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'Even though my daughter is now a toddler, this towel is still great, it's not too big when using for a...'
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The snow storm has everyone's attention, including Governor Cuomo's. YNN's Nick Reisman has more on what the governor is asking of New Yorkers as the storm bears down.
NEW YORK -- With a winter storm bearing down on the East Coast, Governor Andrew Cuomo is declaring a state of emergency Friday to allow both the state and local governments to respond to what's expected to be heavy snow and high winds throughout the area. Cuomo has made a point of storm preparation and state officials say they're concerned that some areas damaged by Superstorm Sandy in October could be vulnerable.
But Cuomo said in a briefing that the level of damage from that storm isn't expected with this one.
"I'm going to declare a state of emergency effective this afternoon which gives us more flexibility and local governments more flexibility in dealing with this situation," said Cuomo.
We just went through some really terrible storms with Hurricane Sandy, we're not anticipating anything like that.
Cuomo urged New Yorkers to leave work early if they can to avoid poor road conditions. Mass transit was running at full capacity in the afternoon to accommodate the extra passengers in the build up to the storm. Cuomo also said that thousands are already without power.
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G.'s godfather, A., has been a cooking mentor to me. His recipes read like poems - not much more than a list of ingredients with a flourish of interpretation. I try to stick close to him in the kitchen - it's the only way. Precious bits of advice drop like pebbles that I sort and collect over time. A. and his wife live in a stone farmhouse that has been in her family for several generations.They've turned the old barns into a gallery. There are two resident tortoises, who eat very well.A. keeps a pair of binoculars handy, to show his grandchildren the foxes that sometimes sprint across the neighboring fields. When we arrived, the fire was already going in the old boulangerie attached to the main house. On it was a paella - a surprisingly ubiquitous dish in France.The rice was bubbling away in a saffron sauce, and A. added the raw shrimp as we arrived, which started to pink up immediately in preparation for the hungry crowd. Our aperitif, always champagne when my mother-in-law is around, was served on an old wheelbarrow. The day of the mechoui, G. was waiting eagerly at the door (with a surprising number of other people), for the Super U to open so he could fetch the lamb. For my first mechoui, several years back, A. bought the lamb from a local producer. He killed and prepared it himself - but restrictions were getting tighter on this sort of thing, he said. So he decided to order.
I love this last photo - I think it looks like a Dutch still-life.
To keep everyone going until the main event, the mechoui always begins with brochettes of grilled lamb's liver - marinated briefly with a slick of olive oil, spicy red harissa pepper, salt and a good earthy dose of cumin. When A. butchered the lamb himself, he would save la voilette, the delicate, lace-like membrane of fat around the organs, to wrap the hunks of liver - and give it a bit of sizzle on the grill. Unfortunately, the supermarket butcher chose to throw this part away...
There's me in my shades, preparing brochettes - who knew liver could be so glam... Augustin, at 11 months, LOVED the liver, which is proof enough, I think, of his French nationality.
Meanwhile, the lamb was hoisted - not by me - into the flames. A.'s spit is a homemade affair, rigged with rusting bicycle gears.
The smoke in the boulangerie stung my eyes, but I made it in there a few times to baste. After several hours, I got the honor of the first piece of crackling. Take your diamonds, boys – just give me the skin. The finished lamb could bring out the carnivore in anyone - I had to resist the urge to pick my entire meal off the spit with my bare hands.
There were other traditions to attend to. There is a photo of 3 generations of G.'s family in front of the yellow cherry tree in the back pasture. We took a picture with Augustin to complete the album.
We ate our evening meal of merguez and baguette sandwiches with considerable relish -considering what we'd devoured at lunch. Our friend Anne had driven halfway across France with two cases of melons in her backseat, perfectly ripe and impossibly orange.I can't say this mechoui went as late as the one I remembered, with songs and wine, wine and songs, stretching into the night. The kids, the rare Brittany heat wave, and the good Bordeaux wore us out. We slept like little lambs - and woke up (if you can believe it) hungry.


