ask the VSOs for assistance during the adjudication process, for example: to review an application, to clarify a question of immigration law, to review suspect documents, and to clarify or interpret derogatory information received about the applicant. In addition to ensuring rigorous scrutiny of visa applications, this practice provides an opportunity for on-the-job training of junior consular officers to enhance their skills in such areas as interview techniques, imposter detection, and fraudulent document identification. DHS officers also assist other law enforcement and intelligence entities at post in a range of areas, conduct liaison with host country officials, and initiate domestic investigations arising from visa security and investigative findings.
Security Advisory Opinion Process
In general, the SAO process provides an interagency review of visa applications selected based on defined risk criteria (established under various SAO category designations) or because they otherwise warrant further scrutiny (based on consular officer discretion). SAO processes are based on grounds of ineligibility found in the Immigration and Nationality Act, including those listed under Section 212(a) and 212(f). Three TDY DHS officers are assigned to the VSP at headquarters. These officers leverage DHS assets and assist in resolving problem cases. These officers investigate and recommend resolution on cases for which other interagency partners disagree.
Section 306 Cases
VSP also investigates visa applicants from State Sponsors of Terror (Cuba, Iran, Libya, North Korea, Sudan, Syria) to determine if they pose a threat to national security. The DHS-State MOU describes the role of each agency in handling Section 306 cases and the final "no-risk" determination under the Act is made by the Secretary of State
Visa Waiver Program
The Visa Waiver Program (VWP) enables citizens of certain countries to travel to the United States for tourism or business for ninety days or less without obtaining a visa. While the VWP encourages travel and trade with our allies, it also makes the program attractive to those wishing to avoid visa-security checks conducted at U.S. consulates abroad. To mitigate the vulnerability posed by the misuse of the VWP as of September 30, 2004, DHS began to enroll VWP applicants in US-VISIT. This step narrowed security gaps by providing biometric watchlist checks and identity verification for subsequent visits to the United States.
The Enhanced Border Security and Visa Reform Act (EBSA) of 2002 required that beginning on October 26, 2004, VWP countries each certify that they have a program in place to issue their nationals machine-readable passports that are tamper-resistant and incorporate biometric and document authentication identifiers that comply with International Civil Aviation Organization (ICAO) standards as a condition of continued participation in the VWP program. The law also required that visitors coming to the United States under the VWP present machine-readable, tamper-resistant passports that incorporate biometric and document authentication identifiers, if the passport is issued on or after October 26, 2004. Furthermore, DHS is required to install equipment and software at all ports of entry to allow biometric comparison and authentication of these passports. The Congress enacted a one-year extension of the deadline for both VWP travelers to use biometric passports and for the U.S. Government to install the equipment to read the passports. The new deadline is now October 26, 2005.
By law, DHS is required to review all participating countries periodically for continued participation in the VWP and report to Congress. Several countries (Slovenia, Belgium, Italy, Portugal, Uruguay, and Argentina) were reviewed by the legacy Immigration and Naturalization Service (INS), and two (Argentina (2002) and Uruguay (2003)) were removed from the program. DHS, in coordination with the Department of State, is finalizing the current reviews for the remainder of the countries. This is the first comprehensive review of the countries and will form the "baseline" for future reviews.
Prior to the terrorist attacks on September 11, Congress twice mandated the creation of an electronic entry-exit system. Following the events of September 11, Congress added the requirement that the entry-exit system focus on biometric technology as a means to verify the identity of foreign travelers. DHS established the US-VISIT program, and began implementing US-VISIT, as required, at 115 airports and 14 seaports of entry on January 5, 2004. In accordance with direction from the Secretary, biometric technology was incorporated into US-VISIT even though biometrics were not statutorily mandated by that date.
In addition to developing an integrated system that records the arrivals and departures of travelers and uses biometric technology to combat fraud, DHS is designing US-VISIT to: (1) provide information to U.S. Customs and Border Protection (CBP) Officers and DOS consular officers for decision making purposes; (2) reflect any pending or completed immigration applications or actions; (3) identify nonimmigrant overstays; and (4) provide accurate and timely data to appropriate enforcement authorities.
US-VISIT is a continuum of security measures that begins before individuals enter the United States and continues through their arrival and departure from the country. Enrolling travelers in US-VISIT using biometric identifiers allows the U.S. Government to:
? Conduct appropriate security checks: We conduct checks of visitors against appropriate lookout databases, including the TSDB, and selected criminal data available to consular officers and CBP Officers at the ports of entry, including biometric-based checks, to identify criminals, security threats, and immigration violators.
? Freeze identity of traveler: We biometrically enroll visitors in US-VISIT - freezing the identity of the traveler and tying that identity to the travel document presented.
? Match traveler identity and document: We biometrically match that identity and document, enabling the CBP Officer at the port of entry to determine whether the traveler complied with the terms of her/his previous admission and is using the same identity.
