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19 results for "stanford"
2012 NFL Mock Draft - Breaking down the first-round scenariosTodd McShay
Todd McShay's latest mock draft breaks down the possible scenarios for all 32 picks in the first round of the 2012 NFL draft.Story | Conversation | April 11, 2012
2012 NFL Mock Draft - Projecting the first two roundsTodd McShay
Todd McShay's latest draft projection covers the first two rounds, including some quarterback intrigue and a handful of players breaking into Round 1.Story | Conversation | March 28, 2012
2012 NFL Mock Draft - Defenders balance out the top 10 in Todd Mc...Todd McShay
Todd McShay offers up his updated first-round projection for the 2012 NFL draft, which includes three offensive players at the top and plenty of quality pass-rushers moving up the board.Story | Conversation | February 02, 2012
College Football: Denard Robinson, Taylor Martinez, Ray Graham an...Bruce Feldman
Bruce Feldman looks at the 10 biggest developments -- i.e. stories -- in college football through five weeks. Chief among them: the UNC mess, the re-ordered Pac-10 and the rise of Denard Robinson and Taylor Martinez.Blog | Conversation | October 06, 2010
Todd McShay: Stanford Cardinal two-way threat Owen Marecic stands...Todd McShay
Todd McShay offers up his stock report after Week 4 of the college football season, including good news for a pair of big-name wideouts and problems for a pair of offensive line units.Story | Conversation | September 27, 2010
2011 NFL draft: Comparing this year's position groups to 2010.Steve Muench
Scouts Inc.'s Steve Muench compares the 2011 draft class to the 2010 group and says things are looking up for NFL teams needing quarterbacks.Blog | Conversation | August 16, 2010
Mark Schlabach: Post-spring Top 25Mark Schlabach
With spring practices over across the country, it's time to take a look at the revised way-too-early 2010 Top 25.Story | Conversation | May 03, 2010
2003 USC Trojans and 2002 Ohio State Buckeyes are among the best ...Bruce Feldman
Bruce Feldman checks in to the college football page on ESPN.com's "Best of the Decade" week with a unique swirl: the best recruiting classes of the decade. Man, it's a shame Pete Carroll is coaching on Sundays now, ain't it?Blog | Conversation | January 20, 2010
NFL draft 2010 -- Mel Kiper: Mel Kiper's top 5 senior prospects b...Mel Kiper Jr.
Mel Kiper's top 5 senior prospects, by position, for Jan. 13. Big news here: Christian Anthony of Grambling moves to No. 5 among DEs, becoming the fourth small-school prospect to appear on this list.Story | Conversation | January 13, 2010
Mark Schlabach: Way-too-early 2010 Top 25Mark Schlabach
Mark Schlabach is pegging Alabama as the nation's top 2010 team in his Way-Too-Early Top 25.Story | Conversation | January 08, 2010
NFL Draft 2010 - Mel Kiper: Mel Kiper's top 5 senior prospects by...Mel Kiper Jr.
Mel Kiper rolls out his top five seniors by position as of Jan. 6. Big news: Small-school guys, such as Tony Washington of Abilene Christian and Vladimir Ducasse of UMass (both offensive linemen), have started to show up here.Story | Conversation | January 06, 2010
NFL Draft 2010 - Mel Kiper: Mel Kiper's top 5 senior prospects by...Mel Kiper Jr.
Mel Kiper ranks seniors at every position -- QB, OLB, OT, P, etc. -- on Dec. 31, 2009, as we shift toward New Year's Day bowls.Story | Conversation | December 31, 2009
NFL Draft 2010 - Mel Kiper: Mel Kiper's top 5 senior prospects by...Mel Kiper Jr.
Mel Kiper ranks seniors at every position -- QB, OLB, OT, P, etc. -- on Dec. 22, 2009, as we shift from early bowls toward New Year's Day bowls.Story | Conversation | December 23, 2009
NFL Draft 2010 - Mel Kiper: Mel Kiper's top 5 senior prospects by...Mel Kiper Jr.
Mel Kiper ranks seniors at every position -- QB, OLB, OT, P, etc. -- on December 16, 2009, three days before 2009-2010 Bowl Mania commences.Story | Conversation | December 16, 2009
College Football -- Bruce Feldman: The most important 2010 NFL dr...Bruce Feldman
Bruce Feldman looks at five of the most important decisions upcoming regarding the 2010 NFL draft: Rolando McClain, Aaron Hernandez, Derrick Morgan and more. Plus: junior college recruiting news and a new QB for Oklahoma (maybe).Blog | Conversation | December 15, 2009
College Football - Bruce Feldman: Brian Kelly seems like a slam d...Bruce Feldman
Bruce Feldman opens up the mailbag on December 11, 2009. Topics: Brian Kelly at ND; Suh's NFL prospects; Charlie Strong at Louisville; the three most interesting bowl games; ESPN Films' "The U," Les Miles turning the LSU ship around and more.Blog | Conversation | December 11, 2009


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Posted by Laura on Apr 22,2011
I hope many of you got to see my shows on QVC. Hopefully you didn't notice I was feeling off. I wasn't feeling very well during the shows and each morning wondered if I would be OK to go on air. Luckily, I pulled off the shows and headed back home to NYC where I was scheduled for a photo shoot. Well, fate didn't stick with me. The cat got my tongue shortly after I returned home! I lost most of my voice and had to do a photo shoot where talking was required. The producer couldn't reschedule so Johnny and I went to the shoot together and Johnny was my surrogate voice – he literally took the words right out of my mouth. It was hilarious! On occasion I could muster up some words and when I didn't sound like a horse I probably sounded like a mouse! Good thing I type this blog and don't record it. :)
On another note, it is with such great acclaim to tell you that I am being honored by the non-profit organization, City of Hope. As a female entrepreneur, mother and daughter, I feel that it is so important for us women to stick together, which is why I have worked so hard to make my brand both beautiful and meaningful to all women. Words cannot express how truly honored I am to receive this award from City of Hope's East End Chapter. I spend a great deal of my day thinking about how to bring beauty into your lives. It's a part of my DNA to support you with ALL the challenges you face and I have been blessed by you with the ability to affiliate my brand with several charitable organizations including the CEW Cancer and Careers program. $1 from the sale of each i-Care Eyeliner Duo is donated to the organization which is dedicated to changing the face of cancer in the workplace by providing resources and support for employees with cancer and their employers, healthcare providers, coworkers and caregivers. Since inception in 2010, we have contributed over $200,000 to this program. Before this our renowned brow marker allowed us to contribute over $400K to Joan's Legacy: The Joan Scarangello Foundation to Conquer Lung Cancer.
I am so honored and humbled to be able to give back in this way and consider myself to be one of the luckiest women in the world. I have all of you to thank for this. Without your support and dedicated passion, I wouldn't be where I am today. Thank you so much and I love each and every one of you.
Love always,
Posted by Laura on Apr 07,2011
I've been quite a busy bee these past few weeks. I recently took some time to visit a few dear friends of mine in Miami that I haven't seen in quite a while. It felt good being able to spend some quality time with them, especially since I am not able to do so as often as I would like.