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This is a basic shiny, smooth, sheer lip gloss whose wand applicator has a brush tip. Each of the five shades contains shimmer in various tones, from red to light beige and pink.
The major flaw of this otherwise standard, overpriced lip gloss is the slightly rancid odor it emits, likely from the argan oil itself and the included coconut cream; these natural oils quickly break down and become rancid on exposure to air. Given the proximity of your lips to your nose, it makes for an unpleasant, odorous experience.
All in all, this is an OK lip gloss, but why bother when there are better options for a fraction of the price and without the obnoxious smell? (See our Best Lip Glosses list.)
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All of Josie Maran's products contain argan oil, even the makeup. Despite how they market this ingredient, it isn't a cure-all or a must-have. Argan oil is merely a good, non-fragrant plant oil. Like all non-fragrant plant oils, it is a natural source of beneficial fatty acids (skin-repairing ingredients) and antioxidants.
Argan oil is particularly useless in a makeup product because the oil quickly goes rancid when exposed to air. You can read more about the folklore and genuine benefits behind argan oil here.
The Josie Maran brand was founded by supermodel and former Maybelline spokeswoman Josie Maran. By almost any definition, Maran is an iconic beauty. Like Cindy Crawford before her, who launched a namesake product line, Maran used her notoriety from modeling to do the same thing.
Anytime a model with celebrity status launches a cosmetic line, the curiosity among consumers is intense. The question lingers: Is Maran so beautiful because of these products? Of course not! She was magnificent long before her products were launched, and being born beautiful is not a sign of skin-care knowledge.
Almost every Josie Maran product is centered around the allegedly miraculous argan oil. This non-fragrant plant oil is said to do everything from reduce wrinkles to heal acne, while giving you younger-looking skin. Argan oil isn't a bad ingredient, as it contains beneficial lipids and fatty acids for skin, as well as vitamin E and other antioxidants, but it isn't the only oil that has these kinds of properties. Even more to the point, no single ingredient does it all for skin. It's just like your diet: if you eat only one type of food, you'd soon be malnourished. Skin is the body's largest organ, and it requires a variety of useful ingredients to look and function at its best.
It's worth pointing out also that although argan oil does have benefit for skin, it's gimmicky at best to include it in products like eyeshadow and mascara, but that's what you'll find in Maran's line. Oil in a mascara and eyeshadow will make those products slip and slide off your face and lashes, but there is barely any in her makeup products so not to worry. Even if argan oil had benefit in makeup, it wouldn't remain stable—it would quickly turn rancid when exposed to air.
Despite some high points, the makeup fails overall because when compared to less expensive options at the drugstore, Maran's color options are more average than exceptional.
Although makeup comprises the bulk of this line's offerings, Maran has several skin-care products, too. None of them are must-haves, although a handful of them have decent formulas. Like most lines that use predominantly natural ingredients, there are some fragrant oils present that smell great, but they can irritate your skin and lead to collagen breakdown.
Many of Maran's products are labeled as having a "natural formula," which often is not the case; there are plenty of synthetic ingredients present, including silicones and a synthetic film-forming agent. Those are not bad for skin, but it just shows that you can't trust the company's claims.
For more information about Josie Maran, call (855) 461-6512 or visit www.josiemarancosmetics.com.
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GRAMMYS Will Now Allow Samples, Interpolations in All Song Categories
The GRAMMYS have just changed the game, at least in relation to what songs can be nominated for awards.
Kendrick Lamar Goes All 'Power of Positive Thinking' After GRAMMY Snub
Kendrick Lamar might have gone home empty handed at Sunday night's GRAMMYs, but he's not letting it getting him down. Instead he's embracing the art of positive thinking.
GRAMMYs Executive Producer Apologizes to Trent Reznor
"I'm sorry he was upset," GRAMMY Executive Producer Ken Ehrlich said. "I was really thrilled that we were finally getting him on the Grammys.
The Civil Wars Win Another GRAMMY, John Paul White Breaks Twitter Silence
Despite having split more than a year ago, John Paul White and Joy Williams took home their fourth GRAMMY award last night. White showed up to receive it alone, then today expanded on his message of thanks via Twitter.
Overnight America Podcast: January 28th, 2013 – Robert Ross, Robbie Rist
Popdose.com staffer Robert Ross sat in the hot seat this week as Jon talked all things Pop Culture with him. Find out what he had to say this week about what you can find on […]
Making a Case for Daft Punk's 'Random Access Memories' as GRAMMY Album of the Year
In our Inside Album of the Year mini-documentary on Random Access Memories, we made a case for not only Daft Punk's win last night, but also acknowledged the influential role they've played in music across numerous genres throughout their comparatively brief history.
Kendrick Lamar, Imagine Dragons Team Up for 'Radioactive' Remix
Two-and-a-half minutes into the track, Lamar enters rapping about martians, tater tots and wanting to be the first rapper on Mars.
Macklemore Apologizes to Kendrick Lamar for Winning Rap GRAMMY
"You got robbed. I wanted you to win. It's weird and sucks that I robbed you."
Trent Reznor Feels 'Disrespected' by the GRAMMYs
GRAMMY viewers only got a tiny taste of music's biggest night's final act featuring Nine Inch Nails, Queens of the Stone Age, Lindsey Buckingham and Dave Grohol, and Trent Reznor is none too happy about it.
Behind the Scenes at the 2014 GRAMMYS with Macklemore & Ryan Lewis, Daft Punk, Kacey Musgraves & More
What goes on behind the scenes at the GRAMMYs? Hear what winners such as Macklemore & Ryan Lewis, Nile Rodgers, Kacey Musgraves, Darius Rucker & more had to say, and find out which artist brought the press room to tears.


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Contest details are up!
Last Week's Competition -- Movie/Song Names
We've drawn out the five winners for last week and they will receive a private message on this site within 24 hours! However, in the event that one of the winners does not respond to the private message within one day of receiving it, we will pick another winner... so pay attention to your private message inboxes this week!
This Week's Competition -- Screenshot Contest
This week we're doing a screenshot contest! Here's what you need to know:
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We will draw 15 entries at random and select the 5 we feel are most interesting from this group. These 5 will win a Murloc Marine. Additionally, we will decide which single screenshot we like the most and award them a Lil' KT and Pandaren.
You are welcome to respond multiple times to the thread to discuss the movies, but don't add a second screenshot! Posters who make multiple entries or post from multiple accounts will be disqualified. Members who haven't won a pet are welcome to re-enter the contest with each new week!
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So if I hear that right attempts are shared across Normal and Heroic version? For example if you have 15 total attempts and you spend 5 killing thoes 4 bosses on normal you only have 10 left for Heroic?
In icecrown you can only attempt bosses as either normal or heroic. theres no 2 instance like ToC. you can flip a switch before engaging the boss to make it heroic.
To be honest i have no idea what it means for the screen-shot to be family-friendly
I would eat you if i wasn't stabbed in the head..
What have I become, my sweetest friends. Everyone I know, goes away in the end. And you could have it all, my empire of dirt. I will let you down, I will make you hurt.
Raid leader: "why in the ¤#"# did the tank die?"
Priest: "his health points reached zero...."
Now THATS what i call Rush Hours!
Well I do :P
Last edited by Mierzei; 11-24-2009 at 05:48 AM.
Oops I killed Stocks.


