text:
Frequently Asked Questions
Q: How will the smoke-free policy be enforced?
A: The smoke-free policy for OSU is an Oregon law enforceable by the Department of Public Safety. The policy is in effect year-round, including all game days. Education and remediation will be the primary focus for those found in violation; however, in egregious cases, students will be held accountable under the student conduct code and employees under OSU employment policies. Contractors, vendors, event attendees, those who rent or lease university property and other visitors to OSU will be subject to exclusion from campus.
Please call the non-emergency line at 541-737-3010 if you would like to make a report. If a person chooses to inform someone who is smoking on campus of the policy, please be respectful and take an educational approach.
Some optional phrases to consider:
- "Excuse me, you may not be aware of this, but OSU is a nonsmoking campus. Would you please extinguish your cigarette?"
- "You're welcome to smoke outside of the campus boundaries. For a map or other resources, you can visit oregonstate.edu/smokefree."
If the person receiving the message reacts negatively, you can choose to walk away and/or contact the Department of Public Safety (541-737-3010) if you feel unsafe.
Q: Can I smoke in my personal vehicle on campus?
A: No. The policy prohibits smoking within personal vehicles anywhere within the campus boundaries.
Q: What tobacco products are covered under the smoke-free campus policy?
A: According to the policy (OAR Chapter 576, Division 040), "Smoking" means inhaling or exhaling smoke from, or burning or carrying, any lighted Smoking Instrument, or using an electronic cigarette or device intended to simulate smoking.
"Smoking Instrument" means a cigar, cigarette, pipe, electronic cigarette or other device intended to simulate smoking.
Q: How can I handle my nicotine cravings, if I cannot leave campus to smoke?
A: OSU students, faculty and staff may purchase nicotine-replacement therapy (NRT) products (patches, gum and lozenges) at the OSU Pharmacy, Room 109, Plageman Student Health Center. OSU I.D. is required. The pharmacy will accept cash or check, or students may charge to their account. Visitors should come prepared with their own supply of NRT. Learn more about how you can cope with your cravings while on campus.
Q: Are tobacco cessation resources available to help smokers quit?
A: Yes. OSU students are able to access free tobacco cessation counseling, nicotine gum and patches. For faculty and staff covered by OSU's PEBB benefits, the State of Oregon requires insurance companies to cover at least up to $500 in tobacco cessation.
Anyone can use the Oregon Tobacco Quit Line for free help to quit tobacco. Make your own plan online or call 1-800-QUIT-NOW (1-800-784-8669).
Other Questions That Are Sometimes Asked
- If so few people smoke on campus, why should we put energy into making campus smoke free?
- What is the percentage of faculty and staff who smoke on campus?
- Is exposure to second-hand smoke outside really that big of a deal?
- Where is smoking prohibited?
- Is a smoke-free policy a violation of civil and Constitutional rights?
- Will accommodations be made for people with physical disabilities?
- Are people who are prescribed medical marijuana allowed to use it on campus?
- What has been done to address cultural issues for groups such as Native Americans, students with language problems, cultural issues, etc.?
- Do applicants know that OSU is a nonsmoking campus?
- How will this impact students, faculty and staff choosing to come to Oregon State?
- Is this policy in effect for Hatfield Marine Science Center or OSU's Cascades Campus?
- What are we doing to address trash in campus neighborhoods?
Q: If so few people smoke on campus, why should we put energy into making campus smoke free?
A: Data collected from campus surveys and research suggests there is a negative impact from people smoking on campus. For those with health problems such as heart disease, asthma or respiratory infection, undergoing chemotherapy or in remission from cancer, any amount of smoke exposure can be a significant problem.
Q: What is the percentage of faculty and staff who smoke on campus?
A: We don't have that information, although county health data places the number of adult smokers in Benton County at around 10 percent.
Q: Is exposure to second-hand smoke outside really that big of a deal?
A: Yes. When people choose to smoke outdoors or inside, they are negatively impacting the health of all people around them.
- The Surgeon General's report specifies that tobacco use in any form, active or passive represents a significant health hazard to both smokers and non-smoker bystanders.
- Outdoor levels of secondhand smoke are equally as harmful as indoor levels.
- Even brief exposure to smoke as you're walking into a building can cause or exacerbate heart disease, asthma, allergies, and bronchitis.
- There is no safe level of exposure to secondhand smoke - secondhand smoke causes increased morbidity and mortality for those in contact with it.
- Secondhand smoke contains over 4,000 chemicals and at least 69 chemicals known to cause cancer.
- Secondhand smoke contains at least 172 toxic substances, including three regulated outdoor air pollutants.
- Even occasional exposure to secondhand smoke can increase the incidence of coronary heart disease.
Q: Where is smoking prohibited?
A: Smoking is not allowed within the boundary of OSU's Corvallis campus, as well as on any other University-owned property within Benton County that is marked with signage indicating a nonsmoking environment.
Q: Is a smoke-free policy a violation of civil and Constitutional rights?
A: No, there is no Constitutional "right" to smoke or use tobacco. Tobacco users are not a category protected under the Equal Protection Clause of the Constitution, nor is tobacco use a protected liberty right under the Due Process clause of the Constitution.
Q: Will accommodations be made for people with physical disabilities?
A: Since smoking is not a protected right, a job duty of employees, nor an educational requirement, it is unlikely there is a need to accommodate a person with a disability to smoke.
However, if a person receives a prescription for tobacco smoking to alleviate a disability, that request should be directed to Disability Access Services for OSU students and the Office of Equity and Inclusion for OSU faculty and staff. All requests would be governed by federal and state law on disability accommodation.
Q: Are people who are prescribed medical marijuana allowed to use it on campus?
A: Medical marijuana is not permitted on University property due to federal regulations that trump state laws in this context.
Q: What has been done to address cultural issues for groups such as Native Americans, students with language problems, cultural issues, etc.?
A: Requests for a reasonable religious accommodation for tobacco/herb burning for Native American ceremonies can be made with the Office of Equity and Inclusion. Such requests are reviewed on a case-by-case basis and governed by federal and state law.
To address potential language barriers, the international "no smoking" symbol is being used on campus signage, and included on marketing and educational materials where appropriate.
For our international community, education and communication about the policy is being done in collaboration with INTO-OSU, International Students of Oregon State University, and International Student Advising and Services to ensure the policy is understood and well-communicated prior to students arriving at OSU.
Q: Do applicants know that OSU is a nonsmoking campus?
A: Yes, the Office of Human Resources has posted a notice on http://oregonstate.edu./jobs for future OSU employees.
For students, Admissions includes information about the policy in their materials, and information about the policy is conveyed by INTO-OSU agents and regional offices abroad, in addition to on-campus tabling for residents at the ILLC. Additionally, INTO-OSU reminds incoming students about the policy in their pre-departure guides and has translated flyers about the policy and distributes them where appropriate.
Q: How will this impact students, faculty and staff choosing to come to Oregon State?
A: Being a nonsmoking campus is in line with the Oregon State Strategic Plan and is a demonstration of a commitment to creating a healthy environment for learning. In surveys of other colleges and universities who have established a smoke-free policy, there has not been a decline in student enrollment or applicants seeking employment.
Q: Is this policy in effect for Hatfield Marine Science Center or OSU's Cascades Campus?
A: At this time the policy only applies to OSU's Corvallis campus. However, interest for a similar policy has been expressed by the Hatfield Marine Science Center and a handful of OSU Extension offices.
Q: What are we doing to address trash in campus neighborhoods?
A: Smoking receptacles will be placed around the perimeter of campus for people to discard of their smoking-related trash. Failure to discard cigarette butts into a proper receptacle is considered littering.
Additionally, handouts have been provided to local businesses to help inform their customers about the upcoming policy. Community forums were held in August 2012 to inform the community about the policy and address concerns or questions.