With Spring already here, I was very excited to invite a few blogger friends of mine to my studio in NYC and share with them some newly launched items. Here are some photos from this wonderful event:
As many of you know, QVC recently held their 24 hour Beauty Day. Boy, did I have a great time. Not only did I get to bring to you some of your favorite items but I also had the chance to talk to some of you on air and on Facebook and Twitter as well. I hope many of you find my new Ethereal Spackle Skin Brightening Primer as wonderful as my other primers. It has the same benefits as my original Spackle Under Makeup Primer but is also infused with licorice root to help brighten your complexion. A great tip for you: If you apply my Ethereal Spackle Skin Brightening Primer at night, not only does it help lock in moisture but the licorice root extract helps lighten age spots! Give it a try and be sure to let me know what you think.
Speak to you soon.
Posted by Laura on Mar 14,2011
The past few weeks have been filled with much excitement. From the QVC Red Carpet Buzz to Disneyland in L.A. to a CEW-held event, and a Spark & Hustle event, time flies by so fast!
The Red Carpet event on the Q was great and I had a fun time as always. I took many photos and am so delighted that I am able to share them with you.
One of the best highlights from being in L.A. was going to Disneyland with my cousins who live L.A. and my son, Daniel. We were all able to enjoy in one another's company and be a kid for a day. I must tell you, having children is such an amazing thing. Daniel keeps me centered. I am sure many of you know, as mothers, we will do anything for our children … even if that includes riding on Space Mountain: the scariest rollercoaster I've ever taken!
This Wednesday I went to a wonderful cosmetic industry event held by CEW (Cosmetic Executive Women). For those who may not be familiar with it, CEW is an organization that develops the leadership potential of our women through connections, networking and the sharing of knowledge. I ran into one of QVC's beautiful hosts, Sandra Bennett, while attending.
"Spark & Hustle" was an event that I not only attended but gave a speech at as well! It was so invigorating to see so many women connecting and networking. I was among great company: Liz Lange (Liz Lange Maternity), Samantha Ettus, Gretchen Rubin. I truly do enjoy when us women can learn from one another. We can move mountains as long as we have each other. It's true what they say: it takes a village.
Catch up with you soon.
Posted by Laura on Feb 24,2011
Hello friends,
Yesterday was such an incredible day. As many of you know, I was finally able to present my Vanilla Nudes Today's Special Value on QVC. From showing you all of my tips and tricks to get the most out of this collection, to hearing your reactions on Facebook and from your call-ins, I can certainly say the day went by in a flash. You all definitely keep me going, especially on a day where I don't get much rest. I hope you will find my Vanilla Nudes Collection to be everything you expected and more.
For those of you who may have missed it, or need a refresher on tips, please head over to QVC.com or stay tuned as I will be posting some videos taken exclusively at my studio in NYC on Facebook and YouTube.
Posted by Laura on Feb 23,2011
Hi Friends,
Just arrived late last night from QVC UK. I cannot tell you how much I missed being with all my Geller Girls across the pond. Although I cannot see you or touch you directly, your presence was definitely felt and it's such an incredible feeling knowing that you all are tuning in with me.
I cannot wait to hear your comments on my Femme Fatale collection. I was so happy to be able to come back and bring to you such a comprehensive collection at such a great value. I get just as excited as you do, especially since I know we've put together a collection that you are going to reap the benefits to.
After reading your comments and questions on Facebook, my team and I recognize how many of you have had the chance to experience my brand and are looking for more of your Geller Girl favorites. QVC UK is working very hard to work out just the right assortment to accommodate to everyone's needs.
I must tell you, I am so energized when I do my Today Special Values. They are long days for me and I don't get much rest but you along with the presenters, the models, and the crew behind-the scenes help keep my energy level up. It is a collaborative effort and I am all ready and excited to do it all over again on February 23rd in the U.S.!
On another note, I recently just wrapped up filming a promotion that will be running on QVC UK very soon. It was so much fun and I will be posting footage of it later this week. So please be sure to look for it on my Facebook Page.

subset: commoncrawl


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5 Things You Should Know Before Buying a Car
8 Amazing Uses for Apple Cider Vinegar
10 Best Color Combinations for Your Home
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an important event for couples; the first time he said "I love you"
do you remember our lonmar
by Alonzo Thompson January 27, 2009
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Clinical tools, guidelines, more for primary care professionals
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What is exposure to alcohol doing to us? Our health? Our kids? Our society?
Get Your Flu Shot - While scheduled health unit clinics are now complete, you can still get your flu shot at a number of other locations.
Ebola Virus - Risk remains very low, but Ontario is prepared. Click to see the health unit Ebola plan, and for information from MOHLTC, PHO, PHAC, WHO, and CDC.
About Enterovirus D68 - Understanding the virus, and what you can do to prevent illness.
Smoke-Free Movies Survey - Parents: share your ideas with us about the impact of smoking scenes in movies on the smoking behaviours of children and youth.
Food Premises Owners/Operators - Access the Food Safety Inspection Disclosure Program - Operator Information Guide and other important information.
For New Councils to Consider - Planning and decision making that supports health should be a top priority for new councils.
The Built Environment - Sound planning at the municipal level can influence public health over the long term.
Blue-Green Algae - The health unit is monitoring a toxic blue-green algae bloom in Lake St. John and a bloom awaiting test results in Three Mile Lake.
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Chewing tobacco; a dip
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An absolutely beautiful and very rare 1965 Buick Rivera. Clam shell headlights work perfect as do all other mechanicals. Meticulously restored from the ground... More
Stunning Black Paint and Chrome work!!Power Windows, Seat Belts, & the Sonomatic RadioAll New - Ice Cold Air ConditioningWildcat 445 Nailhead w/325 HP!!With the... More
This clean-cut 1965 Buick Riviera Gran Sport is for sale in our Chicago Showroom. This was the first year Buick added the Gran... More


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Do you like to invest in stocks that you think aren't getting enough positive attention? For ideas on how to find underestimated names, we ran a screen you may be interested in.
We screened for technically oversold stocks, with RSI(14) below 40. We then screened these undervalued names for those with high profitability, with higher gross, operating, and pretax margins than their industry peers.
Interactive Chart: Press Play to compare changes in analyst ratings over the last two years for the stocks mentioned below. Analyst ratings sourced from Zacks Investment Research.
Do you think these names are candidates for a rebound? Use this list as a starting point for your own analysis.
1. Bridgepoint Education, Inc. (NYSE:BPI): Provides postsecondary education services. Market cap at $480.51M, most recent closing price at $8.77. RSI (14) at 34.37. TTM gross margin at 73.02% vs. industry average at 50.46%. TTM operating margin at 22.83% vs. industry average at 17.45%. TTM pretax margin at 22.06% vs. industry average at 13.4%.