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The Graduate Center offers more than thirty doctoral programs in the arts, humanities, social sciences, and natural sciences, including History.
Learn about the Graduate Center's core faculty,
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In this work I offer critical interpretations of street skaters, images in schools, collaborative writing and discourses on Muslims in schools. Employing a phenomenological, hermeneutic approach, I have thought back on my experiences, made claims and supported them hermeneutically. As I have (in the tradition of critical pedagogy) told stories of being in the world, a critical perspective has anchored these stories to broader social, political and economic frameworks. Axiological concerns are at the forefront of this work, and the "so what?" question implicitly weaves through it. I do not seek to provide the answers, but rather to illuminate, through example, that asking questions of that which is taken for granted and connecting these questions to issues of power is a valid undertaking. In a world of truncated educational "accountability" this work joins those that seek to offer a counterpoints. This dissertation explores work that has been done over the past three years in a variety of pedagogical contexts. As a manuscript style dissertation, it sews together freestanding texts with the thread of critical pedagogy. Each chapter (including half of the first chapter) has been published, only the last chapter (which discusses future work) is new. In each of these research projects I set out to use interdisciplinary and multi-textual approaches to focus on "other" ways of being in the world, and to question privileging practices and discourses that have been normalized in everyday life. As a bricolage, this work brings together multiple disciplines and theoretical discourses. I draw from a range of critical pedagogies and visual and literary methods. Throughout, I employ autoethnography as an entry point, to render accessible the worlds and worldviews that I seek to shed light on.
The United States has always taken great pride in its children's protection programs that have served as an example to developing countries. As a beacon of opportunity to poor and underdeveloped countries, the country is also known amongst third world nations, as the only hope to achieve social mobility because of its educational and labor market opportunities. Recently, in an apparent contradiction to its protection programs, social, and economic opportunities, the nation has instituted laws that undermine the welfare of children of immigrants and immigrant children by deporting people, regardless of their immigration status. Qualitative data were utilized to examine the impact of deportation on Dominican children and families left behind in the United States. The study's aim was to articulate the impact of parent's regurgitation/ejection on children's education, social integration, economic, and health and mental health status. The theories of social bulimic-exclusion and inclusion-, human waste, and toxic environment served as a framework for understanding how the society has become bulimic by both massively importing and deporting human capital. Social exclusion forces low-income and marginalized children to multi-levels of stigmatization by reinforcing the poverty cycle. Fragmented assimilation, a form of social inclusion, further compounds the exclusion of minority and immigrants because it does not fully integrate individuals into the fabric of society. The study found that U.S. born children left behind in a single parent household, ultimately face multi-levels of social exclusion. Hence, mandatory deportation negatively impacts children of deportees' social integration to mainstream society. Findings revealed that children of deportees experience tremendous sense of abandonment, insecurity, and isolation, which affect their educational attainment, socioeconomic status, social capital, and health mental status. In conclusion, social bulimic cannot co-exist with democracy because everyone is not fully included into mainstream society. What exists therefore, is an oligopoly democratic system that influences an oligarchy society in which a group of people--usually those in power--have control over the policy-making process and implementation with no accountability or assessment on collateral damages or the further social bulimization of children of deportees left behind in the United States.
The research in this dissertation focuses on ways to improve the teaching and learning of science in a suburban junior high school on Long Island, New York. The study is my attempt to find ways to achieve parity in my classroom in terms of success in science. The goal of parity is for all students to have equal opportunity to enjoy a basic education of high quality, achieve at high levels, and enjoy equal benefits from education. I was specifically looking for ways to encourage Black female students in my classroom and in other classrooms to continue their science education into the upper grades. The participants were the 27 students in the class, a friend of one of the students, and I, as the teacher-researcher. In order to examine the ways in which structure mediates the social and historical contexts of experiences in relation to teacher and student practices in the classroom, I used collaborative research; autobiographical reflection; the sociology of emotions; immigration, racialization, and ethnicity, and cogenerative dialogues (hereinafter, cogens, singular cogen) as tools. Cogenerative dialogues are a way for students and teachers to accept shared responsibility for teaching and learning. This study is of importance because of my school's very diverse student body. The school has a large minority population and therefore shares many of the characteristics of urban schools. In my study I look at why there are so few Black female students in the advanced science course offered by our district and how this problem can be addressed. I used a variety of qualitative approaches including critical ethnography and micro analysis to study the teaching and learning of science. In addition to the usual observational, methodological, and theoretical field notes, I videotaped and audiotaped lessons and had discussions with students and teachers, one-on-one and in groups. In the first year the cogenerative group consisted of two Black female students. In the second year of the study there were four Black and one White-Hispanic female students in the cogen group. Below, I discuss my journey toward a career in science education and explain how I became a teacher-researcher. In my research I studied the interactions of the students between lessons and during laboratory activities as well as the cogens themselves in order to get the data needed to identify the role of science cogens in the learning and teaching of science. The students both in my cogen and in my science class collaborated with me as we worked to create new culture through conversations. I also used cogens to examine the influence of immigration, race, ethnicity, and gender in my science class. The students in the cogen were native-born children of immigrants, known as the second generation and/or 1.5 generation. In the first year one of these students was the daughter of Jamaican-born parents and the other native Black. The students in the second year included one each of Haitian and Jamaican descent, one with Dominican parents, and two native Blacks. Interestingly enough, if I had not conducted the cogenerative dialogues, I might never have become aware of their ethnicities. The cogens helped me to become a better teacher by allowing me to understand what racialization was and how it impacted students as well as teachers. The cogens helped students voice their opinions in a manner and in a place that supported their understanding of both the similarities and differences among students in the class in addition to contradictions in their science class as well as in other nested fields. Contradictions are differences between people and groups that arise as a normal part of social life in the classroom (and elsewhere, of course), and I looked for ways to retain these differences as we learned to deal with them. I looked especially for contradictions that were evident between the larger culture of the school and that of the students in the cogen. I studied the dialectical relationship between agency and structure in my science class and within the cogenerative dialogue group. I found that as students gained agency, they were more successful in obtaining entry into accelerated science classes and succeeded in those classes. I found that some marginalized students were shut down in their classrooms. During the common planning time within the science department, we discussed the lack of minority students in our advanced science classes. I introduced the idea of cogens and described how they could encourage more students to become involved in the process of learning. Although my colleagues did not institute cogens with their students, they did listen to the ideas about culturally relevant teaching which I communicated, and, although I have not witnessed it myself, I was told by some of my colleagues that they were trying to address the cultural mismatch found in their classrooms. The science faculty and I spoke to administrative personnel, and they saw how their goals and ours were aligned. Soon, all stakeholders were on board: my chairperson, the science department, and the administration. For many Black female students in our district, access to advanced science classes was largely unavailable because students had not learned to communicate scientific literacy in ways that were recognized and acknowledged in our school district. My research supports the theory and research that point to the desirability of building positive emotional energy through chains of interactions and transactions that produce success among most, if not all, participants. This study increases the understanding of the structure of interactions in a science class by building understanding of the face-to-face encounters associated with organizing, establishing, and maintaining conversations. As a teacher-researcher, I found that cogenerative dialogues also helped to create emotional energy and student engagement as well as synchrony and entrainment among students in the cogen and in the classroom. A community of learners formed, and this contributed to a positive learning environment. This environment in turn produced positive emotional energy and community. Cogenerative dialogues became a tool to build community in my science class. It also became a tool to introduce a new way of teaching and learning to me as well as to my colleagues. I began discussing the use of cogens in my science department meetings so that, by understanding different ways of thinking and being, my colleagues and I might find ways to transform science education at our school. Becoming aware is an important step for teachers and students to use their cultural capital to eliminate practices that prevent students from connecting with science. In cogens teachers and students can identify important shared classroom experiences and together fashion new roles for each of them. Teacher-researchers can effect change in their classrooms and, by letting others in the school and academic community become aware of their research, effect change in other schools as well. The results of the latest Regents exam have convinced the administration, the math, and the science departments as well as other faculty members of my junior high school that, when all stakeholders are involved, change can happen. The students who had been marginalized were as successful in the advanced science classes as those who were not. My school district took note of this and proudly continues the program.
This dissertation addresses the question of how structured out-of-school-time settings, such as afterschool programs and summer camps, are positioned to support children's engagement and learning in science. This study addresses a gap in the research literature that does not fully specify the nature of the out-of-school-time (OST) setting and that generally does not position learning and development in relationship to one another, instead focusing on one or the other. As a result of an incomplete conceptualization of the OST setting as a site for learning and development, the OST field is becoming increasingly academicized, and its developmental qualities and benefits for children are under siege. A transformative activist stance (Stetsenko, 2008) guides my goals in undertaking this study - to produce knowledge that can inform the design and implementation of OST science programs - and it also guides my analysis of what constitutes learning in OST science. A transformative activist stance is a perspective on cultural-historical theory that understands individual development as occurring through agentive, goal-directed efforts to change one's self and one's world. These goals and actions are always developed and enacted in cultural-historical context. Learning, which occurs through the appropriation of cultural tools and schema to achieve one's purposes, and which leads human development, is understood broadly, as entailing processes of being, doing, knowing and becoming (see Herrenkohl & Mertl, in press). I also draw on bioecological theory (Bronfenbrenner, 1979) to analyze the proximal processes that support and sustain children's participation in the OST setting. In this study, I analyze the structural, developmental, and conceptual features of three different OST science programs to understand how they create opportunities for learning and engagement in science. The contributions of this study are to better specify the nature of the OST science program setting and to better conceptualize how learning and development relate to one another in the context of OST science. I draw on my analysis to make recommendations for ways in which OST science learning can be expanded and enriched for more children in more settings.