? Determine overstays: We will use collected information to determine whether individuals have overstayed the terms of their admission. This information will be used to determine whether an individual should be apprehended or whether the individual should be allowed to enter the U.S. upon her/his next visit.
With US-VISIT, DHS and DOS together have created a continuum of identity verification measures that begin overseas, when a traveler applies for a visa, and continues upon entry and exit from this country. The system securely stores biometric and biographic data and uses travel and identity documents to access that information for identity verification and watchlist checks. As mentioned, on September 30, 2004, we began enrolling nationals from Visa Waiver Program (VWP) countries in US-VISIT when they travel to the United States and on December 29, 2004, US-VISIT was rolled out to the 50 busiest land border ports of entry.
At designated U.S. border points of entry, certain visitors, as have been determined by regulation, are required to provide biometric data, biographic data, and/or other documentation. This data is checked against various databases, which US-VISIT has successfully integrated and which contain visa issuance information, terrorist (through the Terrorist Screening Database (TSDB)) and criminal watchlists, and immigration status information. That information allows a CBP Officer at the border to verify the identity of the traveler and check terrorist, criminal, and immigration violator watchlists. Since January 5, 2004, 20.5 million entries have been recorded through US-VISIT and 471 criminals and immigration violators have been denied entry based on biometric information.
Among the millions of travelers who arrive in the United States each year are nearly a million students and exchange visitors who come to attend school and to experience the American way of life. The former INS historically did very little to track them. Data on foreign students was not automated or centralized, and remained in paper form with the schools. INS had little idea whether those entering on student visas actually attended school or remained in status. Pursuant to Congressional requirements, the INS began developing automated tracking systems for students in the early 1980s. The first system developed was the Student/School system. Vulnerabilities identified in that system were corrected by the current Student and Exchange Visitor Information System (SEVIS) which became operational in 2003. It is fully functional at this time. It has enhanced homeland security by allowing real-time access to data on all foreign students and exchange visitors in the country. It has permitted DHS to ensure that only legitimate students are admitted, and to better track their entry and exit. SEVIS has had the corollary benefit of reducing visa application and immigration fraud. ICE has made some 560 arrests of foreigners who violated their student immigration status.
DHS has established a comprehensive training plan for our CBP Officers, Agriculture Specialists, and Border Patrol Agents. Carrying out the nation's homeland security mission requires a workforce with the necessary skills and proficiency to fight terrorist threats while effectively carrying out our traditional missions of interdicting drugs, intercepting illegal immigrants, and facilitating legitimate trade and travel.
New CBP Officer training
Since 9/11, we have developed an integrated curriculum for new CBP Officers. There are 3 specific components to the way new CBP Officers are trained: Pre-Academy, Academy Basic training at Glynco, GA, and post-Academy training conducted at the Ports of Entry (In-port training).
Before attending the Academy, trainees spend up to 30 days at their duty station undergoing both formal classroom and on-the-job training to provide them with a familiarity of their duties and the work environment. New officers now complete a 73-day training regimen which includes anti-terrorism, passenger processing, agriculture fundamentals, immigration, document examination, and customs cargo processing.
Another important addition to integrated CBP Officer basic training is our use of practical exercises throughout a trainee's 15 weeks at the Academy. In FY 2000, the Academy, in concert with the Federal Law Enforcement Training Center, established a full-sized, fully equipped model Port of Entry at the Federal Law Enforcement Training Center in Glynco, Georgia. Interviewing labs require trainees to practice observational skills and questioning skills, while applying their job knowledge of documentation requirements, immigration issues, customs exemptions, prohibited and restricted articles, and agricultural issues.
Trainees also receive 25 hours of formal instruction in Non Intrusive Inspection (NII) devices. In the automated information systems training, instruction has been expanded to 61 hours and stresses how the various systems used in CBP can help our anti-terrorism efforts. At the end of the training, students are graded in two practical exercises - one for the passenger-related systems and another for trade-related systems.
In-port training commences soon after the trainees return to their Ports of Entry. This portion of standardized training combines formal classroom and on-the-job training to develop the competencies required to successfully perform more complicated secondary functions.
Training for the Incumbent Workforce
CBP realized it needed to unify and integrate its existing operations and workforce. At the Ports of Entry, 18,000 inspectors came together from 3 different agencies. While new officers receive a wide range of intensive training during their first two years, the incumbent inspectors complete training based on operational priorities and workforce needs.
CBP has developed an immigration-focused curriculum called Unified Primary Cross Training as part of the training that CBP Officers need to have. Cross-training modules are being delivered at ports of entry all over the country. This training is being conducted by Field Training Officers from the CBP officer ranks with operational as well as training backgrounds. Incumbent CBP officers are expected to undergo cross training on an as-needed basis as determined by operational requirements prior to performing any new function.