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text:
Why teach health promotion and disease prevention? Disease prevention begins with a threat to health--a disease or environmental hazard--and seeks to protect as many people as possible from the harmful consequences of that threat. Health promotion begins with people who are basically healthy and seeks the development of community and individual measures which can help them to develop lifestyles that can maintain and enhance their state of well being. --US Public Health Service (1980) Health care systems are focusing their attention on three key functions--reducing costs, improving health outcomes, and enhancing patient satisfaction--and increasingly will value and reward clinicians who focus on these functions. Because attention to health promotion and disease prevention can contribute greatly to all three functions, it will be essential for clinicians to be skilled at helping patients maximize their health and prevent illness. In the new systems, disease treatment obviously will remain an important goal; however, financial viability will depend as well on investments in prevention (Pew Health Professions Commission, 1995; Schlackman, 1994). Promoting health is essential in primary care, but secondary and tertiary care also are focusing more on wellness and function in the context of living with chronic disease. Disease management strategies attempt to improve quality of life and decrease morbidity and costs of care. The health benefits of incorporating prevention in practice have become more apparent in the last several decades. Immunization has made infectious diseases such as polio, rubella, and pertussis rare, and early detection of diseases such as hypertension and cervical cancer has led to dramatic decreases in mortality and morbidity. Helping patients change personal health behaviors may be the next major challenge for clinicians, as it is becoming more evident that certain behaviors are linked to many leading causes of death and disability, such as heart disease, cancer, chronic obstructive pulmonary disease, osteoporosis, diabetes, and sexually transmitted diseases (US Preventive Services Task Force, 1996). Nearly half of all deaths that occurred in the United States in 1990 may be attributed to external factors such as tobacco, alcohol, and illicit drug use; diet and activity patterns; motor vehicles; and sexual behavior (McGinnis & Foege, 1993). While clinical prevention activities traditionally have been directed at the individual patient, interventions aimed at clinical and community populations are becoming more important. Population-based care, which encompasses the concepts and methods of epidemiology and public health, is essential to effective management of health care. As clinicians become responsible for helping to maintain the health of a defined population, they will have to attend not only to those patients who appear in the clinic or office, but also to those people who do not appear (Greenlick, 1995). Learning goals for health professions students Despite the value of emphasizing prevention, many barriers exist to doing so, including inadequate reimbursement, insufficient time with patients, contradictory guidelines and recommendations, inadequate training, and lack of practitioner confidence in their abilities (Becker and Janz, 1990; US Preventive Services Task Force, 1996). Helping students gain skills to engage in this area can help to mitigate some of these barriers and insure that future practitioners are as comfortable with health promotion and disease prevention as they are with disease treatment. Students participating in clinical rotations in community practices will come with a wide range of learning objectives related to health promotion and disease prevention; however, most of these objectives will be encompassed by the goals that are listed here, which represent the achievement expected of graduating students. Students earlier in their training may be expected to address only a few of these goals or only subsets of them. The goals presented here begin at the individual patient level and proceed through the practice population and community population levels. Goals at the individual level focus on developing knowledge and skills in counseling, screening, and immunization and prophylaxis. Goals at the population level emphasize the growth of expertise in promoting health and preventing disease in the practice population and in the wider community. 1. Demonstrate effective, patient-centered counseling. Interventions that address patients' personal health behaviors and practices are vitally important (US Preventive Services Task Force, 1996). Clinicians can help individuals change their health-related behaviors by using efficient, patient-centered counseling strategies that are based on an understanding of how people change. Students should learn that patient-centered counseling is a multifaceted process involving dialogue--not one-way information transfer from clinician to patient--that helps patients (1) recognize and acknowledge their specific risk behaviors, (2) decide on a personalized plan of action, (3) put the plan into effect, and (4) deal with relapses (UNC Program on Health Promotion and Disease Prevention, 1996). Students also should know about and apply the widely used transtheoretical model of change (Prochaska & DiClemente, 1982), which incorporates the concept of degrees of readiness for change and describes the following stages of change: precontemplation (the person is not considering making a behavior change), contemplation (the person is considering a change), preparation (the person has made plans to change), action (the person has acted on the decision), and maintenance (the person has maintained the change for a substantial period of time). Students should learn which behaviors warrant counseling and should become familiar with resources available to support their counseling efforts. The Guide to Clinical Preventive Services (U.S. Preventive Services Task Force, 1996) targets eleven areas on which to focus counseling: tobacco use, physical activity, healthy diet, motor vehicle injuries, household and recreational injuries, youth violence, low back pain, dental and periodontal disease, HIV and other STDs, unintended pregnancy, and gynecologic cancers. This guide also provides recommendations for effective counseling in each area. Other resources that can support health promotion counseling include "Put Prevention into Practice," a program of the US Public Health Service (Department of Health and Human Services, 1994), and other publications, e.g., Woolf and colleagues (1995). 2. Understand the principles of and procedures for screening. Another central health promotion/disease prevention strategy that students need to be skilled in is screening, or testing for health problems in the absence of symptoms or signs indicating the presence of such a problem. The Guide to Clinical Preventive Services (U.S. Preventive Task Force, 1996) targets nine areas in which clinicians should screen patients: neoplastic diseases; cardiovascular diseases; metabolic, nutritional, and environmental disorders; infectious diseases; vision and hearing disorders; prenatal disorders; congenital disorders; musculoskeletal disorders; and mental disorders and substance abuse. Students need to learn (1) when screening is appropriate, (2) what procedures to use and how to use them effectively, and (3) how to interpret and use the results of screening tests. Learning when to screen involves learning about the diseases that cause a substantial burden of suffering, are common within various age groups, and have a pre-symptomatic phase during which the disease may be detected. It also involves knowing whether treatment for the disease will work better if initiated in the presymptomatic phase, whether an effective screening test is available, and whether the test itself will cause more good than harm. Students should learn about and become skilled in the use of various strategies and procedures used to screen for disease, including questioning (e.g., CAGE questions to screen for alcohol problems), physical examination (e.g., for breast cancer), laboratory tests (e.g., serum cholesterol), and imaging tests (e.g., mammography for breast cancer). Finally, students need to learn how to interpret the results of screening tests and what the results imply, including the need for further diagnosis in the case of a positive test result and the potential for and implications of false positives and false negatives (UNC Program on Health Promotion and Disease Prevention, 1996). 3. Describe the importance and use of immunization and prophylaxis. Students should understand the important role that widespread childhood immunization has played in drastically reducing the incidence of many illnesses, including diphtheria, pertussis, tetanus, poliomyelitis, measles, mumps, and rubella. In addition, students should learn which childhood immunizations are essential, when and how to administer them, and potential risks. Knowledge of the appropriate use of adult immunizations is also necessary. The Guide to Clinical Preventive Services (U.S. Preventive Task Force, 1996) discusses recommendations for adult immunization against influenza; pneumococcal disease; tetanus and diphtheria; measles, mumps, and rubella; and hepatitis A and B. Learning the rationale for, appropriate use of, and potential risks of the following types of chemoprophylaxis is also important (U.S. Preventive Task Force, 1996):
4. Implement strategies to promote the health of the practice population. Although health care professionals traditionally have focused on individual patients who present themselves for care one at a time in the office or clinic, students preparing for practice in today's health care system also must learn to focus on the care of populations of patients. New methods of reimbursement provide incentives for practitioners to attend to the health of the entire population of patients who are enrolled in a particular health plan (Greenlick, 1995; Shortell et al., 1994). This is especially true under systems that pay practitioners through capitation (i.e., that pay the practitioner a certain amount per patient member per month to provide comprehensive care). Finding ways to promote health and prevent disease in all of the enrolled patients--not just the ones who come in regularly for care--can assist practitioners in containing health care costs and producing better outcomes for patients. Students need to learn how to "accumulate the experience of practice in an effort to monitor the state of their population's health, the problems of health care, and the sources (biomedical or not) of disease, distress, disability, destitution, and untimely death which prevail" among their patients (Inui, 1992, p. 29). To do so requires learning to apply the principles of population-based care to a practice population, using population-based strategies within a clinical setting (a) as a source of information to determine the extent of a particular health problem and (b) to inform clinical decision-making, health education efforts, disease and disability prevention efforts, and continuing professional education. 5. Engage in public education and advocacy to prevent disease. For some health problems, preventive interventions aimed at the wider community may be especially appropriate and effective. Such problems include unintended pregnancy in adolescents, youth violence, domestic violence, initiation of tobacco use, sexually transmitted diseases, healthy dietary practices, and unintentional injuries (U.S. Preventive Task Force, 1996). Clinicians' involvement in public education and advocacy includes a wide range of activities, including writing newspaper articles or opinion columns; speaking to school, church, or other community groups; helping to develop community education curricula; and advocating changes in public policies, ordinances, or laws (UNC Program on Health Promotion and Disease Prevention, 1996). Students need to learn how to identify health problems in the local or regional community for which public education and advocacy could have an impact and then determine appropriate strategies to effect improved public knowledge, encourage healthier behaviors, or discourage unhealthy activities. Teaching Strategies Strategies related to health promotion/disease prevention in individual patients Because it has been difficult for clinicians to incorporate prevention into their everyday routine, it is becoming increasingly common for them to organize their practices so that preventive care becomes an automatic part of each patient visit, regardless of the purpose of the visit. Some clinicians instruct staff members to check the immunization status of all appropriate patients to make sure it is up to date. Others have preventive care flow sheets kept in a special place in the medical record or maintain computerized databases that keep track of which patients are due for various preventive care procedures. Preceptors may help students become aware of opportunities to build prevention into patient care efficiently by (1) assigning students to analyze the practice to see what systems have been developed to ensure that preventive care is done automatically; (2) as an extension of that activity, encouraging students to suggest additional measures the practice could take to build prevention into patient care; and (3) guiding students to identify places in the medical interview where questions about risk factors could be incorporated and to develop questions and appropriate responses to use in that context. In teaching students to counsel patients for behavior change, the first step is for students to learn how to explore the context of the behavioral risk factors in a patient's life and to begin to understand the process of empowering patients who desire a change. The 5 A's model for patient-centered behavioral change counseling, originally developed for smoking cessation counseling, may be used effectively to guide students through the counseling process. Like Prochaska and DiClemente's stages of change model (see p. 3), it emphasizes that behavior change is a process determined by the patient's readiness to change; thus counseling must be viewed as more than a one-time event. The two approaches complement each other and may be used together. Briefly stated, the 5 A's approach directs the student to: (1) address agenda: that is, deal first with the patient's agenda for the visit, and then introduce the topic of the at-risk behavior ("I'd like to talk to you about..."); (2) assess the patient's knowledge of the risks and his/her readiness to change ("What do you know about...?" "What are you willing to do about...?"); (3) advise ("I strongly encourage you to..."); (4) assist patients ready to make changes by answering questions, suggesting strategies, and collaborating on a plan ("Here are some specific things you could do..." "What ways can you think of that would allow you to change?"); for patients not yet ready to change, assist by providing information and support and addressing barriers to change ("I know it's hard to change, but I think you can do it"); (5) arrange follow-up to reinforce the effort ("What worked--or didn't work--and why?") (UNC Program on Health Promotion and Disease Prevention, 1996). Including health promotion and disease prevention issues in the "One-Minute Preceptor" or microskills approach to clinical teaching (Neher et al., 1992) may be an effective way to help students learn about these issues. This approach was presented in greater detail in Module Two: Effective Teaching in the Community Practice. Microskills 1 and 2 involve getting a commitment from the student about his or her conception of a patient's problem and probing for supporting evidence. To add a health promotion/disease prevention focus, ask the student the following questions (UNC Program on Health Promotion and Disease Prevention, 1996): How did the patient come to have this problem at this time, and what could have been done to prevent it? What problems is this person likely to have in the future, and what can be done to prevent them? After the student has explained his or her thinking on these issues, the preceptor can turn to Microskill 3, teaching general rules. The answers given to the two questions above can help the preceptor determine learning needs and choose one or two rules or principles that can help the student deal more effectively with the current or future cases. Microskills 4 and 5, reinforcing what was right and correcting mistakes, are important as well in that they encourage and reinforce attention to health promotion and disease prevention and correct any misconceptions that the student may have. Strategies related to health promotion/disease prevention in populations To help students learn practice-level strategies, first help them learn about the practice population: What ages are represented in the practice population? For various age groups, what are the most common illnesses? Which of them are preventable? What is the immunization rate for children? What screening protocols are in place for patients of various ages? How many patients do not regularly come to the office for care? What outreach efforts are made to ensure that all patients receive appropriate preventive care? Students may be asked to identify a practice-level issue to investigate and then to develop an intervention to improve preventive care, such as a reminder system to insure universal immunization or an educational pamphlet for patients. Students may learn about the community's health problems by investigating questions such as the following: What are the leading causes of mortality and morbidity in this community? Are some of these preventable? If so, which could be prevented through public education? Through public advocacy (i.e., legislative change)? The preceptor then can help the student choose a strategy for addressing one of these problems. Should the student campaign for a traffic light at a dangerous intersection? Write a letter to the editor? Meet with a congressional representative? Organize a diabetes support group at a local church? Preceptors also may invite students to accompany them in any community activities in which they routinely engage. |
Becker MH, Janz NK. Practicing health promotion: the doctor's dilemma. Annals Int Med 1990:113:419-422. Greenlick MR. Educating physicians for the twenty-first century. Acad Med 1995;70:179-185. Inui TS. The social contract and the medical school's responsibilities. In KL White & JE Connelly (Eds), The medical school's mission and the population's health (pp. 23-52. New York: Springer-Verlag, 1992. McGinnis JM, Foege WH. Actual causes of death in the United States. JAMA 1993;270:2207-2212. Neher JO, Gordon KC, Meyer B, Stevens N. A five-step microskills model of clinical teaching. J Am Board Fam Pract 1992;5:419-24. Pew Health Professions Commission. Critical challenges: revitalizing the health professions for the twenty-first century. San Francisco, CA: UCSF Center for the Health Professions, 1995. Prochaska JO, DiClemente CC. Transtheoretical therapy: toward a more integrative model of change. Psychotherapy: Theory, Research and Practice 1982;20:161-173. Schlackman N. The impact of managed care on clinical practice. In MA Bloomberg & SR Mohlie (Eds.), Physicians in managed care: a career guide (pp. 27-43). Tampa, Florida: The American College of Physician Executives, 1994. Shortell SM, Gillies RR, Anderson DA. The new world of managed care: creating organized delivery systems. Health Affairs 1994;13(4):46-64. UNC Program on Health Promotion and Disease Prevention. Health promotion and disease prevention: the prevention syllabus. Chapel Hill, NC: University of North Carolina Program on Health Promotion and Disease Prevention, 1996. US Clinical Preventive Task Force (1996). Guide to clinical preventive services. Second Edition. Williams and Wilkins, Baltimore. US Department of Health and Human Services, Public health Service, Office of Disease Prevention and Health promotion. Put prevention into practice education and action kit. Washington, DC: US Government Printing Office, 1994. US Public Health Service. Promoting health/preventing disease: objectives for the nation. Washington, DC: US Department of Health, Education and Welfare, 1980. Woolf SH, Jonas S, Lawrence RS, eds. Health promotion and disease prevention in clinical practice. Baltimore: Williams & Wilkins, 1995. |