2. Brookline Bancorp, Inc. (NASDAQ:BRKL): Operates as the holding company for Brookline Bank that provides various banking products and services. Market cap at $551.53M, most recent closing price at $7.81. RSI (14) at 34.20. TTM gross margin at 76.91% vs. industry average at 65.19%. TTM operating margin at 71.37% vs. industry average at 38.%. TTM pretax margin at 25.4% vs. industry average at 17.64%.
3. Cleco Corporation (NYSE:CNL): Engages in the generation, transmission, distribution, and sale of electricity in Louisiana. Market cap at $2.4B, most recent closing price at $39.63. RSI (14) at 37.. TTM gross margin at 41.06% vs. industry average at 29.1%. TTM operating margin at 28.14% vs. industry average at 18.94%. TTM pretax margin at 25.49% vs. industry average at 13.%.
4. CVB Financial Corp. (NASDAQ:CVBF): Operates as a bank holding company for Citizens Business Bank that provides various retail banking and financial services to small to mid-sized businesses, high net-worth individuals, and professionals in the United States. Market cap at $1.03B, most recent closing price at $9.99. RSI (14) at 32.28. TTM gross margin at 89.85% vs. industry average at 72.85%. TTM operating margin at 58.05% vs. industry average at 46.7%. TTM pretax margin at 39.62% vs. industry average at 23.06%.
5. Dun & Bradstreet Corp. (NYSE:DNB): Provides commercial information and insight on businesses worldwide. Market cap at $3.37B, most recent closing price at $74.73. RSI (14) at 33.82. TTM gross margin at 67.86% vs. industry average at 48.12%. TTM operating margin at 27.83% vs. industry average at 17.08%. TTM pretax margin at 22.01% vs. industry average at 14.55%.
*Profitability data sourced from Fidelity, all other data sourced from Finviz.


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Hungary Withdraws Its Proposed Internet Tax—For Now
Following continued protests, Hungary's Prime Minister, Viktor Orbán, has announced that he's withdrawing plans for his proposed Internet tax—at least for now. »
Following continued protests, Hungary's Prime Minister, Viktor Orbán, has announced that he's withdrawing plans for his proposed Internet tax—at least for now. »
Tens of thousands of peaceful Hungarians marched again in the streets and on the bridges of Budapest on Tuesday—continuing the demonstration against the proposed internet tax. »
There was something strange in the air in Budapest on Sunday evening. Mostly, it was computer parts and outdated peripherals—flying through the closed windows of the headquarters of the ruling political party, called Fidesz. »
The Abbey Winery in Pannonhalma, Hungary, has one of the oldest wine making traditions in Europe. In 996, Benedictine monks settled on the Sacred Hill of Pannonia—and they've always been closely associated with viticulture and winemaking introduced by the Romans. »
In villages all over Hungary you'll find cube houses—more or less identical in shape but painted in fantastical colors by their residents. While these houses may look utterly delightful and whimsical to our eyes, they're less welcomed in their own communities. In her book Hungarian Cubes, photographer Katharina… »
After ten years of extremely expensive, slow, and politically messed up construction work–it is a long and sad story of government corruption and incompetence–Budapest, the Hungarian capital, got its fourth metro line today. Despite its ill-fated genesis and controversial usefulness, the Metro 4 is an amazing… »
After several years of financial difficulties, the Amusement Park of Budapest, the largest amusement park in Hungary was closed on 30 September, 2013. Today I had a chance to take a walk among its remains. »
Here at Gizmodo, we're obsessed with beautiful old factories, captivating control rooms and fascinating scientific machinery. (Yes, that's me.) A few weeks ago, I showed you the 99-year-old Kelenföld Power Plant, one of most beautiful industrial places on earth. This time, I'd like to show you another industrial… »
At the dawn of the electrical age, power plants were more than just utilitarian buildings. They were grand, soaring temples to a near-magical substance that was changing the world. Most of these buildings are now abandoned or demolished. But I recently visited one of the few that remain: the 99-year-old Kelenföld… »
On April 25th photographer Tamas Ladanyi took consecutive exposures of the first partial lunar eclipse of the year. Shooting from Tihany, Hungary near Lake Balaton, Ladanyi captured the 27-minute solar event. The next partial lunar eclipse will take place from May 9 to 10 and will be visible from Northern Australia,… »
In 2010, a lake of caustic, poison mud from an aluminum manufacturing operation spilled out and destroyed a nearby town, along with much of the native life. Humans were killed and burned, property destroyed. And it still looks like Mars. »
Somebody in Hungary thought that designing high voltage towers in a shape that vaguely resembles a clown is a good idea. As if high voltage towers and their potential cancer-inducing powers weren't terrifying enough. Somebody needs to get fired. »
The images here, mapped in 3D by documentarian Miklós Falvay, depict the first Hungarian gas station and the people who frequented it. Titled Motalko, it's something like stepping into the Great Gatsby or a Hemingway novel. [Vimeo via Laughing Squid] »
With workers racing to build emergency dams in an effort to prevent a second catastrophe, new satellite imagery from NASA shows the horrifying scale of the toxic sludge spill that has killed eight and inundated three villages in Hungary. »
The toxic red sludge spill in Hungary that killed four people Monday could take a year to clean up, authorities there said. Meanwhile, workers are still trying to stop the spill from spreading to the Danube and Raba rivers. »
You might not know what alumina is—neither did I. But hundreds of Hungarians do, after torrents of the stuff poured out of a plant and through their villages, prompting the country to declare a state of emergency. UPDATED »
When a couple of Swiss kids on holiday in Hungary found a circular object by a river, they did the logical thing and started playing Frisbee with it. They were gob-smacked to learn, however, that their toy was, in fact, a Soviet anti-tank landmine. »
A Hungarian political group has stolen a page out of Nixon's playbook by replicating the Watergate scandal. This situation is a little more dicey because the roles have been reversed and some more high-tech methods have been used. The opposing party in Hungary has now openly admitted to hacking into the servers of the… »


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Preventing problem behaviors: primary, secondary, and tertiary level prevention interventions for young children.
The purpose of this report is to compare changes in social skills, problem behaviors, and academic competence for kindergarten or first grade students identified as being at risk for serious behavior problems who received primary, secondary, or tertiary level preventive interventions. Of the 93 participants in this study, 73% were male; 86% were Caucasian, and 65% were characterized as having externalizing behavior problems. A repeated measures analysis of variance indicated statistically significant differences (p < .01) between the groups based on type of intervention received the Self-Control subscale (e.g., controlling temper, responding appropriately to teasing) of the Social Skills Rating System (Gresham & Elliott, 1990). School-wide Positive Behavior Support is an effective primary prevention intervention, even for young children with serious internalizing or externalizing behavior problems.
Key words: Social skills, positive behavior support, self-control, externalizing problem behaviors, prevention.
Behavior problems interfere with success in school for many children and create unpleasant situations for teachers and other children. Although traditionally schools often responded reactively to problem behaviors, with punishments and exclusion, today many educators are seeking to prevent problem behaviors by using proactive, early interventions.