In recent decades there has been increasing interest in regulating teacher appearance in the schools. While there is a great deal of anecdotal data available about what dress standards for teachers should be, to the best of the researcher's knowledge no one has undertaken scholarly research to investigate teacher attitudes towards their constructions of self, self-as-teacher, and educational philosophies as expressed by dress practices. Predicated upon the theory that the study of self presentation provides a window through which we can gain insight into these constructions, this dissertation investigates how a sample of nine New York City public high school teachers use dress to define `personal self' and `self-as-teacher' identities as well as their educational beliefs. It is hoped that the findings of this research will contribute to better understanding of a topic that thus far has largely been neglected by educational scholars even while it has nationally attracted both interest and debate within and beyond the realm of public schools.
An open admissions policy for the City University of New York was approved by the University's Board of Higher Education in 1969, ushering in a new era of greater access to college for the city's poor and working class Blacks, Latinos, and white youth. This policy change was made in response to demands from students, civil rights organizations, minority elected officials, and civic organizations for access to higher education for historically underserved populations in the city. It also satisfied the political exigencies of the time, allowing the city and Mayor John Lindsay, who was seeking to tamp down civil unrest, to support open admissions as a response to the demands of the civil rights movement. As part of the implementation of open admissions, CUNY developed an infrastructure to support remedial work for students starting college without adequate academic skills. Almost thirty years after the open admissions proposal was approved, in a markedly different political climate, the CUNY Trustees voted to end remediation at the system's baccalaureate degree-granting colleges, bringing the era of open admissions to an end. This time, the decision was made in response to the demands of the Mayor and Governor and strong advocacy on the part of some of the City's media. The debate took place within the context of a shift away from programs for the disadvantaged and back toward the focus on quality and prestige that had been CUNY's hallmark before 1969. Both the vote to institute open admissions and the vote to remediation came at the end of a highly visible, highly contested policy debate in which internal and external constituents weighed in, the mainstream media highlighted the debate, and city and state elected officials played a significant role. As well, both policy debates were highly ideological in nature, with Board members and other participants acting on deeply held beliefs regarding the mission and purposes of public higher education. This comparative case study discusses both decisions within their larger social context, considering how they were shaped by politics and the ideologies of the respective CUNY Boards and key constituencies.
For over forty years, the dominant secondary high school model in urban school districts was the comprehensive high school. As various attempts to turn around failing high schools in the 1970s and 1980s failed, increasing numbers of educators, researchers, and policy makers began to question whether the comprehensive high school model was viable. The history of small school reform over the last two decades represents an ambitious attempt to remedy the perceived disconnect between school structures and desired outcomes. But while hundreds of small schools have been created in New York City over the last two decades, small high school reform as an exclusive response to underperformance has increasingly been seen as untenable. As a result, there has been renewed interest in structures which allow for more personalized educational experiences while maintaining large schools intact. Small Learning Communities represent one such structure and this study examines an attempt to create semi-autonomous institutes within a comprehensive high school. The data analyzed for this research were generated during the planning phases of this project (2005-2006) and during the first two years of implementation (2006-2008). The quantitative data analyzed included standardized exam scores, demographic indicators, class lists and course offerings, course passing rates, credit accumulation patterns, the results of diagnostic tests, and attendance rates. In addition, this research involved an analysis of a range of qualitative data generated by the reform process including organizational charts, meeting minutes, and memos. Finally, the researcher conducted observations of a wide range of school settings and interviewed key stakeholders. Findings indicate that the creation of semi-autonomous institutes were related to positive shifts in school culture for teachers and created the potential for increased academic performance. These shifts in faculty perceptions of school culture were related to improved communication, expanded professional opportunities, and more robust relationships between adults and students. Involving broader segments of a school's faculty in decision-making was found to generate broader investment in collective goals and more effective problem solving but was not in itself sufficient to generate consensus around contested goals or to result in changes to instructional practice.
Abstract STREET SMARTS, SCHOOL SMARTS AND THE FAILURE OF EDUCATIONAL POLICY IN THE INNER CITY: A MULTILECTICAL APPROACH TO PEDAGOGY AND THE TEACHING OF LANGUAGE ARTS by Gene Fellner Adviser: Professor Kenneth Tobin Over the past five years, I have mentored language arts teachers, and their students, in one of the poorest cities in the United States. Though official transcripts stigmatize most of these students as failures, their written and spoken words, and the ways they interact, show them to be intelligent, thoughtful, witty, and inquisitive. How could policymakers and school officials be so inept at assessing the students they are authorized to serve? In this dissertation, I explore why educational leaders ignore, suppress, and are oblivious to the incredible vibrancy and brilliance of the students I've worked with. I examine the disastrous consequences that result from official policies, mediated by the inadequacy of the theoretical lenses and the methodologies they employ. I suggest alternate lenses and pedagogical methods that welcome students in their multi-dimensionality, focusing particularly on practice in language arts classrooms. These facilitate the creation of an environment in which learning is an adventure rather than a chore, and writing a tool to explore students' ideas rather than an exercise in drudgery. Central to the inability of the educational establishment to evaluate my students is its fixation on measuring knowledge and enforcing standards that reflect dominant ways of perceiving and quantifying worth. I propose alternate "multilectical" lenses that are able to see students in their rich complexity. Multilectics makes visible the immeasurables on which student knowledge rides. These include curiosity, exuberance, thoughtfulness, and collaborative engagement. Because these qualities can't be measured in any static way, they are excluded as conveyers of knowledge by educational policymakers. Moreover, since these attributes are manifested through language in its fullest sense (speech, gesture voice), and student language is often suppressed because it threatens dominant discourse practices, the very tools students have to communicate are shut down. When schools prohibit the tools of expression that students have available to them, they censure the very essences of who these students are. Schools then become terrains of hostile encounters in which the values of academia clash relentlessly with the values of home and street. In the language arts classroom, the mania to enforce dominant standards and to quantify achievement at every level facilitates formulaic teaching and the prioritization of spelling and grammar over ideas and passions. Even though ten years of such enforced practices have not raised academic achievement, schools continue to dull down the curricula, taking the art out of language arts and turning it into a series of task-intensive exercises. In the final section of the dissertation I view a group discussion of a 7th grader's poem through a micro analytic lens. Perceiving students close up and in slow motion offers a new way to reveal their strengths and some pedagogies that serve them.
Attending and completing upper secondary school in Darién, located on the eastern side of Panama, presents several challenges for the youth; these are largely attributed to: 1) lack of access to upper secondary schools, caused by geographic and socioeconomic factors; 2) poor regional education policies; and 3) inadequate infrastructure (e.g. transportation, potable water and electricity) that supports inconsistent school attendance. The purpose of this dissertation was to learn about an alternative solution to the educational problems in Darién, offered by Colegio Agroforestal de Darién, a boarding school. The research question that guided this study was: in what ways does a school with an agroforestry curriculum contribute to the sustainable development of the youth in Darién? Sustainable development here refers to the prospects for students to improve their socioeconomic conditions as a result of their technical education, while acquiring competencies to support the preservation of their ecosystem (UNESCO, n.d.). Darién is the most sparsely populated region of the country--3.7 inhabitants per square kilometer--and the region with the highest rate of extreme poverty; Darién accounts for 52.7% of the national poverty rate (Contraloría General, 2008). It is also home to a diverse population; 23% Afro-Latino, 30% Indigenous and 47% Colono-Latino (IADB, 2002). Using a mixed methods approach informed by rural development and place-based education (Gruenewald, 2003) conceptual frameworks, the study focused on data from the 2007, 2008 and 2009 graduates and from the 2010 current students. Findings in this study revealed that graduates assessed their training in agroforestry --agriculture, animal husbandry, forestry and land management--as significant in preparing them for employment and motivated many to pursue tertiary education. However, limitations to the continued accomplishments of the school were also found. This study adds to the body of literature that links the practice of agroforestry systems in developing countries with poverty reduction (Garrity, 2004). Moreover, there is a paucity of empirical qualitative literature that speaks to the contribution of education, particularly in rural places, in the livelihood of youth in Panama.
This dissertation investigates the emerging US national math education, its curriculum and purpose, with respect to the individuals and organizations comprising its social network. National math education means two things: a circumstance in which all students across the US are offered primarily the same instruction from among mathematical topics, and a process whose outcome is in the national interest. The method of inquiry relies on a new perspective of governance in which social networks operate among official governing structures. Upon constructing a representative social network surrounding US national math education, the following interests were found: developing a national math education that enhances the productivity of US workers, advocacy for either a traditional or reform mathematics pedagogy, improving the content knowledge of US math teachers, and a national math education that fuels an education services industry. Taken together, these interests undermine each other and are argued to fail at national math education's purported objective, namely, to increase the knowledge and use of mathematics by persons living in the US.