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Welcome to Bader & Sons
Bader & Sons Co. was established in the summer of 1988 by James E. Bader and his wife, Valma when they purchased the St. Louis Store. John Deere Farm equipment has been part of the Bader family for four generations. In the 1930's Charles Bader became the proprietor of the dealership (Charles Bader Implement) in Reese, MI, and operated it with his sons.
Later Charles' son James G. Bader (Jim's Dad) sold his interest of the business to his brother in Reese and started Jim Bader & Sons Co. in Sandusky. It was eventually taken over by Jim's two sons, James E.(Jim) and Donald (Don). Jim and Don ran the store in Sandusky for several years until Jim sold his share to his brother. In 1988 Jim was offered the opportunity to buy the John Deere dealership in St. Louis. Jim had two sons, Paul and Mark, who were interested in the business. He also had green blood in his veins so he decided to give it another try. Jim and Valma opened Bader & Sons Co. in St. Louis on June 8, 1988.
In March of 2000 Jim passed away from a fast growing cancer. Valma, Paul, and Mark took over the reins and continued to grow the business. Over the next 5 years they added 4 more stores under Bader & Sons Co. with locations in Portland, Grand Ledge, Mount Pleasant, and Linwood. In March of 2009 Bader & Sons Co. again decided to expand and acquired Hoyt E. Weylan in Tecumseh, MI. Shortly after that in the spring of 2009 tragedy struck the store in Mt. Pleasant. A fire devastated the property and there was not much left when the flames were finally extinguished. To better serve the Ag customers to the north it was decided to rebuild in Rosebush, MI.
In 2010, Baders and Sons teamed up with Rich and Joni Hendren to draw on the Hendrens' expertise in internet sales and to manage the John Deere Licensed Merchandise division of their business. Rich and Joni Hendren themselves were John Deere dealers for over 30 years until they sold their dealerships in 2007. Joni Hendren has 4 generations of John Deere dealers in her family going back to her Grandfather Samuel Martin. The Hendrens manage the www.superbfarmtoys.com website and also the www.hendrensfarmtoys.com website and have been a strong presence on the web since 1999.
Currently Bader & Sons Co. employs over 150 people in central and lower Michigan. We offer parts, service, and sales of new and used farm and lawn and garden equipment. We can serve you with quality equipment, factory trained service technicians, and the largest parts department in the area. We want to thank all of our customers for helping to make us a success. Your support has enabled us to win awards for sales, service and parts from John Deere. We are proud of all of our people who have worked hard to exceed their goals. We ask for your continued business and aim to give the best service available.