A three-tiered model of prevention, popular in many fields, involves primary, secondary, and tertiary levels of prevention. When problem behaviors at school are the concern, Positive Behavior Support (PBS) is an approach that offers these three levels of prevention (see http://pbis.org). Schoolwide discipline, at the primary prevention level, emphasizes teaching, prompting, and reinforcing appropriate behavior proactively and universally, to all children in the school (Sugai & Horner, 2002). When well implemented, it can be expected to enable most students to behave well in school.
Some students may be given additional, support, at the secondary prevention level, if they are considered "at risk" for problem behaviors. Decisions about who is "at risk" may be based on a variety of factors and assessed in different ways. One way of deciding that a child needs some extra behavioral support is simply to notice that the child seems to have some difficulties with peers or in following instructions. In the early elementary grades, teachers often notice behaviors that, while in themselves not particularly severe, might lead to greater problems later, and the teachers may decide to implement some type of early intervention. A more formal way of making this decision is to use a rating scale or other instrument that indicates which children have known risk factors.
A few children come to school, from the beginning, with serious behavior problems that are already well established. These children are in need of tertiary level prevention interventions, which are preventive in the sense of preventing the problem from getting worse.
What evidence supports the use of three levels of preventive interventions in Positive Behavior Support in schools? Although the concept is logical, data are needed to show specific effects. In addition, other questions beg for answers:
* What is the nature of secondary and tertiary level prevention of problem behavior?
* How does secondary and tertiary level prevention relate to other factors in the educational environmental context?
* How should the assessment of the effects of behavioral interventions be similar to, and different from, assessment of academic interventions?
Information is needed to clarify the relative effects of primary, secondary, and tertiary prevention level behavioral interventions and to identify unique aspects of applying this approach to behavior problems. A 3-tiered model that works well for changes in academic skills, such as learning to read, may not generalize to situations where resistance to behavioral interventions can only be understood in the relationship to the environmental context. For example, increasing the dosage, or amount, of secondary or tertiary interventions might be related to improved academic outcomes, but not necessarily to behavioral outcomes. One can see how additional instruction in reading would likely lead to improved reading skill. However, additional behavior support typically is related to resistance to intervention (RTI) shown by individuals with chronic and serious behavior challenges. Behavior problems, particularly school discipline problems, unlike reading problems, tend to increase in frequency as children get older, at least through elementary and middle school.
Across the United States, a number of Centers are developing and testing K-3 Behavior and/or Reading Intervention Models, funded by the Office of Special Education Programs (OSEP). Special studies of "Tracking Samples" (i.e., students identified as being at high risk of internalizing or externalizing behavior problems) have been added to larger research projects involving three-tiered, school-wide approaches to PBS that have primary, secondary, and tertiary levels of interventions to prevent behavior problems (CCE, 2003). In Oregon, the larger research that provides the foundation for the Behavior Tracking Study (BTS) is examination of the Positive Behavior Support (PBS) approach (e.g., Horner, Sugai, Todd, & Lewis-Palmer, 1999-2000; Sugai & Horner, 2002; Sugai, Horner, & Gresham, 2002) in what has come to be known as the 90 Schools Study, or, more formally, as the Research and Demonstration Center on School-Wide Behavior Support. Although the larger study involves 90 schools and a randomized design with a delayed start control group, BTS is focused on seven schools know to have well established school-wide, primary interventions in place. In line with the PBS approach recommended by the Oregon Behavior Center, these schools that have demonstrated effective implementation of school-wide positive behavior support and are in an excellent position to turn their attention to the development and implementation of systematic secondary and tertiary interventions for students who need more support than school-wide systems can provide. In addition, these seven schools are in districts that have worked with the University of Oregon for several years to provide staff development, consultation, and inservice training related to the types of secondary and tertiary behavioral interventions used in the PBS approach (e.g., Crone & Horner, 2003; Crone, Horner, & Hawken, 2003; Tobin, Lewis-Palmer, & Sugai, 2002; Todd, Horner, Sugai, & Colvin, 1999).
The purpose of this preliminary analysis at the local level is to compare changes in social skills, problem behaviors, and academic competence for students who had been identified as having serious problem behaviors and who received different types of preventive interventions.
In this section, we first describe the behavioral measures, because they are key to understanding how and why the participants were selected and the procedures that were used.
Key Behavioral Measures
Systematic Screening for Behavior Disorders (SSBD). The SSBD (Walker & Severson, 1990) identifies children who are at risk for behavioral disorders. A special version of the SSBD, the Early Screening Project (ESP) is used for kindergarten students (Walker, Severson, & Feil, 1995; Feil, Severson, & Walker, 2002). Two main categories of behavior disorders are addressed: internalizing and externalizing. The internalizing concept is based on earlier work with preschool screening of children at risk for social withdrawal (Greenwood, Walker, Todd, & Hops, 1979). The externalizing concept is based on earlier work in the identification of adolescents at risk delinquency (Loeber, Dishion, & Patterson, 1984).
For the SSBD, teachers are given a description of typical characteristics of these two behavioral categories, asked to look at the list of children in their classroom, to consider each child's characteristics, and then to list the ten children who best exemplify a description of externalizing characteristics and the ten who best exemplify a description of internalizing characteristics. The two lists are mutually exclusive, so a child can only be put on one of the lists. This is a universal procedure because each student is considered and thus has an equal chance to be identified for further assessment. The students in the lists of 10 are then rank ordered according to how closely they match the profile of an internalizer or externalizer. In this project, for each classroom, the three students with the highest ranks for internalizers and the three students with the highest ranks for externalizers are said to pass through Gate 1. These six students per class, who are nominated by their teachers as being potentially at-risk for behavior problems, form the intended sample for Tracking Study, and enter Gate 2 assessment. At Gate 2 of the SSBD, each student is rated by his/her teacher on both the SSBD Adaptive Behavior Scale and the SSBD Maladaptive Behavior Scale. The teacher marks a Likert-like scale for occurrence and frequency of specific behaviors. Normative data from the development of the SSBD indicates that, typically, at least one student per classroom is at risk for severe externalizing type behavior problems (e.g., aggressive, disruptive, oppositional) and one student at risk for severe internalizing type behavior problems (e.g., fearful, depressed, anxious, neglected by peers) in every two or three classrooms. The original SSBD included a third "gate" involving direct observations but that was not used in the identification of students for the tracking study. Instead, students who scored in the 30% percentile for "at-risk" on either the Adaptive (i.e., were lacking in adaptive social behavior skills) or the Maladaptive (i.e., had excessive maladaptive social behaviors) scales of the SSBD (or ESP) become eligible for on-going participation in the Tracking Study, and formal informed consent was recruited from their family.