Fraudulent Document Training
One of the specific areas addressed in the 9/11 Commission Report was fraudulent documents training. Under our new curriculum, our basic trainees receive 16 hours in fraudulent document training at the Academy that culminates with a graded practical exercise during which trainees examine characteristics of unique documents and determine if the documents are genuine, counterfeit or altered. The course highlights fraud indicators that may be present in evaluating any document for authenticity. Security features of U.S. entry documents and imposter detection are emphasized as well. Trainees that fail to successfully complete the course are removed from training. All instructors teaching this course have received training from the Forensic Document Lab.
In early 2004 CBP, working with the Forensic Document Lab (FDL) in McLean, Virginia, developed and presented an 8-hour fraud document class at all Ports of Entry. We currently have several FDL trained officers in every major field office within CBP.
FDL teaches a 3-day intensive train the trainer session for the Offices of Field Operations and Border Patrol on fraudulent document detection. The FDL assist s our frontline officers with any forensic document analysis, provides training, and issues intelligence alerts about current fraudulent document trends as needed, and does so on a recurring basis. The FDL also created a Pocket guide reference to Document Security Features and Printing Techniques that we sent to all frontline officers. CBP constantly changes training in the field as new information is discovered.
Anti-terrorism training
CBP developed a Counter-Terrorism Response (CTR) protocol and training to address questioning and detaining possible terrorist subjects. CBP also has a Detecting Deception and Eliciting Reponses (DDER) Course which is advanced training in non-coercive interviewing techniques and includes a day of classroom lectures on such topics as Behavioral Analysis and Interviewing Strategies, followed by 2 days of CBP specific "role playing" exercises. The primary focus of the DDER course is to enhance the CBP Officers' questioning skills and to build upon the officers' arsenal of interviewing techniques while confronting potential terrorists.
We have made much progress to deny terrorists the ability to travel freely into the U.S., identify potential people smugglers, and constrain the mobility of known and suspected terrorists. In addition to the initiatives described above, we are working aggressively with our international partners to improve standards for travel documents, enhance aviation safety and port security, and speed the exchange of terrorist identifying information. DHS understands that we must engage in a global effort each day, through collaboration, information sharing and ongoing dialogue to bring the weight of our collective law enforcement and intelligence capabilities to bear against those who seek to do us harm.
We would be happy to answer any questions you have at this time.


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'The Wolverine' Rages in Two New Posters and Eight New Pics!
Are you ready for a 'Wolverine' extravaganza? Today's the day the mean mutant unsheathes his claws in a big way; we've got two new 'Wolverine' posters for the Hugh Jackman-starring superhero film, as well as eight new 'Wolverine' pics. Slash through the break to see them all!


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Doyle Leads NYAC Effort |
Clubs - Top Club Leagues |
But many will say it all comes down to the engine room. Brian Doyle, long a central figure in NYAC's best performances, is having probably his best season. He is excellent in the lineout, tough around the pitch, and a pusher in the scrum. "We're doing well," Doyle told RUGBYMag.com. "We've formed a core group of guys who work together well and have all gotten better. I just think we're clicking," Doyle observed that most rugby clubs struggle with a mix of game experience and athleticism. "You are in a lot of situations where the players are either good athletes, or good rugby players," he said. "It's tough to get a lot of guys who are both. This team has a lot of guys who are athletic and are rugby players, too." Doyle spend some time in Australia, and said that game experience was crucial for him. "We played 22 games, twice against every opponent," he said. "We don't do that here in the Super League. It would be great to get that type of experience at this level. But one season there is like three in the Super League." So it has taken some time for everyone to come together at NYAC – especially after an off year last season. "Now in the forwards we all know, everyone has a job to do," he said. "We know we've got a pack full of good, tough players, and we're going to win some ball. I just feel we've got talent, and we're clicking right now." |


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Original a member of the Phantom Lord Guild group Element 4. She later joined the Fairy Tail guild due to developing a crush on Gray Fullbuster.
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Teacher Leadership Subscribe to RSS
Student-Centered Learning Strategies for Math and Other Subjects
February 18, 2011 | Paul BogdanEditor's Note: Paul Bogdan was once an old-fashioned lecturing teacher centered secondary math teacher who left teaching for 14 years to build computer systems. He has come back and is reborn as a student-centered teacher trying to make a difference and trying to figure out what works in today's classroom.
Have you ever taught a lesson and then gave a quiz only to find that very few students have a clue about what you were teaching? What can we do about students who aren't getting it? How can we help the students learn rather than try to teach them? I'm thankful for the opportunity to share some of my ideas and can't wait to hear what you think. Please share your thoughts in the comments section below.
Strategy One: Write detailed lesson plans and give them to the students to execute
In the past I never understood the point of writing lesson plans. I knew my subject matter thoroughly and completely. I felt that all I needed to do was stand up in front of the class and impart my knowledge; and I expected the students to soak it up. Now, I write very detailed lesson plans, but I write them for and give them to the students.