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When you are a student-athlete, Maryland Pride can be felt all around you. It's what propels you forward, makes you strive to be your best . . . both on and off the field.
But where does this pride come from? From you and me . . . people who believe in University of Maryland and in its student-athletes' ability to make an impact in their sport and in their world.
How do we show this pride? We yell our lungs out at the games in College Park . . . and then more quietly, but much more powerfully . . . we become part of the Terrapin Club and pledge our ongoing support.
The Terrapin Club supports our student-athletes by covering scholarship expenses such as tuition and room and board—so they can focus on being the best on the field, in the classroom, and in life.
So show your Maryland Pride by joining the Terrapin Club today. Showing Your Pride starts for as little as $10 a month. Your support will help Maryland continue to recruit top-quality athletes and the future leaders of our community.
The Terrapin Club does not receive any state funding and relies 100% on donations to provide scholarships to student-athletes.For Academic Year 12-13, the Terrapin Club donated $8.8 Million falling short of the $10.6 million scholarship bill.
2013-2014 we need every Terp to be a Terrapin Club member, and fulfill the $10.6 million scholarship bill.
Learn More about the Terrapin Club Membership Benefits.


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Cheryl Pagurek's State of Flux series of photographs is a transformation of reflections of water into almost painterly abstractions of colour, light and shape. The water's constant movement is frozen into a moment in time, permitting us to look carefully at the hidden gifts that are usually given and taken back all too quickly. Shown above is State of Flux 2, the one I would buy in a second, captivated as I am by what I construe to be silverfish and amoebas, but I'm also drawn to the skeletal fingers of 19 and the liquid gold of 14 (after the jump).
Artist: Cheryl Pagurek
+ cherylpagurek.com
+ patrickmikhailgallery.com
State of Flux will be showing at the Patrick Mikhail Gallery in Ottawa through February 9, 2013.
State of Flux 19
State of Flux 14