Social Skills Rating System (SSRS). The SSRS provides norms for boys and girls from ages 3 to 18, based on a large national sample and it is designed to assist educators in planning interventions (Gresham & Elliott, 1990). Three behavioral domains are covered: competing problem behaviors (e.g., externalizing, internalizing, and hyperactivity problems) that interfere with the performance of appropriate behaviors, academic competence (e.g., reading, mathematics, motivation, and general intelligence), and social skills. Three social skills domains are included: cooperation, assertion, and self-control. Examples of these domains are given in Gresham (2001): (a) "Cooperation" includes "follows classroom rules; complies with teacher instructions" (p. 344); (b) "Assertion" includes "introduces self, questions rules that may be unjust" (p. 344); and (c) "Self-control" includes "controls temper in conflict situations, responds appropriately to teasing" (p. 344). Items are rated by frequency. The SSRS has forms for teachers, parents, and students. In this project, only teacher ratings were used. In addition, we used a developer-approved short form that contains only 18 key items.
Student Intervention Record (SIR, CCE, 2003). This instrument collected information from the teachers regarding the interventions the students received for behavioral support. Of particular interest for this analysis was the prevention level of the support provided.
Participants and Setting
The study took place in a medium sized city in the Northwest, during the 2002-2003 and 20032004 school years. Seven elementary schools, three from one school district and four from another school district, participated. All had previously documented fidelity with implementation of school-wide PBS on the SET . Figure 1 shows the SET scores for one of the schools; these types of scores were typical for all seven schools.
All children in kindergarten and in Grade 1 in these schools, a total of 1066 students, were screened using Gates 1 and 2 of the SSBD or ESP. Informed consent for participation was obtained by the schools for students who qualified, in accord with a protocol approved by the participating university's Institutional Review Board. Of the 93 students who received permission and were eligible to participate at the time the study started, 25 (27%) were female and 68 (73%) were male. The ethnic distribution was as follows: 86.02% White, 5.38% Latino/Hispanic, 3.23% Pacific Islander/Asian, 1.08% Black, and 4.30% Other. Most of the students, 60 (65%), qualified as Externalizers; 33 (35%) qualified as Internalizers. In order to qualify, students had to meet certain "cut off" scores on the adaptive and/or the maladaptive behaviors scales of the SSBD (or ESP). An indication of the seriousness of the students' behavior problems was that 76.34% of the sample met the cut off scores on both the adaptive and the maladaptive scale. About eleven percent met criteria only on the basis of maladaptive behaviors and about thirteen percent, only on the basis of a lack of adaptive behaviors. As of January, 2004, the percentage of the sample at each grade levels was: Kindergarten, 48.39%, first grade, 34.41%, and second grade, 17.20%. Over the course of time during the first two years of the project, due to school transfers, 7 students (all from the Externalizing group, 6 male) were lost to attrition, leaving a total of 86 at the end of the 2003-2004 school year.
Independent Variable: Prevention Level of Intervention
Using information from the SIR, four groups of students were identified, based on the level of intervention needed and/or received:
* Primary Only: The school-wide PBS universal intervention (Sugai & Horner, 2002) was the only behavior support needed (n = 52).
* Secondary: Added Behavior Education Plans (Crone, Horner, & Hawken, 2003), more commonly known as the "Check In, Check Out (CICO)" intervention (n = 8).
* Tertiary: Added individualized function-based support (n = 22).
* Time Lacking: Needed more than the primary prevention level intervention but time & resources were lacking so did not receive special intervention (n = 4)
Dependent Variables: Subscales of the Social Skills Rating Scale(SSRS)
The dependent variables were the raw scores on the seven SSRS subscales:
* Cooperation, Assertion, Self-Control (the Social Skills)
* Externalizing, Internalizing, Hyperactive Behaviors (the Problem Behaviors)
* Academic Competence
Interventions Described in More Detail
Primary Only. The following description of the primary prevention intervention is taken from School Climate and Discipline: Going to Scale (Sugai & Horner, 2001), a paper presented at the National Summit on the Shared Implementation of IDEA, in Washington, DC, June 23, 2001:
"Schools that adopt a school-wide PBS approach have the following features:
* An agenda of primary prevention has priority and is visible school-wide.
* All students and staff members are taught the school-wide expectations and received regular and frequent opportunities to practice them and to be positively acknowledged when they use them.
* A majority (>80%) of students, staff, and families can state the school-wide positive expectations and give a specific behavioral example for each.
* Positive school-wide behavioral expectations are defined, taught, and encouraged for all students using a range of positive and negative examples.
* Most contacts between teachers and students are prosocial (positive and preventive) rather than corrective and punishing (i.e., 5-8 positives for every negative interaction).
* A full continuum of PBS is available for all students at the school and district levels.
* Behaviorally competent personnel are readily available.
* A function-based approach serves as the foundation for addressing problem behaviors.
* All staff members actively participate in the implementation of school-wide PBS approach.
* Accurate and consistent implementation of PBS practices by all staff members is emphasized.
* The school administrator is an active participant and leader in the PBS effort.
* A school-wide leadership team guides the systemic adoption and sustained use of research-validated practices.
* School data are reviewed at least monthly to guide decision making and planning.
Schools that adopt a school-wide PBS approach consider four distinct and necessary implementation elements: (a) specification of clearly defined and measurable results, (b) use of data for decision making, (c) adoption of evidence-based practices and processes, and (d) provision of supports for high fidelity implementation." (Sugai & Horner, 2001, p. 3).
Secondary. Check-in/Check-out (CICO), also known as "Behavior Education Plan" (Crone, Horner, & Hawkins, 2004), is a type of secondary prevention or targeted behavioral support that is widely used in various forms with students whose behavior problems do not respond sufficiently to primary prevention in the form of universal, school-wide positive behavior support. Key features of the CICO intervention are (a) being readily available, (b) increasing monitoring and adult contact, (c) providing contingent and frequent feedback, and (d) increasing coordination between school and home support. Previous studies have indicated that many students benefit from CICO as shown by higher rates of academic engagement and fewer office discipline referrals (Hawken & Horner, 2003; March & Horner, 2002). CICO is relatively cost-effective and efficient, in comparison with comprehensive, individualized, tertiary prevention level interventions, for several reasons. First, CICO can be implemented quickly with minimal training for staff. Second, it does not require extensive assessments or consultations prior to use. Third, although the amount of time and resources may vary, generally it requires only a few minutes per day of staff time and only materials that most schools have on hand. After a brief, initial meeting of a behavior support team or a teachers' assistance team, to clarify the nature of the behavioral issues for this student, students participating in CICO typically follow a routine, described by Crone, Horner, and Hawken (2004) as follows:
* Each morning the student will check-in with a designated school staff person (e.g., teacher, secretary, counselor, educational assistant). That check-in will determine if the student has materials needed for class and if the student is physically prepared to attend classes. The student is given a form (e.g., point sheet or card) to use throughout the day that lists the student's behavioral goals and a matrix showing classes or time periods. This check-in usually takes less than 5 minutes and includes verbal prompts and encouragement.
* A key feature of CICO is that the teachers continually monitor the behavior of the student throughout the day. Each class period (or at other designated times), the student brings the form to the teacher, who marks a rating of how well the student met his or her behavioral goals. In some cases, the student also self-monitors.