text: 2 Simple puzzle game - but if you've not got it already then..Spidersoft | 02/06/2007 | See all Spidersoft's reviews (16)Top 100 Games Reviewer This is a very simple puzzle game, quite a good puzzle game really. Basically each level starts with a shaped grid containing different items of fruit. You rotate the whole screen trying to get the same items of fruit in a line - they then disappear. Get rid of all the fruit and the level is complete.It's not bad, it was a very early Wii title and the reason I rate it so poorly is because it doesn't use the Wii remote at all - well, apart from the dpad, you simply press left or right and that's it.This game would be better suited to XBOX Live Arcade or a PC title - for the Wii its too little, too late.


text: 5 A Remarkable VisionMovieAddict | 09/05/2013 | See all MovieAddict's reviews (1336)Top 10 Reviewer Top 10 DVD Reviewer I never saw this in the cinema in all it's 3D glory, this is now regrettable, but on retail release I took the risk and purchased it without previously watching it before hand. The first half hour I was wondering what all the fuss was about with all it's religious rambling back story, but as soon as the film sets sail I was treated to a simple story that was so well told. The stranding of Pi and the Bengal Tiger on the lifeboat as at first enemies then teaming to survive the elements and have a mutual respect is so well done. It's not Doctor Doolittle as the Tiger could at any time turn on Pi and have him for lunch, but it's this balance that makes the two stars such a delight to watch. The visuals far exceed anything Avatar did as the ocean is alive with colour and life. I was captivated and by the end wanted the two to become friends, but the film is smart enough to fall into a over sentamental cop out and leaves you guessing if this was all a figment of Pi's imagination to cope with the trauma of being lost at sea. It's outstandingly directed by Ang Lee, brilliantly acted by a unknown and jaw dropping in it's beauty. By the end of the film you kind of understand what the tedious first half hour was about. Life of Pi has to be seen in 3D on the biggest screen possible.See If you Like......Cast away.The Black Stallion.Avatar.


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Multifunctional USB DAQ Module
- Category: Input/Output Systems
- Product Type: Remote I/O
- Manufacturer: Advantech
USB-4704 DAQ module is a 48 kS/s, eight-channel, 14-bit, multi-functional module with analog I/O, digital I/O and counter functions. It comes packaged with Wave-scan, a data-logging tool that provides examples, such as Visual C++, Visual Basic, Visual C#, Visual Basic .NET, Borland C++ builder, Delphi and LabView for easy development. Its low price makes it an excellent tool for students.