The following is a lesson plan that I give to the students to execute. It covers one section of the Geometry textbook (high school).
Project 2C (Classwork) Congruence and Triangles (4.2) (Page 202)
1. Three vocabulary. Corresponding Angles, Corresponding Sides, Triangle Congruence Statement Write and learn the definitions, include examples, underline, highlight, or change the color of the term. Learn and understand them.
A triangle congruence statement names the two triangles congruent with corresponding angles in corresponding positions in the triangle name. For example: When you write ?ABC??PQR you also mean that ?A??P,?B??Q, and ?C??R. If this is not true, then the congruence statement is false.
Note: Congruent is the same as equal except in math only figures are congruent and only numbers are equal (previously covered).
2. DFU Example: 1. Naming Congruent Pairs (DFU means Done For You.) Copy the question. Copy or write the solution in your own words. Include what you think is important when the instructions are to completely show your work. Be sure to learn what you are doing.
3. UDO Example: Page 205 Guided Practice #1 (UDO means You Do.) This is very similar to DFU Example 1. You must write the question and completely show your work.
Note: When working with congruent figures it helps a lot to draw them both facing the same way. Sometimes you only need to rotate one of them, but sometimes you need to flip one of them over and rotate it. This makes it easy to see corresponding sides and angles. It is easy to do and always makes the problem easier; it often changes a difficult problem into an easy one.
4. DFU Example: 2 (a, b). Using Properties of Congruent Figures
5. UDO Example: Page 205 Guided Practice #4 - 9
6. One theorem. Theorem 4.3 Third Angle Theorem
7. DFU Example: 3. Using the Third Angle Theorem
8. UDO Example: Page 809 Guided Practice #11
9. DFU Example: 4. Determining Whether Triangles are Congruent
10. UDO Example: Page 206 Guided Practice #17
11. DFU Example: 5. Proving Two Triangles are Congruent
12. UDO Example: Page 208 Guided Practice #35
13. One theorem. Theorem 4.4 Properties of Congruent Triangles
The plan guides the students to learn vocabulary, copy and learn examples, and do examples on their own. They need help at first, but soon learn how to teach themselves. Their work is collaborative; they rely on each other for help. They rely on me too, often asking questions. The book weaves the vocabulary into the examples. The book is very thorough, covering all aspects of the standards with very creative examples. Mostly I do one-on-one instruction. My role in the classroom has changed from "imparter of knowledge," to "facilitator of learning." The student centered lesson frees me up to roam about the room and become a resource for explaining, demonstrating, and clarifying precisely those areas each student needs. The students now ask me, instead of me demanding they "listen and learn." When several students are not getting it however, or are making the same mistakes, I will interrupt the class as a whole to explain something of general interest. Those students who want to learn the material excel using this method. It's all about motivation.
Strategy Two: Teach good note-taking skills
Besides learning subject matter, it is essential for students to be taught how to learn. Specific techniques for old fashion note taking are essential. Most textbooks (especially in Science and Social Studies) have pages of narrative followed by questions. Have the student write p1pa1 in the left margin of their paper. This means, page 1 paragraph 1. The student reads the paragraph, writes a short something, and then writes p1pa2. They read, they write, they read, they write, and so forth, until they get to the questions. The students will be surprised at how easily they are able to answer the questions. The answers will be in their notes or direct them to a page and paragraph. This frees you from teaching knowledge based lessons and prepares the students for high level comprehension activities.
The product of the math lesson in Strategy One is notes for the section.
Strategy Three: Keep students motivated
The student-centered style is quite motivating for some students. The students I'm talking about seem to be surprised that they can learn this way, and each day fuels the next. For some it happens right away; others may take a month to six weeks to get hooked on the power of student-centered learning. I try to be a model of a lifelong learner, sharing my interest in puzzles, toys, mazes, kites, geometric art, and anything academic. We build geometric figures with straws for extra credit. I try to make it as fun as I can.
Some students are not highly motivated and tend toward procrastination and socializing rather than doing schoolwork and homework. I would not be honest if I didn't admit that there are some students who refuse to do the work and are way behind schedule. However, the student-centered style leaves these students nowhere to hide. You know who you need help with and who is in danger of failing very early on.
Strategy Four: Make tests a real-time learning experience
Unfortunately, many students are not motivated to learn until there is a test in front of them. All of a sudden they have questions. I capitalize on this opportunity as a learning experience. I let them use the book and I am glad to answer questions during the test. When I correct the test I put small red dots next to the problems they get wrong. I return it to the student to make corrections. Besides being a highly motivating learning experience, it is an opportunity for the student to assess for themselves how much they have learned thus far. They may decide to intensify their work habits. Again, this is another opportunity for creating lifelong learners.