* At the end of the school day, the student takes the form back to the staff person who conducted the morning check-in, for the afternoon check-out, which consists of a quick review of the form, verbal feedback, and, in some cases, small reinforcers if certain goals have been met (e.g., 80% of possible points on the teachers' ratings). The afternoon check-out typically takes less than 5 minutes.
* Students take the form (sometimes called a daily behavior report card) home to show their parents, who will sign it. It will be returned to school the next day.
* The school staff member who is monitoring the child maintains a record of progress, which can be charted and used to make decisions about maintaining, fading, or strengthening the intervention over time.
Tertiary. A tertiary prevention intervention would begin with a functional behavioral assessment (FBA) to identify the function or need underlying a student's challenging behavior and enable teachers and other school personnel to develop individualized positive behavior support (Crone & Horner, 2003; Sugai, 1998; Sugai et al., 2000). FBAs vary according to individual needs and local school circumstances. The process of FBA may include a student interview (Ervin et al., 98; Kern, Dunlap. Clarke, & Childs, 1994; Jolivette, Lassman, & Wehby; 1998; Kearney & Tillotson, 1998; Reed, Thomas, Sprague, & Horner, 1997). Descriptive information often is obtained from other sources, such as: teacher or parent interviews; rating scales, direct observations in natural settings, and a review of school records and incident reports (Artesani & Mallar, 1998; Fox, Gunter, Davis, & Brall, 2000; McConnell, Hilvitz, & Cox, 1998; Todd, Horner, & Sugai, 1999). Descriptive assessments, which depend on naturally occurring variations in environmental factors, are valuable for "planning treatments that will succeed in the natural environment" (Schill, Kratochwill, & Gardner, 1996, p. 93).
Using FBA, adults can understand a child's perspective and, with that in mind, develop interventions that will effectively decrease occurrences of inappropriate behavior while at the same time, provide the child with respect and consideration. Function-based support takes into account what Montague and Warger (1997) called "the desired outcome from the student's perspective (e.g., attention from peers, teacher attention, avoidance of a math task because the student lacks the skills" (p. 7). Many students who behave inappropriately have found that it provides quick access to powerful reinforcers, such as attention (even if negative) or opportunities to avoid difficult tasks. Teaching an alternative behavior that is functionally equivalent to the inappropriate behavior, in that it leads to the same consequence, eliminates problem behavior when the replacement behavior is a more efficient and/or more effective way to meet the need associated with the problem behavior (Carr, 1988; Carr, Reeve, & Magito-McLaughlin, 1996; Horner & Billingsley, 1988; Horner & Day, 1991; Neef, Bicard, & Endo, 2001; Neef & Lutz, 2001a, 2001b). In some cases, teachers include elements of CICO within a multi-component intervention based on an FBA (e.g., Condon & Tobin, 2001). The teachers in the schools involved in this study had access to assistance from a district behavior specialist and support from school and district behavior teams in conducting FBAs and developing interventions based on them. In addition, many of the teachers had previously received enough training and support that they were able to develop and implement basic function-based support on their own.
How does a student become eligible for a secondary or tertiary level behavioral intervention?
* Teachers decide to implement these interventions, either on their own or with the help and advice of a behavior support team or specialist.
* There is not a "formula" or "score" for making these decisions about interventions for individual students.
The primary prevention level intervention, schoolwide PBS, met the behavioral support needs of most of the students in the tracking study. The majority (60%) of the tracking study participants did not need secondary or tertiary level interventions, according to their teachers. Some teachers commented that, although the child had a behavior problem, their typical classroom management strategies were sufficient. Thirty-five percent were given some type of additional behavioral support, either secondary or tertiary level prevention. Five percent were considered to be in need of some type of additional support but time and/or resources were lacking so no special intervention was developed. Of the students who received additional support, 27% were at the secondary prevention level and 63% at the tertiary. The targeted intervention used for secondary prevention was CICO. The intensive intervention used for tertiary prevention was function-based support. Of those at the tertiary prevention level, 26% received CICO as one part of a multi-component intervention based on an FBA.
What were the behavior problems? Teachers selected from a list of types provided on the SIR; more than one behavior could be selected. Self-control was always listed, either alone or with other behavior problems. Cooperation was listed 16 times, always in combination with some other behaviors. Attention/Hyperactivity was mentioned 9 times. Externalizing difficulties were listed 14 times but Internalizing difficulties, only twice. Other was used 4 times (e.g., group participation, talk outs, following directions, and transitions).
Some of the students (n = 47), at the end of Year 2, had been rated on the SSRS twice. The SSRS was administered to students in the first cohort in the Spring of Year 1 and again in the Spring of Year 2. Of the students in the second cohort, some attended schools where the SSRS was given in the Fall and in the Spring of Year 2; others attended schools where it was given only in the Spring of Year 2. To study changes over time, the students who had been rated twice on the SSRS were grouped by their SIR category. The number of students with Time 1 and Time 2 SSRS ratings in each group was as follows: 26 in the Primary Only group, 6 in the Secondary group, 13 in the Tertiary group, and 2 in the Time Lacking group.
Changes in Self-Control Social Skills
A repeated measures analysis of variance indicated statistically significant differences (p < .01) between the groups on raw scores for the Self-Control subscale of the SSRS (Table 1).
Tukey's Studentized Range Test was used to control the Type I experimentwise error rate, while following up the ANOVA to identify mean differences. For the Self-Control subscale, statistically significant differences (p < .05) between the means were found for Tertiary and Primary at Time 2 (but not at Time 1). Figure 2 illustrates the changes for the different groups on the Self-Control measure.
Other SSRS subscales, while not showing statistically significant change (p < .05) on mean scores, given the small n with two SSRS scores at this time, show interesting trends.
Cooperation Social Skills. The group that received the secondary prevention level intervention stood out as making the greatest change in on the Cooperation subscale, in comparison with the other groups, as shown in Figure 3.
Assertion Social Skills. The Primary and the Tertiary groups improved more than the other groups on the Assertion subscale, as shown in Figure 4.
Internalizing Problem Behaviors. The Primary, Secondary, and Tertiary groups all decreased internalizing problem behaviors. The two students in the "Time Lacking" group, however, increased internalizing problem behaviors. In addition, this group had the highest scores on the SSRS internalizing subscale at Time 1 (Figure 5).
Externalizing Problem Behaviors. The Primary, Secondary, and Tertiary groups all slightly decreased externalizing problem behaviors. The two students in the "Time Lacking: group, who initially had low scores on the externalizing SSRS subscale, were rated as having increased externalizing problem behaviors, surpassing the Primary group and almost reaching the level of the Secondary group (Figure 6).
Hyperactive Problem Behaviors. The Secondary and Tertiary groups decreased their average scores on the SSRS subscale for hyperactive problem behaviors (Figure 7).
Academic Competence. All of the groups improved, slightly, on the Academic Competence subscale of the SSRS. The Tertiary group, although the lowest at both Time 1 and Time 2, still improved the most and at Time 2, almost caught up with the Primary group (Figure 8).