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Elena Delle Donne and Tamika Catchings Support Lauren HillLast week, Lauren Hill of Mount St. Joseph University courageously took the floor for her first college game, refusing to let an inoperable brain tumor keep her from achieving her dream – and WNBA stars Elena Delle Donne and Tamika Catchings were on hand to lend their support.
All-Access: NBA All-Star RelayTo promote healthy living, the NBA teamed up with New York Road Runners for the first-ever marathon relay.
Hammon Makes Coaching DebutBecky Hammon makes history as the first woman to be a full time NBA coach.
USA Basketball Women's National Team: Capturing the GoldAn all access look at the team's journey through the 2014 FIBA World Championship for Women culminating in their gold medal win
Nneka Ogwumike and Breanna Stewart: Off Day in IstanbulDuring a break in their busy game schedule, Nneka Ogwumike and Breanna Stewart took a tour through Istanbul's world famous spice market


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McLaren managing director Jonathan Neale insists his team are not prepared to "pay telephone number salaries" to keep hold of personnel.
The Woking squad lost Lewis Hamilton at the end of last year with Mercedes reportedly paying him £15million per year and former technical director Paddy Lowe is set to follow the 2008 World Champion to Brackley.
Although he concedes McLaren will miss Lowe, Neale says Mercedes offered an "exotic salary".
"I don't review the situation as being a management slip up. I am not surprised that people are coming through this team at the moment prepared to pay exotic salaries for people and wait 12 months to get them," he is quoted as saying by the Daily Mail.
"I would be disappointed if we weren't regarded as the place to come and hire good people from because then I wouldn't be doing my job. You have got a team and you want to buy some short-term know-how, then you can go out and pay telephone number salaries."
Neale admits he tried to persuade Lowe to stay, adding: "Even if you have got what you think is a watertight contract, the reality of the situation is that if somebody rolls up on Monday and says, 'I don't like being here, I don't like the cut of your jib, you are not paying me enough money or whatever' then even if you had the contract to tie them in, and in this case we did have a good contract, you don't want them in the team anyway."
With Lowe heading to Mercedes, there have been suggestions that team principal Ross Brawn could be on his way out.
Asked whether McLaren would be tempted to move for Brawn, Neale replied: "Ross, by his own admission, would say he hasn't achieved what he wanted to in the last few years.
"He is still a fantastic guy and still well respected through the industry - a great leader of men and a good technical guy. But it is about the chemistry and the blend, that is my view."


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You're leaving Wedding Paper Divas to see the Deal of the Day at our parent site, Tiny Prints.
You won't be able to dismiss this by usual means (escape or click button), but you can close it programatically based on user choices or actions.
"First of all, I am not at all a fan of the standard color scheme. But I loved the retro graphic, so I clicked on it anyway, and the navy blue version is PERFECT! I'm so glad there was a template to follow for what info goes on the card, because this was my first time organizing a bachelorette party. We are doing an all day affair, so I used the back of the card to show the itinerary in a navy blue font. I feel like I got a great value for 15 cards, and to cut corners (pun intended) on price even more I didn't get a corner option and rounded the edges myself with scissors. I wasn't expecting much with the plain white envelopes, but even those were high quality! Very thick and sturdy, took my ink calligraphy pen very well with no bleeding. I will definitely be using WPD for my future wedding stationery! :)"
"I loved everything about this invitation except that I could not get the customized color I was hoping for, and had to choose one 'close' to it...other than that, I was very satisfied with my invites and will definitely look to order from WPD in the future!"
"I liked the preview so much, I didn't change a thing when ordering cards for my best friend's Bachelorette. Everyone thought it was a fun card with out going over the top. Loved it so much we are using WPD for our save-the-date for our wedding!"
"Everyone loved the cards, I punched two holes at the top and tied a poem on with some ribbon. I did think it was going to be a little glossy, it was more of a dull black. It didn't really matter though, it was overall cute!"
"I ordered these for my sister's bachelorette and I absolutely love them! Great design and quality! This is the second time I've used wedding paper divas and once again have had a very good experience and received a great product."


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Is U.S. Justice Broken?
Recorded: Thursday, December 9, 2010
Part 1 |
Part 2
Part 3
Part 4
Part 5
From fingerprinting to criminal sentencing, from lawyer licensing to judicial selection, and from eminent domain to wealth transfers via class-action lawsuits, how do perverse incentives impact the law and what reforms would create a more just and efficient legal system?
Experts: David D. Friedman, Alex Kozinski, Edward J. López, David J. TherouxType: Independent Institute EventIssues: Crime, Criminal Justice/ Prisons, Law Enforcement
Don Kates on the San Francisco Gun Ban Lawsuit
Recorded: Wednesday, September 10, 2008
Don B. Kates discusses his support for the lawsuit challenging San Francisco's public housing gun ban in a KRON 4 report.
Experts: Don B. Kates Jr.Type: TelevisionIssues: Constitutional Law, Gun Control
What the Second Amendment Means Today
Recorded: Wednesday, July 2, 2008
Part 1 |
Part 2
Part 3
Part 4
Experts: Robert Higgs, Don B. Kates Jr., David J. TherouxType: Independent Institute EventIssues: Constitutional Law, Gun Control, History (U.S)


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|Date published
|Your Library Renewed-Capital Improvement Projects at SLCL
|Mon, 03/24/2014 (All day)
|SLCL Presents A Young Readers' Showcase with Top Adventure Writers
|Mon, 03/24/2014 (All day)
|SLCL Presents Popular Young Adult Fantasy Author Brandon Mull
|Fri, 03/21/2014 (All day)
|Read St. Louis Presents Distinguished Literary Achievement Author H.W. Brands
|Fri, 03/21/2014 (All day)
|SLCL Presents the Award-Winning Memoirist Gail Caldwell
|Wed, 03/19/2014 (All day)
|Pacesetter Author Series Presents Pencils of Promise Founder Adam Braun
|Tue, 03/18/2014 (All day)
|SLCL Foundation Presents St. Louis Author and Historian Joan Barthel
|Wed, 03/12/2014 (All day)
|Prairie Commons Community Garden Expands
|Tue, 03/11/2014 (All day)
|SLCL Foundation Presents Bestselling Suspense Author C.J. Box
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|County Library Introduces Read & Play Stations
|Mon, 03/03/2014 (All day)