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Fire Sense 60660 Hanging Halogen Patio Heater in Copper Finish
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Product Description
Available while supplies last.
Hanging Halogen Patio Heater in Copper Finish
A revolution in outdoor heating. This halogen patio heater runs on regular household electric current and is substantially less expensive to operate than propane patio heaters. This adaptable unit can be used indoors and outdoors and will add warmth to any table setting. For the maximum heat exposure, hang the heater from ceiling so that the bottom of the unit measures 36" from the top of any patio table.
No UV rays - Silent operation
- Stainless steel construction
- 100% heat production within seconds
- No wasteful heating of the air
- 700/800/1500 watt settings
- About 1/10 the energy costs of LPG heaters
- No harmful emissions or toxic residuals
- Standard 110V household current
Materials: | Stainless Steel | |
Weight: | 7.7 Pounds | |
Listing: | ETL Listed, Quick Ship | |
Patio Heater Safety Features Our selection of Patio Heaters offers various safety features. This includes safety switches or safety auto shut-off tilt valves, pilot lights, and also safety certified patio heaters. Many of the patio heaters offered are CSA Certified (Canadian Standards Association). Recognized in the U.S., Canada and around the world, the CSA is a provider of product testing and certification services for electrical, mechanical, plumbing, gas and a variety of of other products. | Patio Heater Safety Features | Safety Certified |
Patio Heater Fuel Type We offer a wide selection of patio heater fuel types depending on your prfference and need. Whether you prefer the convience of Electric or Propane. Or if you prefer the clean look of Natural Gas enabled heaters. We are sure to have a patio heater for you. | Patio Heater Fuel Type | Electric |
Patio Heater Features Patio Features include patio heaters with wheels for portability, and heating method, whether it be infrared or halogen. Infrared heaters use a fueled or electronically heated filament as the emitting body of heat which radiates heat up to a certain distance. Halogen heaters use a tungsten filament that mixes with halogen gas which combined produces heat. This recycled process allows for less energy consumption and allows the filament to last for a long period of time. | Patio Heater Features | Halogen |
Patio Heater Type We offer a wide variety of patio heater types. From Table Top Patio Heaters to Hanging Patio Heaters, find the patio heater that best suits your needs and your home. | Patio Heater Type | Hanging |
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Picture This! (#SPL)
Written on April 1, 2014 at 8:00 pm, by Scott
Written on February 14, 2014 at 8:30 am, by Scott
By Ryon Guedes (In October 20, 1972 edition of the Ubyssey)
Sixty 'Arts I' students recently attended a weekend symposium at Strathcona Park Lodge to make an informal study of man's relationship with technology and nature. Section B boarded a bus Friday which took them across the Strait of Georgia, up Vancouver Island and finally to the Lodge, which lies 30 miles southwest of Campbell River.
Next morning, bright and early, after a hearty breakfast, the discussion leaders introduced the initial activity. This consisted of a seminar exploring the Robinson Crusoe idea; with the premise that a given group of people from modern technology were stranded in the wilderness with certain materials, climate and terrain. The ideas discussed, then, were the immediate needs of the supposed group, long term problems it would face and eventually, the formation of a civilization. Activities for the rest of Saturday were unstructured, devoted to Read more
Written on October 8, 2013 at 10:41 pm, by Scott
Education is Power (EIP), an East African charity registered in Canada, is run by Dave Cuddy, Outdoor Educator at Strathcona Park Lodge since 2005. He founded the organization in 2008 after his experience in the Canada World Youth Program. He continues to run the organization as a volunteer through a network of volunteers and no administration costs.
"I am so grateful for all the support from Strathcona Park Lodge towards Education is Power. Back in 2006, Strathcona Park Lodge donated a large portion of funds that I had to raise to go on my Canada World Youth exchange which allowed me to start this whole project!" says Dave.
At 7pm on Saturday, October 12th at Shot in the Dark Café in Campbell River don't miss the Education is Power Fundraiser Extravaganza. Come support EIP, check out great local artists, perform on the Open Mic and engage in the presentation. Performing artists include Shane Philip (Winner of Vancouver Island Music Award's Best Live Act), Helen Austin and Daisy (Helen was the winner of the International Song Writing Competition and a Juno Finalist in 2013), Judy & Bruce (Acoustic duo from the Comox Valley), Kyell Erickson (Carhi 2013 Alumnus), and DJ Marcel Marechal. Entrance is by donation.
All proceeds go directly to help disadvantaged African leaders study at African schools, with the end goal of using their education to help their community develop sustainably. Education is Power has supported 25 students to date and there are many more students on the waiting list in need of funding. The target for the fundraiser is $1700, which is the same amount it costs for one year of university tuition in Kenya and it is also the amount that was raised at EIP's fundraiser in Kenya last February. This was an astounding support from locals who contributed greatly in comparison to the average salary of $1.50 per day in Kenya. Dave Cuddy organized that event with other Kenyans involved in EIP. He will do a talk with pictures and video at the October 12thfundraiser.
Cuddy is also calling out to teachers in the region to take on the project with their students and support an EIP student while also having Skype meetings with that same student they raise money for. He is available to do talks with pictures and videos up until November 10th this year or next spring when he returns from his fourth trip to East Africa. He can be contacted email@example.com or learn more at www.educationispower.org.


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Dentist - Anchorage
3003 Minnesota Drive, Suite 200
Anchorage, AK 99503
(907) 248-0022
(907) 677-2552 Fax
Dr. Easley and Staff would like to welcome you to our office
At Dr. Easley's office, we believe that a dentist and patient are a team for treating an individual's dental needs. Dr. Easley spends most of his time listening to understand your concerns and responding with the best treatment options. With the help of his professional staff, he will always follow up to make sure that general pain is relieved, problems are resolved and your health improves.
We also want our patients to be educated about dental problems and treatments, because informed patients make better decisions about their health and well being. That is why we've included an extensive resource on this web site covering the full array of topics associated with dentistry. We encourage you to look through these pages whenever you have an interest or concern about your dental needs and care.
Please feel free to contact us with any questions you have or to request an appointment.


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Pop My Culture #135: David Nadelberg
By Katie Levine on December 19, 2013
David Nadelberg (creator of Mortified) joins Cole and Vanessa to chat about The Sound of Music Live, Emmett Otter's Jugband Christmas, The Kids in the Hall, IFC vs. The Sundance Channel, The Golden Globe nominations, Oprah, being muppets, The Hunger Games: Catching Fire, Calvin and Hobbes, loneliness, and David's emotional session with Rick Schroder.
Leave your answer to the firsts question (the first Christmas movie or TV special you can remember being into) on our website for a chance to win a Pop My Culture T-Shirt.
▌▌▌▌▌ I just got paid $7500 working off my computer this month. And if you think that's cool, my divorced friend has twin toddlers and made over $8k her first month. It feels so good making so much money when other people have to work for so much less. This is what I do, ➨➨➨➨➨➨➨➨CHECK44.COM
▲✔▲✔▲✔The secret of success is to do the common things uncommonly well.Success is often the result of taking a misstep in the right direction. -
[…] win a Pop My Culture T-Shirt. LISTEN on our website http://www.popmyculturepodcast.com or on NERDIST.com http://www.nerdist.com/2013/12/pop-m…vid-nadelberg/ and SUBSCRIBE on iTunes https://itunes.apple.com/us/podcast/…359290938?mt=2 […]


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Packers' Nelson, Lang hurt vs. Vikes
DEC 02, 2012 1:14p ET
Nelson injured his hamstring on the second drive of the game. Lang hurt his ankle in the second quarter.
The loss of Nelson comes just as Green Bay's receiving corps was getting back to full strength. No. 1 receiver Greg Jennings was active Sunday for the first time since Sept. 30. And Lang's injury is a costly loss for an already thin offensive line. Lang started the first nine games at left guard before moving over to right tackle after Bryan Bulaga suffered a season-ending hip injury. Undrafted rookie Don Barclay replaced Lang.


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Yann LeCun, New-York University
Fernando Pereira, Google Research
Daphne Koller, Stanford University
Lawrence Saul, UC San Diego
Tom Dietterich, Oregon State University
Leon Bottou, NEC Laboratories
Zoubin Ghahramani, Cambridge University
Terry Sejnowski, Salk Institute
Wolfgang Maass, Technische Universität Graz
Our community is vibrant but many questions, complaints, and suggestions for change have been voiced about the way in which the science we produce is evaluated and disseminated. This lunchtime debate and discussion is an opportunity for us all to explore possible changes to the current publication model in our community. The panel members are senior pillars of NIPS with editorial experience. Below are some of the questions that they would like to discuss with you. We would like this discussion to continue beyond the 75 minutes of the Tuesday debate, maybe electronically.
Issues with the current model:
Proposals for changes:
Your opinion matters, please come and express it, participate in the debate. Do not hesitate to bring your sandwich!