Out of School Suspensions and Discipline Problems
Although young children in kindergarten and Grades 1 and 2 typically are not often sent to the principal's office for disciplinary reasons or suspended out of school, some of the students in the tracking study had these types of problems. Table 2 shows the number of student in each SIR group who were suspended and Figure 9 shows the range and distribution of office discipline referrals (ODRs) for the tracking sample students, by grade level.
The results indicate that (a) school-wide PBS is a beneficial intervention, particularly for increasing the social skill of self-control, even for children identified on the SSBD as having serious behavior problems and (b) students identified by their teachers as needing Tertiary interventions are resistant to interventions the amount of support they needed must be adjusted accordingly.
Description of a New Tool
A new tool is being used to study systems level implementation of positive behavioral support in schools for students who need more than the universal schoolwide primary intervention. The Individual Student Systems Evaluation Tool (I-SSET) (Lewis-Palmer, Todd, Horner, & Sugai, 2003) measures the extent to which a school has the capacity to provide secondary (e.g., Behavior Education Plans such as those described in Crone et al., 2003) and tertiary (e.g., function-based support, see Crone & Horner, 2003) preventive interventions related to positive behavior support. It includes an administrator interview and a behavior specialist interview. Also, about five teachers or other staff members are briefly interviewed. In addition, there is a review of written documents related to individualized support.
Big Ideas
* Most of these young students, even though identified as having serious behavior problems (by inclusion criteria), did not need secondary or tertiary level prevention interventions.
* Of those who did need secondary or tertiary level interventions, most received support.
* Receiving support at a higher level and for a longer period of time does not necessarily translate immediately into improved behavior because intensive support is given to the students with the most serious and most resistant, chronic behavior problems.
* School-wide Positive Behavior Support is an effective primary prevention intervention, even for young children with serious internalizing or externalizing behavior problems.
Author Note
George Sugai was at the University of Oregon when this research was conducted and is now at the University of Connecticut. Dr. Sugai continues in his role as co-director of the Center on Positive Behavior Interventions and Supports (http://pbis.org). Preparation of this manuscript was funded, in part, by the Office of Special Education Programs, Award #H324X010015. Portions of the report were presented by Tary Tobin at the Second International Conference on Positive Behavior Support, in Tampa, Florida (March, 2005) in "Research at the tip of the triangle from K to 12."
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Address correspondence to:
Tary J. Tobin, Ph.D.
Educational and Community Supports
1235 University of Oregon
Eugene, OR 97403-1235
E-mail: email@example.com
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Table 1. Repeated Measures Analysis of Variance for Self-Control Partial Eta Source df F Squared P Between Subjects Prevention Intervention Level 3 5.16 * .27 .004 Error 43 (32.79) Within Subjects Time 1 0.05 .001 .826 Time * Level 3 2.20 .133 .102 Error (Time) 43 (9.08) Note. Values enclosed in parenthesis represent mean square errors. * p < .01 Table 2. Number of Students Receiving Out of School Suspensions by SIR Category Suspended Not Suspended Primary Only 0 52 Secondary 0 8 Tertiary 5 17 Time Lacking 0 4 Total 5 81
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November 23, 2014
June 24, 2011
Virginia State Senator Edd Houck (D-Spotsylvania) was in Charlottesville Friday to announce his candidacy for re-election in the 17th District.
Because of redistricting, Sen. Houck now represents all or part of eight precincts in Albemarle County. He also represents Orange County, the City of Fredericksburg, and parts of Culpeper, Louisa, and Spotsylvania Counties.
"We have the University of Mary Washington right there, we have Germanna Community College and you've got Piedmont (Virginia Community College) here. So the similarities are a lot, a lot more in common than there are differences," he said talking about the new look of his district.
Houck has represented the 17th District since 1984. He is the third ranking member in the State Senate and serves as Chairman of the Senate Education and Health Committee, of the Joint Commission on Health Care and of the Health and Human Resources Subcommittee.
A native of Smyth County, Houck graduated from Marion High School. He received his Bachelor Degree from Concord College and a Master's in Education from the University of Virginia.
Houck was joined on the steps of the Albemarle County Office Building by State Senator Creigh Deeds and Delegate David Toscano.
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text:
Mec-Gar Extended Magazine Base Pad +2 Optimum Series Magazine
Product #: 319414 Mec-Gar #: F42099 UPC #: 765595510173
Product Information
Plus 2 base pad for Mec-Gar Optimum Series magazines. Lock plate included.
Technical Information:
Product is marked "Beretta 92/96" but will fit the following Mec-Gar Optimum Series Magazines:
Technical Information:
- Beretta 92 Product 194236
- Beretta 96 Product 598430
- CZ 75 Product 753049
- CZ 75, CZ 85 Product 177472
- Sig P226 Product 347311
- Sig P226 Product 685916
- Taurus PT92, PT99 Product 652366
- Taurus PT100, PT101 Product 114110
Delivery Information
The total weight of the product, including the product's packaging as it sits on our shelf. Since some products ship directly from the Manufacturer, their weight may be unavailable. Because of variations in the manufacturing process, similar products may have differing weights. Unless the product is designated as "Ships Alone", Shipping Weight does not include the shipping box or packing materials associated with your order.
Product ships from MidwayUSA, separate from any other products on your order due to its size. Products that are Shipped Alone incur separate "Per Order" and "Per Pound" shipping charges.
Product is regulated by the US Department of Transportation (DOT) and cannot be shipped via USPS or air shipping methods. DOT-Regulated products must ship UPS Ground.
Product is restricted by shipping carriers and cannot be shipped to certain locations or via certain shipping methods.
Additional shipping charge for HazMat products. Carriers charge extra to ship packages with products they consider hazardous, such as reloading powder and primers.
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Thin is Still In! Sharp Introduces Ultra High-Resolution Displays with the Industry's Thinnest Design
This week at CES in Las Vegas, Sharp Imaging and Information Company of America, a division of Sharp Electronics Corporation, is presenting its new 32" class professional LCD monitor series, which features Sharp's ground-breaking IGZO technology and touts 3840 x 2160 pixel resolution.
"As we introduce Sharp's proprietary IGZO technology into the first series of professional display products, we continue to drive innovation with game-changing functionality"
According to industry research, demand for Ultra High-Definition displays, commonly referred to as "4K2K", is forecast to grow across numerous industries and verticals, including graphics and video editing and production, financial-services operations that require intensive use of graphs and small text, and computer aided design (CAD) professions that create detailed digital drawings or blueprints. The IGZO professional display series from Sharp delivers ultra high resolution (3,840 × 2,160 pixels), which is four times the pixel resolution of full 1080p high definition.
"As we introduce Sharp's proprietary IGZO technology into the first series of professional display products, we continue to drive innovation with game-changing functionality," said Doug Albregts, president, Sharp Imaging and Information Company of America. "We are not only excited about the initial application of this new technology, but foresee broad usage throughout complementary industries where high definition viewing is demanded."