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1.15) Ryan Shazier - ILB/OLB
2.46) Stephon Tuitt - DE
3.97) Dri Archer - RB
4.118 ) Martavis Bryant - WR
5.157) Shaquille Richardson - CB
6.173) Wesley Johnson - OT
6.192) Jordan Zumwalt - ILB
7.215) Daniel McCullers - DT
7.230) Rob Blanchflower - TE
"Before you can win a game, you have to not lose it." -- Chuck Noll
i get the feeling some "fans" here would be happy to go winless as long as AB gets his numbers
talk about "man love"
I've got this strange feeling that next game Heath Miller catches a five yard pass and does the Ickey shuffle.
It's all about context.
17-0 down & celebrating a 1st down = dumb.
If the Steelers were winning, if discipline didn't seem to be an issue through the roster, then people probably don't mention it.
Schiavone's Race Career:
Starts- 9
Wins- 1
2nd- 4
3rd- 0
Other- 4
Prizemoney- $28,050.00


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7 Holiday Reds That Don't Scream "Rudolph!"
Give your winter wardrobe a pop of color! From bright crimson to deep oxblood, here are the hottest new shades of red to rock all season long.
By Kara McGrath
Lea Michele's Lace Dress
Lacy looks are so perfect for the holidays! Paired with some sequins and a major 'do, Lea Michele's red frock definitely earns her a spot on the Nice list.
MORE: Long Sleeve Dresses To Rock 'Til Spring!


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Wikipedia Article Feedback corpusThis dataset contains the entire corpus of feedback submitted on the English, French and German Wikipedia during the Article Feedback v.5 pilot (AFT). The Wikimedia Foundation...
English Wikipedia RevertsReverting and reverted revisions from the English Language Wikipedia. See https://meta.wikimedia.org/wiki/Research:Revert This dataset was last updated in on Aug. 23rd, 2014.
Teahouse corpusThe Teahouse corpus is a set of questions asked at the Wikipedia Teahouse, a peer support forum for new Wikipedia editors. This corpus contains data from its first two years of...
Wikipedia new user registrationsHistorical data on new user account registrations to the English Wikipedia and other large Wikipedias.
Wikipedia Banner Challenge: Banner fileThis file has one row for each banner. For a full file layout, see http://blog.allourideas.org/post/2739358388/download-your-data.
Wikipedia TemplatesThis dataset shows the top 60 Wikipedia templates that editors, both new and experienced, receive on their Talk pages. The dataset covers the period 2007 - 2011.
Wikipedia pageview statsThis is real, accurate hourly snapshot data on the access to Wikipedia captured from the Wikimedia Squid servers. Project counts show the total access in a time period to the...
Wikichallenge - TrainingThis is a non-random dataset containing the edit histories of about 47,000 editors. This can be used for machine learning purposes and the outcome variable is the number of...
Wikipedia Banner Challenge: Non-votes fileThis file has one row for each non-vote (e.g., a voter clicking "I can't decide"). For full file layout details, see:...
Wikipedia Banner Challenge: Votes fileThis file has one row for each vote. For a more detailed file layout, see http://blog.allourideas.org/post/2739358388/download-your-data
Wikipedia Editor Engagement Experiments: Timestamp position modificationThis experiment looks at the effects of linking to the revision history of Wikipedia articles with a prominent "last modified" timestamp. Currently, the only way for readers to...
Wikipedia article ratingsA complete anonymized dump of 11M article ratings collected over 1 year (July 2011 - July 2012) from the English Wikipedia. Read more...
Wikipedia, the free encyclopaediaWikipedia dumps of full content of wikipedia. Database backup dumps - A complete copy of all Wikimedia wikis, in the form of wikitext source and metadata embedded in XML. A...
Wikimedia Research Newsletter corpusA curated corpus of references on Wikipedia and Wikimedia research, reviewed in the monthly Wikimedia Research Newsletter.
Wikipedia user preferencesData on user preferences set by active Wikipedia editors. Active editors are defined as registered users with at least 5 edits per month in a given project. The dumps were...
Wikimedia Fundraiser Public DataPublic data about the Wikimedia Fundraiser. Data is refreshed every 15 minutes and includes the complete historical series since 2006.
EPIC/Oxford Wikipedia quality assessmentThis dataset comprises the full, anonymized set of responses from the blind assessment of a sample of Wikipedia articles across languages and disciplines by academic experts....


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Satellite View Selection
00:30 AWST on Friday 19 December 2014 | Cloud/surface composite, Australia
Images from Japan Meteorological Agency satellite MTSAT via Bureau of Meteorology.
IDY28000 Australian Government Bureau of Meteorology Bureau National Operations Centre Satellite Notes for the 0000UTC chart on 19 December 2014 Issued at 1:01 pm EDT Friday on 19 December 2014 A broad area of low pressure extends across northern WA to the NT. This is generating areas of mid-level cloud with embedded thunderstorms. A trough from the QLD coast that stretches south over the Tasman Sea has a large well-developed cloud band associated with it. Cloud in the wake of a cold front is over southern Victoria.