Strategy Five: Grade for learning
It has been argued that the grades in my class are too high. I believe however, that the classroom setting is the place for learning, not a place for pronouncements of success or failure. Standardized Tests are sufficiently appropriate venues for assessing Subject Mastery. Classrooms are for learning. It is my continued belief and experience that both Subject Mastery and Self Motivational Learning are the keys to success. When we, as Educators, are willing to give the Power and Responsibility for learning back to the student, we will have succeeded. Student Centered Learning is our future.
A secondary math teacher, Paul Bogdan has over 10 years of experience in the classroom, as well as 8 years in the field of computer systems design. He has a BA in Mathematics and a MA in Multidisciplinary Studies. He grew up in Buffalo New York, and has taught in NY, California, and recently got a credential to teach in Oregon.
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I've been teaching math for
I've been teaching math for 10 years, but I'm beginning to re-think my classroom strategies to see if I can be more effective with a more student-centered approach, or a standards-based learning approach.
In my teaching, the "why" and the theory are very important to the way I explain math to my students. I have consistently received very high reviews from students over the past ten years for "explaining well" so that they understand how all of the topics are connected and WHY the mathematical concepts are true, and how they relate to the real world. This is especially important in AP Calculus, because the AP exam is very conceptual in nature.
But I have one major concern with the methods described in the blog. When I read the lesson-plan idea above, my general impression was a math classroom with the goal of students learning to solve each type of problem by following various examples. If they follow along with enough examples (working through them independently) then they will learn how to solve all the problems. Unfortunately, I don't see my primary goal as a math teacher to get my students to just "follow examples." While that's a large part of teaching math, it's more important to me that my students understand WHY they solve a problem a particular way, and a different problem another way. The theory and the "why" behind everything are not usually well-explained in a textbook, and I find that explaining it directly to my students has made a big difference in my students' level of understanding. I know it works because my students score well on the AP exam, too.
For example, I can't rely on students following the textbook to really learn what a derivative is and how it's a slope formula and how it's connected to rates. The book breaks everything down in little pieces, and most math books do. I find that most textbooks lack a "big picture" component when explaining concepts. For example, even an Algebra I textbook will have solving linear equations in a completely different chapter than graphing a linear function. All things linear, however, are connected, and if the concepts are explained together, the students get a much clearer picture of one of the purposes of mathematics, which is to model and quantify the world that we observe!
I've even thought about the podcast type of teaching, so that I can free up classroom time to answer questions, but when I teach math, I rely a lot on interaction with my "audience" to see if they really understand WHY each concept is true. I don't know if I can accomplish this in a podcast without a constant "conversation" with my students.
Also, is it possible to implement a standards-based or more student-centered classroom in a school that is NOT following that plan as a whole?
Any suggestions? How can I have a more student-centered classroom (45 minute periods) which also emphasizes theory and "big picture" perspectives of the subject matter? :)
Hi, After 17 yrs of doing
After 17 yrs of doing student centered half way, four weeks ago I went to all student centered classroom. I have been through what you talked about, what everyone commenting before me has talked about. I have a very supportive administration that is a key factor in continuing. Here is my blog about it if you are interested. http://padgets.blogspot.com/
Thank you for your post. It further inspires me to continue to do what I am currently doing.
Former High School Standards Based Mathematics Teacher
I applaud all of your efforts to place the focus on student learning. Teaching was a 2nd career for me and during the certification process I quickly noticed that the teachers were teaching BUT their students were NOT learning. In order to complete my student teaching phase successfully I had to mimic their expectations but swore to myself that when I got my own classroom I would NOT be the sage on the stage.
This was very difficult in the initial years as the expectation was for every teacher to be on almost the same page of the textbook at the same time. The textbook was my other issue as during certification it was pounded into us by the professors that the textbook is just a resource and NOT the curriculum.
However, in my first two schools in different states it WAS the curriculum. In the past several years I discovered the Adams50 school district online and its effort to go completely Standards Based. They have levels instead of grades and students progress as they master each level. This is the link for the SBE website: http://www.sbsadams50.org/content/ The details can be found in the Capacity Matrices which are accessed from their Wiki: http://wiki.adams50.org/mediawiki/index.php/Main_Page
This resource and others gave me the impetus to implement a Standards Based Algebra 1 classroom. It involved a lot of work and took some time and effort to change the students' "Just give us the worksheet." attitude that they had experienced before my class. It was well worth the pain, as much on their part as mine, as the students came around to accept all of my questions regarding their understanding and were happily surprised as to how much they were actually learning.
Sharon, you put wind beneath my wings.