Featuring much smaller thin-film transistors (TFTs) as compared to conventional displays, IGZO technology also significantly increases the amount of light transmitted per pixel. As a result, these advanced displays portray vibrant and crisp content with the ability to zoom in to examine the detail of a picture or text, or pan out to view content from a wider angle. This can help boost operational efficiency and reduce eyestrain by sparing users the need to scroll frequently.
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Looking for love in all the wrong places? Then look no more! The Healthy Fit Team are passionate advocates of fitness and wellness and we love helping people like you, feel good about themselves. We offer a personal experience where you can feel part of something special. At Healthy Fit you are never just a membership number! We understand that you are a person with your own unique story and individual goals and aspirations. Whether you are new to fitness, a high performance exerciser or simply want to look and feel better, we have a membership that will suit your money, mood and motivation. Located in the heart of Fitzroy North and Williamstown, we offer personal training, semi private training, group training, gym memberships, massage, pilates & yoga. Free of crowds and minimum term contracts, your results and wellness are our priority. We are committed to aligning your personal fitness goals with our services and offering you the right gym membership or personal training and fitness program to assist you achieve your results. If you're looking for personal service, friendly staff and a comfortable space free of crowds, to work out and get fit; Healthy Fit is the place to be. Call Us Today and begin your journey to: Live Fit - Live Life! Fitzroy North: 9486 2822 Williamstown: 9397 8292 Fitzroy North 191 St Georges Road | 9486 2822 email@example.com Williamstown 100 Douglas Parade | 9397 8292 email@example.com
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Spotlessly clean, spacious, never overcrowded, attended by exceptionally friendly and helpful staff, and stocked with the most squat racks and olympic barbells I think I've ever seen in one place; if you're serious about strength and barbell training, then this is the place you want to be (and there's a wealth of shiny new cardio equipment, too, if that's your bag). Easily the best Melbourne gym I've ever had the pleasure of training at!
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Pennyhill Park Hotel And The Spa, Bagshot
Spa & Resort -London Road -5 Stars -123 Rooms (On Ciao since: 07/2008)
User reviews
Travel > Europe > United Kingdom > Other Destinations in United Kingdom > United Kingdom Hotels
Ramada Plaza The Royal Berkshire, Ascot
Hotel -London Road, Sunninghill, London Road, Sunninghill, Berkshire, Ascot, Windsor and Maidenhead, SL5 0PP -4 Stars -63, 80 Rooms (On Ciao since: 07/2008)
User reviews
The Bermondsey Square Hotel, Southwark
Hotel -Bermondsey Square, Southwark, South East London, SE1 3UN, United Kingdom (On Ciao since: 03/2011)
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Citadines Holborn Convent Garden, London
Hotel -94-99 High Holborn, London, WC1V 6LF, The Strand, London, West Central, WC2N 5HX, United Kingdom -192 Rooms (On Ciao since: 09/2005)
Travel > Europe > United Kingdom > London > London Hotels
The Abbey Court, London
(On Ciao since: 10/2002)
Best Western The Boltons Hotel, London
Hotel -19-21 Penywern Road Earls Court, London, South West London, SW5 9TT, United Kingdom (On Ciao since: 06/2010)
The Trebovir Hotel, London
Hotel -18-20 Trebovir Road, London, South West London, SW5 9NH, United Kingdom (On Ciao since: 02/2011)
The Coronation Hotel, London
Hotel -59 Nevern Square, London, South West London, SW5 9PN, United Kingdom (On Ciao since: 02/2011)
The Justin James Hotel, London
Hotel -43 Worple Road, London, South West London, SW19 4JZ, United Kingdom (On Ciao since: 02/2011)
The Alma Hotel, London
Hotel -499, Old York Road, London, South West London, SW18 1TF, United Kingdom (On Ciao since: 02/2011)
The Mitre Hotel, London
Hotel -291 Greenwich High Road, London, South East London, SE10 8NA, United Kingdom (On Ciao since: 02/2011)
The Clarendon Hotel, London
Hotel -34-37 Bedford Place, London, WC1B 5JR, Montpelier Row, Blackheath Village, London, SE3 ORW (On Ciao since: 02/2006)
The Euro Hotel, London
Hotel -53 Cartwright Gardens, London, WC1H 9EL -35 Rooms (On Ciao since: 10/2002)
The Grange White Hall Hotel, London
Hotel -2-5 Montague Street, Bloomsbury, London, WC1B 5BU -2 Stars -60 Rooms (On Ciao since: 03/2006)
The Leonard Hotel, London
Hotel -15 Seymour Street, London, WIH 7JW -4 Stars -26 Rooms (On Ciao since: 03/2006)
The Barn Hotel, London
Hotel -West End Road, Ruislip, London, HA4 JJB -3 Stars -57 Rooms (On Ciao since: 02/2006)
The Capital Hotel, London
Hotel -22-24 Basil Street, London, SW3 1AT -49 Rooms (On Ciao since: 01/2006)
Best Western The Delmere Hotel, London
Hotel -130 Sussex Gardens, London, W2 1UB -2 Stars -38 Rooms (On Ciao since: 02/2006)
The St George's Hotel, London
Hotel -107 & 115 St George's Dr, London, SW1V 4DA -15 Rooms (On Ciao since: 02/2006)
The Sanctuary House Hotel, London
Hotel -33 Tothill St, London, SW1H 9LA -34 Rooms (On Ciao since: 01/2006)
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If you're looking for 3 star accommodation close to Oxford Street, Hyde Park and Madame Tussauds this is the ideal choice for you! Paddington Station and...... more
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Coming to London for a match at concert at Wembley Stadium or Wembley Arena? If you are, this affordable London hotel is ideally located, and is also close to...... more
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Located in Notting Hill, Gate Hotel London has the enviable advantage of being the only hotel on Portobello Road, just minutes from the Antiques Market. There...... more
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text:
My nephew has been taking it for 2 years and they have stopped it here in Greece..
How can I get Questran Light-we can no longer purchase this in Greece?
- Posted:
- 25 Aug 2010 by PatKassanis
- Topics:
- questran light
|Question is Closed
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Answers (1)
i have also asked my doctor and they don't have any similar Madison. my problem is also critical as i 've been using Questran light since 2000. please advice how we can get this in Greece- Athens.
Thank you in advance for your response
I'm sorry I don't know how you can get some.
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text:
BSO Fire Rescue repairs gas leak
Published On: Jul 15 2013 01:01:15 PM EDT
Updated On: Jul 15 2013 04:00:02 PM EDT
Updated On: Jul 15 2013 04:00:02 PM EDT
The Broward Sheriff's Office Fire Rescue repaired an underground natural gas leak that forced them to evacuate several nearby homes Monday afternoon.
Fire rescue dug in the 100 block of Granada Avenue about 12:25 p.m. to cap the 2-inch line.
A caller first reported bubbling coming from underground behind a home there.
Several roads in the area were closed while fire rescue worked.
No injuries were reported.
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