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The Edgewater Experience
Blue water, painted sunsets, a waterfall and acres of hills, vineyards and streams ... you've arrived
at Edgewater Condominium.
The good life starts here
The list of amenities at Edgewater starts with 2,500 feet of beautiful lake-view
living. It is a 50-acre outdoor paradise with a natural waterfall, wooded picnic area, swimming pool, tennis courts and playground.
Life indoors is equally enjoyable. A recreation building houses ping pong, card tables, workout equipment and so much more. A full-length
fieldstone fireplace is featured in our Lakeside Lounge, complemented by a panoramic view of Lake Erie.
All the benefits, none
of the worries
Whether you are looking for a year-round residence, vacation home, or alternative to the Florida summer, Edgewater offers a lifestyle with all the benefits of home ownership without all of the work. Edgewater Condominium is ideal for the outdoor enthusiast who enjoys a variety of recreational activities year round and appreciates the quiet beauty of nature in the clear starlit sky and the spectacular sunsets on Lake Erie.
1911 Edgewater Drive * Westfield, NY 14787 * Phone 716-326-2186 * Fax 716-326-2184


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Product Description
Available while supplies last.
This natural area rug by LR Resources is offered in a 5-ft x 7-ft size.
Shiro Area Rug, Natural
This handcrafted item and many others come from a third generation family run factory. Their skills of hand-painting, hand-rubbed lacquering, and hand-tooling have been passed down for many generations. LR Resources is proud to support them in their quest to keep their age-old techniques alive for future generations. Many of the artists are hired out of semi-retirement to work from home training the next generation to become master craftsmen.
- Made of 100 % Bamboo with Cotton Border for durability from India
- Elegant, naturally durable, feels soft on bare feet
- Variations are part of the natural beauty of natural fiber rugs
- Do not pull loose fiber - clip and remove the loose ends with scissors
- Rug gripper recommended and extends the life of your rug, prevents shifting and sliding and protects hardwood flooring from scratches
Size: | 5-ft x 7-ft | |
Materials: | Bamboo/Polypropelyne | |
Construction: | Hand Tufted | |
Rug Technique | Hand Woven |
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Category | Area Rugs - 610 |
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Labor's FWA review a flop
PUBLISHED: 02 Aug 2012 22:30:00 | UPDATED: 03 Aug 2012 02:55:49PUBLISHED: 03 Aug 2012 PRINT EDITION: 03 Aug 2012The Australian Financial Review
The review of the Fair Work Act is much as would be expected from an insiders' examination of industrial relations regulation commissioned by a Labor government whose main paymasters – the unions – depend on maintaining the present system and which want to use the Work Choices bogyman as the main political weapon against the Coalition.
The 294-page report, released yesterday by Workplace Relations Minister Bill Shorten, follows the brief to see that Labor's IR system has met its aims under the legislation, which is basically to entrench the existing system.
The review contains a faux discussion of productivity, which was not included in the limited terms of reference drawn up by Mr Shorten, but this is drowned out in the assumption that Australia's workplace relations system should be based on collective bargaining that provides preference to existing registered unions and entrenches the award system.
The review does not ask basic questions about how the system of awards and prescriptive working conditions dulls the ability of businesses to use their workforces as a means of competitive advantage that would benefit employees. That's hardly surprising as the three panel members hand-picked by Mr Shorten to conduct the review have little real-world experience of running businesses and dealing with employees.
Buried in the middle of the lengthy report, the panel concedes that there is scope to "increase the emphasis on the encouragement of productivity" in the operation of Fair Work Australia. Yet, on the very same page, the review acknowledges that the institutions created under Labor's legislation would "need to develop" expertise in industrial organisation, innovation and productivity enhancement, reflecting the push by Fair Work Australia's relatively new president, Iain Ross, to rehabilitate the workplace umpire.
This admission bells the cat. Fair Work Australia has never had any expertise in productivity enhancement, as the current system is all about refereeing adversarial conflict between organised labour and business. Such recommendations are an attempt to make it look like the FWA system can become focused on productivity and best practice in workplace relations. But we don't need quasi judges to help businesses do their business. We need business freed from these constraints.
The latest review commissioned by Mr Shorten is like a repeat of the 1985 Hancock report, which called for continued centralised wage fixing but was overrun by a push to enterprise bargaining in the 1990s that has increased workplace flexibility and helped us digest the mining boom. Since then, Labor's job market reregulation has taken us backwards.
The Australian Financial Review
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People | Bill Shorten |
Topics | Politics /Legislation , Politics /Federal Politics , Employment & Industrial Relations |


text: It worked for me. Check that your cc points to /usr/bin/gcc. It looks like you are using /tools/bin/gcc which has no stardard includes. robert On Thursday June 5 2008 11:21:10 pm marty wrote: > Been there, seen this before long ago. > Not surprised to see it again. > Needs to be done on the active kernel I think. > ------------------------------------------ > make[1]: Entering directory `/sources/libcap-2.10/libcap' > cc -Dlinux -fPIC -Wall -Wwrite-strings -Wpointer-arith -Wcast-qual > -Wcast-align -Wstrict-prototypes -Wmissing-prototypes -Wnested-externs > -Winline -Wshadow -O2 -g -I/sources/libcap-2.10/libcap/include > -I/sources/libcap-2.10/libcap/include -c cap_file.c -o cap_file.o > cap_file.c:8:24: error: attr/xattr.h: No such file or directory > ------------------------------------------ > root:/sources/libcap-2.10# ls /usr/include/attr > xattr.h > > xattr.h needs to be available during compilation. > Make.Rules: It can't find it in KERNEL_HEADERS = $(topdir)/libcap/include > (maybe a symlink would work) > > Also run progs/quicktest.sh afterwards to validate it really works. That's > the only test program. I don't believe you can really make this work here, > but ????? > > Marty B. -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/pgp-signature Size: 197 bytes Desc: not available URL: <http://lists.linuxfromscratch.org/pipermail/hlfs-dev/attachments/20080606/9922ab6d/attachment.sig>


text: I am looking for information on my great grandmother Ann Lock born 1821 in Lechlade, Gloucestshire. I need to know her parents names, dates of birth, marriage, children etc. She was married to Thomas Langsford born in 1818 in Alphington, Devon. She had 11 children: Thomas, Mary, Joseph, John, Sarah Ann, (these first 5 were Thomas's children from a previous marriage to Mary Ann Ware b:1821 & d:04 July, 1897) Elizabeth, Fanny, William Henry (my grandfather), Mary, Emmy & George These 6were Thomas and Ann's children.