The main reason I developed my system is that I saw what a useless waste of time lectures are (I bet you did the same.). My solution was to almost eliminate them. Podcasts! What a great idea. I think that most students can learn a concept from a DFU example by following it and paraphrasing it from the book, and this is the least time consuming for them. But, those that can't or when the DFU lets them down or if they enjoy it more, they can view a podcast. I will hit more learning modalities, especially auditory. I'm excited to get this started. I think YouTube videos may also work. I think I will start with videos for the DFUs that are most challenging. Vi Hart has an excellent site with some very cool videos. Mobius Story: Wind and Mr. Ug is incredible.
I looked at MOODLE briefly and it looks very useful and has a lot of features that can be used in many ways. I'm sure I will use it. My grading system (right now) is 25% for classwork/homework, 25% for quizzes, and 50% for tests. Each section in the book has one classwork project (see my blog) and one homework project (a list of questions from the book). I am going to change their names to learning project and work project (work project was going to be practice project but the abbreviation is gross). This is because most of this work is done in the classroom (like you implied it is in your classroom). The quizzes and tests are from the book publisher. The student takes a quiz or test when they complete the sections' work. Quizzes are every two or three sections. Tests are at chapter's end. A student who is way behind can opt to do either the classworks or the homeworks and their grade will suffer only about 12.5% (if they really apply themselves and learn the material and ace the quizzes and tests). I care mostly that the maximum amount of learning takes place, not that the grade reflects how much math they know. My high school only has 100 students. I am, of course, the only math teacher. This is my first year and my system was quite a shock to the school and the community.
Thank you so much for your ideas. We are experiencing the same things. As you say: we have time to teach one on one, the procrastinators have no place to hide, and the kids who are motivated are learning much more.
Have you tried Podcasting?
I am currently converting my Geometry and Algebra II classes to podcasted courses. Instead of lecture in class, answer what questions you have time for, and expect students to do homework and learn at home. I expect students to watch podcasts at home, via computers or DVDs. Podcasts have imbedded DFU examples and UDO problems where they are to pause and try the problems. I expect notes taken from podcasts.
Class time is for what used to be homework. I get so much time to help students in class. Students are working at various paces. They don't have to catch the lecture when I do it, they catch it after they have finished the work that leads up to it. You can't hide in a podcasted class.
Do I have procrastinators - yes. But my school is supporting me in the decision to award credit based on what students have accomplished. Students didn't believe me until I awarded 1/4 credit for the semester, and that modivated students. We are looking into a system that allows the grade to be attached to a working below, at, or above one years annual growth pace.
I am using MOODLE to test. It's OK, I still am on the learning curve on how to get it to work best for me. It allows testing to come from a question bank. I need to improve the quality of the questions and I do have a few students who just cannot understand why you would work out the problem since there are solutions given in multiple choice questions. I haven't worked out how to write the calculated questions yet. Moodle does allow feedback and I have many students that will be able to ask "what did I do wrong". It doesn't give partial credit, but I still do, IF students place their work on paper and hand it too me or ask questions after that show me their though process.
My grades are better. In Algebra II my average grade is B+ in a math class! Before grades were simply a reflection of whether students could work at or above a specific pace. Now they are based on mastering the material.
I have great support for what I am doing from my administration. Most parents are positive about the experience, they aren't being asked to help their child finish homework they don't understand. They know there will be time in class for me to do that help.
I'm currently trying to adjust my grading system, but still haven't figured out how to show two components. I think the grade should be for the learning and mastering, but we also want a way to warn students and parents if a student is working below one years growth level and may not recieve a full credit for one year in class (or allowing more than one full credit.
Do you have any suggestions?
Very cool, Joanne
I think you will find that the motivated students will begin to enjoy learning math like they never did before. I am surprised at how quickly they cover the material and how completely they learn it. They go at a pace that I could never keep as a teacher-centered, lecture-based teacher. The challenges are the other ones.
Perfect timing! I am in the
Perfect timing! I am in the process of changing the learning environment in my geometry classroom. This past week I wrote a lesson for angle pair relationships using the TI-Nspire and had the students work in groups. Many students grumbled, they did not know what to do, they just wanted me to "give them" the notes. It was a struggle for me as I tried to move from group to group convincing them they could follow the directions, work together and get through the activity. I resisted the urge to go back to what I know how to do . . . have 35 bored students (and 34 in the next class) listen as I tell them the theorems and show them how to use it in a proof or to write an equation. We had class discussions (pep-talk) at the beginning of class each day this week and many students began to feel more comfortable as I explained I would not use assessments as a punishment. I worked very hard convincing them I am most interested in their learning, by the end of the week I have more students on board. I have to remember I am undoing all the students have experienced in math learning and it is going to take time.
I am convinced that students must do the math to learn the math! I am getting off the curriculum hamster wheel and spending my time and energy creating a classroom where students are engaged and want to learn geometry. Thank you for your strategies, they are exactly what I need to help me to keep working at changing.