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- Supports the latest iOS6
- Can be used on any network
- Grab a iPhone 3GS 8GB including and one year warranty for just $299 from TNT Traders.
- Enjoy all of the great features that made the iPhone the iconic device it is today.
- You'll love the huge range of features, functions and apps.
Don't wait any longer, join the iPhone revolution today with this amazingly priced genuine Apple Refurbished 8GB iPhone 3GS from TNT Traders. This smart, sassy gadget packs a real techno-punch when it comes to delivering fantastic user-friendly functionality while having your finger permanently on the pulse, with the 1000's of apps available. At this price, it is a deal not to be missed. Grab a refurbished iPhone 3GS 8GB including and one year warranty for just $299 from TNT Traders.
- Supports the latest iOS6
- Can be used on any network
- 8 GB internal flash memory
- 3.5-inch Capacitive Touchscreen
- 320 x 480 resolution with 165 ppi
- GSM Smartphone
- UMTS/HSDPA 850/1900/2100 MHz band support
- GSM/EDGE 850/900/1800/1900 MHz band support
- Bluetooth v2.1 + EDR wireless technology
- 3.0 megapixel camera
- IEEE 802.11b/g WiFi
- 600 MHz CPU speed
- PowerVR SGX535 GPU
- SMS/MMS messaging
- E-Mail support
- Built-in speakers and microphone
- Supports voice recording
- Voice control
- Polyphonic & MP3 ringtone support
- GPS, Cellular location, WiFi location support
- Supports photo tagging
- Video recording
- Apple App Store support
- Third party application integration
- USB 2.0 interface
- Built-in accelerometer
- Proximity sensor
- Ambient light sensor
- Multi-language support
- International keyboard & dictionary support
- Airplane & Vibrate modes
- Built-in 3.7V Li-Ion battery
Physical Features:
- 30-pin Apple Dock Connector
- 3.5 mm stereo headphone minijack
- SIM card tray
- Sleep/Wake button
- Ring/Silent switch
- Volume Up/Down
- Home button
Default Apps:
- Alarm
- Calculator
- Calendar
- Clock/Stopwatch
- Games
- Maps
- Notes
- Stock
- Safari (Internet Browser)
- YouTube
- Weather
Supported Media:
- Video: H.264 video, up to 1.5 Mbps, 640 by 480 pixels, 30 frames per second, Low-Complexity version of the H.264 Baseline Profile with AAC-LC audio up to 160 Kbps, 48kHz, stereo audio in .m4v, .mp4, and .mov file formats; H.264 video, up to 2.5 Mbps, 640 by 480 pixels, 30 frames per second, Baseline Profile up to Level 3.0 with AAC-LC audio up to 160 Kbps per channel, 48kHz, stereo audio in .m4v, .mp4, and .mov file formats; MPEG-4 video, up to 2.5 Mbps, 640 by 480 pixels, 30 frames per second, Simple Profile with AAC-LC audio up to 160 Kbps, 48kHz, stereo audio in .m4v, .mp4, and .mov file formats
- AAC (8 to 320 Kbps), Protected AAC (from iTunes Store), HE-AAC, MP3 (8 to 320 Kbps), MP3 VBR, Audible (formats 2, 3, 4, Audible Enhanced Audio, AAX, and AAX+), Apple Lossless, AIFF, and WAV
E-Mail Attachments:
- .jpg, .tiff, .gif, .doc, .docx, .htm, .html, .key, .numbers, .pages, .pdf, .ppt, .pptx, .txt, .vcf, .xls, .xlsx
Battery Specifications:
- 3G talk time: Up to 5 hours
- 2G talk time: Up to 12 hours
- Standby time: Up to 300 hours
- Internet use: 5 hours (3G), 9 hours (WiFi)
- Video playback: Up to 10 hours
- Audio playback: Up to 30 hours
Package includes:
- Apple iPhone 3GS 8GB Touch Screen Phone
- USB cable (30-pin ADC to USB 2.0)
- Power adapter (Input: 100 - 240V, 50/60Hz)
Phoenix Distribution NZ Ltd
(09) 475 0028
Business in trade
ConditionsLimit 10 per user
Pay $8.99 extra per unit for delivery. Enter address when purchasing. Excl. PO Box & rural addresses. No refunds, no cash back, not to be used with any other offers.
See the rules that apply to all deals Delivery Timeframe: 10 days
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Getting more bang for your buck
Good news:
If you don't use your coupons before they expire, they're still worth the money you paid for them for an extra three months.
GrabOne FaceValue gives you another three months after your coupons expire, making it even easier to enjoy businesses all over New Zealand.
How does it work?
- A coupon is valid up until and including the expiry date printed on the coupon.
- If you don't use it before the expiry date for whatever reason, the coupon retains the value you paid for it for an additional three months.
- This means you can turn up to the business up to three months after the coupon has expired and put the money you spent to buy that coupon towards the service or experience printed on your coupon.
For example, if you spend $50 on a $100 dining voucher but don't use it before the expiry date, you will still be entitled to $50 worth of food and beverage services at that business for an additional three months.
The same goes for coupons without monetary values assigned to them. For example, if you buy a bungy jump deal but don't use it before the expiry date, you can still put the money you spent on the coupon towards a bungy jump, for another three months. Remember, the FaceValue of your coupon can only be put toward the service or experience printed on your coupon.
A few things to note:
- FaceValue applies to all deals that display the FaceValue icon. If the icon is not on a deal, FaceValue does not apply.
- It's always best to use your coupon before the expiry date, so you get the most value for your money. And if you're a bit forgetful, we now automatically remind you if your coupons are about to expire.
- During the FaceValue period, your coupon can only be put towards the service stated on the coupon.
- If the offer is seasonal, like a seasonal menu or chimney sweep service, the FaceValue of your coupon can be put towards a similar offer at the merchant's discretion.
- FaceValue does not apply to product deals, travel and accommodation-related deals, or time-dependent event deals.
- The conditions on your coupon still apply during the FaceValue grace period.


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New Arrivals
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Goldtone Pearlized Crystal Drop Earring
Shimmering white and pearlized faceted beads are cool and elegant, separated by a goldtone crystal rondelle. Matches the Goldtone Pearlized Torsade Necklace and Bracelet.
- French wire. 2.75" drop.
- Glass crystal beads. Polished goldtone nickel-free metal.
We're so sorry: this item sold out sooner than expected. For an equally stylish substitute, please call our Style Experts at 1.877.948.2525. Or click on Live Help below for immediate assistance.


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Solutions for Medical
Advances in technology, an aging population, and new approaches to connectivity, security, and compliance are invigorating the medical device market. Manufacturers are accelerating the development of next-generation medical devices capable of creating breakthroughs in the quality of healthcare while delivering business results. Wind River® offers end-to-end development and run-time platforms based on open standards, empowering manufacturers to capitalize on these opportunities.
Customer Spotlight
Learn what some Wind River medical solutions customers are saying.
Olympus Accelerates Time-to-Market with Wind River Platform for Medical Devices
"GE Healthcare operates on a 'zero defects' policy, and Wind River helps ensure that this policy is met much faster than before."
—Gustavo Perez, General Manager of CT Engineering at GE Healthcare
Use Cases
Connected HealthCare Devices
Interoperable connectivity is important for keeping healthcare costs in line and ensuring compliance with safety and security standards and requirements.
Learn more »
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Imaging Systems
As part of the hospital information system (HIS), imaging devices are connected and vulnerable to the least secure device in the entire system. As a result, makers of medical devices must increase their focus on security.
Learn more »
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Diagnostics and Therapy Devices
Diagnostics and therapy devices, also part of the HIS, require accuracy, reliability, and safety, as patients rely on life-critical treatment from these devices.
Learn more »
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