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Northern Prairie Wildlife Research Center
Many of the biological resources on this site (e.g., Butterflies of North America, Bird Checklists of the United States, Wetland Restoration Bibliography) are periodically updated as new information becomes available. There are several ways that visitors to the site can easily determine when a resource was lasted updated. One way is to simply scan the What's New entries. Another way is to observe the version number that appears in the suggested citation on the opening page of each resource. Using Moths of North America as an example, the suggested citation (as of March 11, 1999) is:
Opler, Paul A., Michael J. Smith, and Richard S. Peigler. 1995. Moths of North America. Jamestown, ND: Northern Prairie Wildlife Research Center Online. http://www.npwrc.usgs.gov/notfound/bflymoth.htm (Version 05NOV98).
This resource was last updated on November 5, 1998. Users can determine the nature of the update by going to What's New and reading the entry closest to November 5, 1998, in this case November 3, 1998 (dates will not always correspond exactly, but they should be within a few days of one another):
November 3, 1998
Update -- Thumbnail versions of our moth and butterfly photos are now available in Moths of North America and Butterflies of North America, respectively.
The version date in the suggested citation is updated and a What's New entry is created every time we make a major update to a resource. If a What's New entry does not exist for a particular version of a resource, you can safely assume that the revision was minor (e.g., we fixed a typo or replaced a poor quality image with a better one).
Resources that were updated in the recent past (say within the last 30 days or so) are marked with a special tag on the Biological Resources page. New resources receive a special tag.


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Most Recent Posts
PAMM | Pérez Art Museum Miami
PAMM Milestone: 5,000 students served by the Knight Schools Program
The Museum reached an educational milestone today. PAMM has served 5,000 students through its Knight Schools Program!
Carolyn Christov-Bakargiev gives Tenth Annual Parodi Lecture in Philosophy of Art
This lecture by Carolyn Christov-Bakargiev explored the question of the art exhibition as an embodied and "dis-tracted" archive(dis / trahere = to pull or to draw in another direction), and it focused on how objects function in relation to the experience of witnessing -- the artist's witnessing of the world, the viewer's witnessing of the artwork, and even the art object's witnessing of the spectacle within which it is caught and entrapped.
Miami.com: "Muse of the month: Haitian-born, Miami-based artist Edouard Duval-Carrié"
Miami.com features Edouard Duval-Carrié: Imagined Landscapes exhibition at PAMM as Muse of the month. Hear from the Miami-based, Haitian-born artist Edouard Duval-Carrié opening night, March 13, as he discusses his new work with PAMM Chief Curator Tobias Ostrander from 7-9pm. more
This Week's #PAMM Favorites on Instagram
@PAMMPICS: Some of our Favorite Instagram Shots from this week! Tag your Instagram photos with #PAMM for a chance to be featured.
Preview the electronic sounds of Oneohtrix Point Never before his Miami debut at PAMM
On March 27, acclaimed electronic musician and composer Daniel Lopatin - Oneohtrix Point Never - will perform in Miami for the first time. The intimate concert will feature a live, improvised mix of visuals created by video artist Nate Boyce.


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My Husband bought this form me.. and he says he loves it and reminds him of "cotton candy".. I LOVE the smell, but it does not last! I also sometimes get headaches from it.. but still like it :P
More reviews by MadameFabulina
I love this. I get a sweet, slightly foody, soft musky scent. I don't care for the atomizer type bottle a whole lot, and I actually wish it was stronger than it is, but I can still smell it on my wrists (when I sniff them) 13 hours later. It is expensive, so I doubt I'll repurchase - this one was a gift from my boyfriend. I need to see if any etailers carry dupes, cos I would certainly like to have more of it.
More reviews by magicalmoongoddess
This smells like powdery caramel to me....sounds weird but smells delicious!! As others have noted though, the lasting power is not good to say the least. Up until just recently, there hasn't been a body lotion that you can layer with....but I've seen some gift sets recently with a body lotion which would hopefully keep the fragrance with you a little longer! Having said that though, I've been layering this with Tutti Dolci Creme Brulee....not a bad combination and it does make the perfume linger longer! Will have to try to get my hands on one of those body lotions though.....By the way, I also think the bottle is tacky....but I love it anyway :-)
I am a perfume fanatic and is very very picky when it comes to scents, one slightly wrong note would put me off completely. thats why i stick to cult perfumeries lk Armani, Givenchy, JPG or Chanel but when I smelled this on my friend I immediately had to ask what she was wearing coz it was just sexy, spicy and not overpowering or mk me suffocate in my own skin. TO be honest I'm always a bit weary and funny when it comes to celebrity fragrances (with SJP's Lovely as an exception) so when I heard it from the infamous miss spears i was in shocked! i'm sure there are loads of perfumes out there that u like but to make u pull out ur credit card its another story but In Control had me!!!i went out and bought the biggest size of this possible to man, the bottle reminded me of old Hollywood glamour (the pump and the pink tassled squeeze thingy ^^) and the amount each time u squeeze is not too much which is perfect since it wont drip down my skin and lets me put it all over my body....i was very very very happy and felt sooo sexy (all my male friends were complimentin on hw nice i smell and this is rare for a guy to mk such an effort and its not lk i NEVER wear perfume lol ) HOWEVER i'm so dissappointed as you have to keep applyin lk every 30 mins (and no im not over exaggerating unless u spray loads onto ur hair which i find is the only place that retains the smell ^^), so for a perfume claiming to be an EDP it doesnt stay on for long so you hv to keep re applying BUT it is totally worth it (however i suggest that u look in ur bag regularly as the bottle is impractical for carryin around all day (for us cosmo girls, runnin around to coffee shops, seminars, work and shoppin all day its hard to keep the bottle straight) AS a result, the bottle spilled all over my precious leather bag so i recommend u transfer the liquid onto a smaller perfume spray (they sell these things in all drug stores ) becoz despite me slackin it off lk that the effects u get is TOTALLY WORTH IT; DOES NOT SMELL CHEAP AND IS SEXIEEEEE :)
2 out of 2 people found this review helpful. Did you? Yes No
I like this product and have received a few compliments on this, but it just doesn't last on me! It is a soft fragrance so if that is what you like you will definitely enjoy.
I was super excited to try this after purchasing Curious and liking it. I swapped away a pretty much BN Nars Duo for a used 1.7oz bottle. BIG mistake. The notes sound pretty enough but the fragrance is strong, harsh, and just down right gross!!
"Its sexy scent includes a mixture of loquat fruit, midnight orchid, crème brûlée, black vanilla bean, tonka crystals, sandalwood, and musk."
This lead me to think it would be a fruity kinda sweet sugary scent... the only thing I smelled was sandalwood and MUSK! It was almost like a harsh mens cologne smell! One spray and I was gagging.
Luckily I was able to swap it away for a bottle of Midnight Fantasy which was 10,000x better. :)
Sorry Britney...this one was a failure!!
I LOVEEEEEEE the way this perfumes smells ABSOLUETLY LOVE IT but it just DOES NOT LAST AT ALL.. At first I just purchsed the 1.7oz bottle to see how it would smell, and i FELL IN LOVE, and i also noticed that the smell didn't last. I purchased the gift set that comes with the 3.4oz bottle, 3.3oz body lotion, the lip gloss, and the jewerly box. I tried to "layer" the scent. I applied the lotion and then sprayed the perfume (actually i DROWNED myself in it). After about an 30 minutes i didnt smell a thing. For that reason i took away a lippie but i LOVE THE SMELL. It like creamy vanilla mmmmmmmmm =). I will not buy again though.
EDIT: I have to take away a lippie because this really doesn't last @ all. The fact that it smells so good does not even matter. This is the worst perfume ever even though it smells good, the lasting power brings it wayyyyyyyyy down.
1 out of 1 people found this review helpful. Did you? Yes No
I love this... so soft yet sexy at the same time. It's much much better than the first curious perfume which just didn't smell right on me... Definitely one of my favorite scents.
i love its foodiness and vanilla sweetness. but it doesnt last at all. barely half an hour but i bought it anyway.
i used to think tiempe passate doesnt last but now it does, so im hoping i have the same experience with this!
More reviews by alexandriamare
It's not as long lasting as curious, and theres no lotion to layer it with. I REALLY like the smell of this.. and it's more of a comfort thing, as far as i'm concerned. I wear this on the days when i feel too lazy to wear perfume and/or want ot use alot (bc you can barely smell this anyway).. i wish it was stronger, or i knew a perfume that smelled just like it.