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New candidate for Florida State Song is chosen listen
01/11/08 Seán KinaneWMNF Drive-Time News Friday | Listen to this entire show:
Florida's state song, Old Folks at Home, better known as (Way Down Upon the) Suwannee River, contains lyrics that many people consider racist so a campaign to pick a new state song was undertaken. The winning candidate was unveiled today.
The King High School chorus performed one version of the song, Florida - Where the Sawgrass Meets the Sky today at the Tampa Convention Center during a meeting of the Florida Music Educators' Association. The song received the most Internet votes among the three finalists chosen by Just Sing, Florida!
Sen. Tony Hill from Jacksonville is the Minority Lead Whip in the Florida Senate. Hill, who wore an Obama for President pin, has been a leader in the effort to select a new state song.
Tampa Democratic Senator Arthenia Joyner agrees that the derogatory lyrics to Stephen Foster's tune make it inappropriate to be Florida's State Song.
In addition to the version sung by the King High School chorus, two other versions of Florida -- Where the Sawgrass Meets the Sky were played, including one by Will Gere from the King High School chorus, who accompanied himself on guitar.
Joyner said she thinks that the Florida Legislature will make Florida – Where the Sawgrass Meets the Sky the new state song.
The song's author, Pompano Beach music teacher Jan Hinton, said she was born in England and has lived in Florida for 12 years.
People who want to keep Old Folks at Home as the state's song say its mention of the Suwannee River may make people more inclined to protect that fragile waterway. WMNF asked Senator Hill for his reaction to those concerns.
"I can see if you said it was on the radio every day. Nobody plays that song. When was the last time you heard it played? … I've been to environmental group meetings – I've never heard that song played. So the correlation, I don't see it. I just don't see it.â€
Photo credit: Seán Kinane / WMNF
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This item was sold on February 22nd, 2012
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Six White Shabby Chic Flowers
This beautiful flower measures 6cm wide and features beautiful white chiffon. The flower is made of a delicate and soft chiffon fabric. It comes on a mesh trim, which means this will require some trimming depending on your use.
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The U.S. Presidential election may provide a psychological boost – or at least some degree of certainty about the future – for investors in November, but any fundamental changes to U.S. economic policy won't take place until next January. Meanwhile, the majority of economists don't expect the Euro-zone to get its collective economic act together until 2013 at the earliest. So it appears the uncertainty that fueled market volatility in 2011 will likely be with us for the bulk of 2012. You should talk to your Financial Advisor about what worked and what didn't in terms of your investments so that together you can make an informed plan for this year.
Related Information Wealth Management Insights - Current Issue Print Friendly Version


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Nongsa Point Marina & Resort
Travel Blogs from Batam
Limit one per trip?
I had two objectives in pekanbaru.
One, to find a kris manufacturer and to pick his brains. After at least a dozen enquiries I conclude there; is very little english spoken in town; kris now means any sort of knife; and there is no craftsman in town. And not any local interest either. Even the blacksmith I found uses oxy acetalyn to ...
What is this?
I have a push button on one of the trees at my guest house.
I saw the security patrol push it. I think it is something that proves that they actually made their rounds out to this location.
Funny thing is - I don't see it connected to anything. Maybe it ...
Trip into the city to shop
An ex-coworker needed to go find some computer equipment. Since he was going into town, I decided to join him for a change in scenery.
The flower displays/signs are to announce parties (weddings, birthdays, graduations, etc). It was the first time I saw them in this part of indonesia.
The malls aren't much different than ...
Frisbee Football
One of my old co-workers works here now. He invited us to the normal Friday night game of frisbee football. Apparently most of the expat families meet at the international school every Friday. Then the guys play frisbee while the women talk and the kids play.
Hard to believe I ran around for over an hour. And the next day, I was SORE!!!
But the payoff - they had real pizza delivered. Much better than the food I was getting to eat.
This was my first time landing in Sumatra island :D I stayed 3 days in riau, this city also called as durian city because we can find durian everywhere. We got trapped in the middle of palm oil jungle :D we found 5 star hotel :D the hotel facilities were so great, it had the golf park / resort and the water park.
On 1st day it was raining so we just happy to stay in the hotel. I cant tell you ...


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Pairing a classic bridge design with bold new touches, this Purist kitchen faucet combines distinctive modern style and easy-to-use features. The high-arch spout provides 10 inches of clearance and rotates 360 degrees, making way for your largest pots and pans. Extended lever handles offer plenty of grip area.
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• Faucet Parts Interactive DiagramHave a question or concern about this product? If you don't find your answer,
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Call 1-800-4KOHLER (1-800-456-4537) or send us a question or request.
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Preeclampsia often provokes feelings of great loss, despair or confusion. In some cases, it is a traumatic event that leads to enormous emotional, economic or physical burdens. Fortunately, this website provides a place of learning and healing among the growing community of people who share an experience with preeclampsia.
Here you will find the face of preeclampsia and the many personal accounts of both survival and tragedy. Feel free to read and comment on their stories, view their photos, and take the opportunity to connect with them to share your story. Many people have found helpful support through this community. We hope you will too.
Please consider sending us your story for inclusion on this page.
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Thane Maynard, director of the Cincinnati Zoo and Botanical Garden, provides first-hand connections to the world of ecology and conservation by speaking with experts all around the world.
Dr. Joshua Miller from the University of Cincinnati's Department of Geology joins Thane Maynard to discuss his work collecting and researching fossils and other historical fragments to better understand the population and geographic movements of earlier cultures. He has traveled to the Arctic National Wildlife Refuge (AK), Yellowstone National Park (WY), Denali National Park (AK), Isle Royale National Park (MI), the Wind River Mountains (WY), and Amboseli National Park (Kenya) to seek out information on the movements and ecological challenges faced by early man.
Do you know the tremendous variety of critters and fauna that you can find in and around Cincinnati? It's probably more than you imagine, so Thane Maynard's guest, author Lynne Bachleda, is here to help with her new book Wild Cincinnati: Animals, Reptiles, Insects and Plants to Watch Out for at Home, at the Park and in the Woods.
Even as winter sets in, that's no reason not to get outside for some fresh air and exercise. Joining Thane Maynard this weekend is Tammy York, author of 60 Hikes Within 60 Miles: Cincinnati: Including Clifton Gorge, Southeast Indiana, and Northern Kentucky. As they discuss, hiking in the winter offers a different look at the trails and paths you normally hike in the summer.
Emmy-nominated filmmaker Tony Gerber joins Thane Maynard to discuss his film Snow Leopard of Afghanistan, which kicks off the National Geographic WILD channel's Big Cat Week on Sunday, December 9 at 8:00 pm. Gerber followed big cat expert Boone Smith and a team of conservationists into war-torn Afghanistan in search of the snow leopard in order to help preserve the species.
Ellen LaConte is a busy woman: acting director of the EarthWalk Alliance, contributing editor to Green Horizon Magazine and The Ecozoic Reader, publisher of the online newsletter Starting Point, and author of the new book Life Rules: Nature's Blueprint for Surviving Economic and Environmental Collapse. She provides a holistic approach to the many challenges facing our world and she is Thane Maynard's guest this week.


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Selis S Suspension
Designed by R. Toso & N. Massari & Associates read more...
Selis S suspension features curved satin white or satin amber glass diffuser. Finish available in polished chrome. Available in a suspension and wall/ceiling mount version. One 200 watt, 120 volt, T3 Long RSC base halogen lamp not included. General light distribution. c/UL listed. Made in Italy. Stem available in 23.5 and 31.5 lengths. 17.75 inch square x 6 inch heigh.
Dimensions: 17.75"L x 23.5"H x 17.75"W |
Lamp Source: Halogen |
Bulb: 1 x T3LONG/RSC/300W/120V Halogen Bulb not included |
Dimmer: Incandescent |
About Leucos
Founded in 1962, Leucos resulted from a masterful merge of rising design enthusiasm in the 1960s and the most refined traditions of handcrafted Murano glass. An artistic combination of Old World glass techniques and modern engineering, Leucos has become a renowned leader of contemporary glass lighting designs. Leucos has progressed alongside the evolution of design, exploring new techniques of glass manufacturing and developing light through constant engineering innovations.


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**Please be aware, if you are donating in a different currency than the US dollar, your bank may charge extra to convert the funds!
Make a Single Contribution Using Paypal
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RescueChristians.org: On the ground individuals providing safe-housing, food, and in the most extreme cases – rescue missions – to persecuted Christians in Pakistan.
Your purchase and/or donation will be handled by: FFMU. FFMU is the 501c3 that provides the financial support for RescueChristians.org and 100% of the funds donated to RescueChristians.org will be used for that purpose.
What makes Rescue Christians different from most others?
Most organizations have a mission for alleviating Christian persecution by predominantly focusing on providing Bibles, evangelizing non-Christians and sending representatives around the world to inform others about persecution.
We are unique from most others in that we focus ALL our efforts on actually saving Christians from being liquidated.


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Officials are investigating a suicide that took place at Naval Base Ventura County, Port Hueneme on Saturday morning, a base spokeswoman said.
Naval Criminal Investigative Services were called about 7 a.m. when a 73-year-old Army retiree shot himself to death in the main commons area inside the Sunkist gate entrance, said Kimberly Gearhart, public affairs officer.
The gate was the only one open on weekends, and the man drove in and parked his car near the Navy Exchange and the commissary area of the base, Gearhart said. He stepped out of his car and shot himself.
The gate was closed between 7 a.m. and 1 p.m., and traffic was diverted to a different gate, Gearhart said.
No one else was hurt, but several people witnessed the event, Gearhart said.
The cause of death is thought to be a self-inflicted gunshot wound, Gearhart said.