text:
Work-Life Conflict and Social Inequality in Western Europe
- Frances McGinnity,
- Emma Calvert
- … show all 2 hide
Rent the article at a discount
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Get AccessAbstract
Recent debates on time-use suggest that there is an inverse relationship between time poverty and income poverty (Aguiar and Hurst in Q J Econ C(3):969–1006, 2007), with Hammermesh and Lee (Rev Econ Stat 89(2):374–383, 2007) suggesting much time poverty is 'yuppie kvetch' or 'complaining'. Gershuny (Soc Res Int Q Soc Sci 72(2):287–314, 2005) argues that busyness is the 'badge of honour': being busy is now a positive, privileged position and it is high status people who work long hours and feel busy. Is this also true of work-life conflict? This paper explores the relationship between work-life tension and social inequality, as measured by social class, drawing on evidence from the European Social Survey. To what extent is work-life conflict a problem of the (comparatively) rich and privileged professional/managerial classes, and is this true across European countries? The countries selected offer a range of institutional and policy configurations to maximise variation. Using regression modelling of an index of subjective work-life conflict, we find that in all the countries under study, work-life conflict is higher among professionals than non-professionals. Part of this is explained by the fact that professionals work longer hours and experience more work pressure than other social classes, though the effect remains even after accounting for these factors. While levels of work-life conflict vary across the countries studied, country variation in class differences is modest. We consider other explanations of why professionals report higher work-life conflict and the implications of our findings for debates on social inequality.
- Abrahamson, P. (2007). Reconciliation of work and family life in Europe: A case study of Denmark, France, Germany and the United Kingdom. Journal of Comparative Policy Analysis: Research and Practice, 9(2), 193–209. CrossRef
- Aguiar, M., & Hurst, E. (2007). Measuring trends in leisure: The allocation of time over five decades. The Quarterly Journal of Economics, 122(3), 969–1006. CrossRef
- Atkinson, A. B. (1998). Poverty in Europe. Oxford: Blackwell Publishers.
- Becker, G. (1965). A theory of the allocation of time. Economic Journal, 75, 493–517. CrossRef
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- Title
- Work-Life Conflict and Social Inequality in Western Europe
- Journal
Social Indicators Research
Volume 93, Issue 3 , pp 489-508
- Cover Date
- 2009-09-01
- 10.1007/s11205-008-9433-2
- Print ISSN
- 0303-8300
- Online ISSN
- 1573-0921
- Publisher
- Springer Netherlands
- Additional Links
- Topics
- Keywords
- Work-life conflict
- Work-life balance
- Social class
- European social survey
- Comparative research
- Industry Sectors
- Authors
- Frances McGinnity (1)
- Emma Calvert (1)
- Author Affiliations
- 1. Economic and Social Research Institute, Whitaker Square, Sir John Rogerson's Quay, Dublin 2, Ireland


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MOUNT VERNON — Frances E. Phillips, 94, of Mount Vernon, died Friday, Feb. 3, 2012, at the Riverside Methodist Hospital in Columbus.
Arrangements are in progress at the Dowds-Snyder Funeral Home in Mount Vernon.
Copyright The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.


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Most Recent Articles In Food
Latest Food Articles
- Feast for the Eye: Almond Opens in Tribeca
- David Rabin Introduces Cafe Clover
- Owen + Alchemy Juice Bar Attracts Chicago A-Listers
More Articles By
Food trucks are now serving everything from barbecue ribs to gourmet ice cream sandwiches to grilled cheese, but nothing says Los Angeles like a classic taco truck. Most of the authentic ones operate miles from the beaches, Beverly Hills and the so-called Westside, so think of it as a culinary adventure and a cultural lesson to venture east of Fairfax for once. Most trucks fire up after 8 p.m. and stay open until after last call. It would be difficult to find tastier eats for just $1.
Taco Zone
1342 North Alvarado Street, Los Angeles (at Montana Avenue). Located in front of Vons supermarket. Tacos $1.
This all-female-owned-and- operated Echo Park truck has a loyal following among Silver Lake hipsters and local Latinos. Owner Veronica Rodriguez and her daughters serve up mouth-watering, palm-sized bites.
El Chato
1013 South La Brea Avenue, Los Angeles (at Olympic Boulevard). Tacos $1.
This is one of the few centrally located trucks (it's practically on the Westside), so there are usually lines starting at about 9:30, but they move fast.
El Matador
1174 North Western Avenue, Los Angeles (at Lexington Avenue). Tacos $1.25.
There are two trucks that park on this East Hollywood lot, Mi Teresita and El Matador, which is on the north side. The tortillas here are superfresh and soft.
El Taquito Mexicano
467 North Fair Oaks Avenue, Pasadena. Located in the Nishizawa Auto parking lot. Tacos $1.25.
Normally beef and pork are more popular choices at taco trucks, but this Pasadena mainstay boasts free-range organic chicken tacos free of fatty bits.
Tacos El Gallito
400 South Fair Oaks Avenue, Pasadena. Tacos $1.25.
This truck with the bright purple awning is about half a block away from El Taquito Mexicano, but seems to cater more to the post-bar party crowd.
El Pique
At the corner of York Boulevard and Avenue 53, Highland Park. Tacos $1.25.
Just south of Pasadena, off the 2 or the 110 freeways. It features some of the best authentic Mexican food in Highland Park. The carne asada taco is the perfect combination of juicy, salty and spicy.


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Condemned Nation Rock Rose Panel Vest £24.99
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Could be worth the buzz
Massage sore muscles four ways with this buzzing iPhone app.
An iPhone is many things, but a massage therapist it is not. However, if you're in a pinch, the lightweight app Massager may sooth you until your next appointment. The app takes advantage of the iPhone's vibrating motor to create four patterns based on Swedish, Shiatsu, deep muscle, and relaxation massage. Starting and stopping the massage are easy enough to accomplish by tapping and untapping the button. While you can manually increase the intensity by putting some muscle behind the iPhone's flat face, it doesn't even come close to what a pronged massager can do. Yet it might relax tension in you and yours, and at 99 cents, that's not a bad investment.


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J.Crew added a few new interesting things to their site last night: a Crescent Down Works jacket, made in the US New Balance 1400 sneakers, and scarves from Drake's (hopefully they will carry their ties at some point?). I don't know what they were thinking with these $350 patchwork chinos of theirs though. They don't [...]
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ProCom Viestinnan ammattilaiset (ProCom)
ProCom is a co-operation organization, the purpose of which is to promote the professional development of its members and consolidate the position of communication in Finland.
The ethics applied in Finland are based on the Code of Athens and the Lisbon Statement. The Ethics in Finnish were updated in 2005 and they can be found on ProCom's web pages and in the Vuosikirja (annual member yearbook).
ProCom has currently 2100 members comprising information officers, communication mangers, directors, entrepreneurs and consultants.
The people seeking membership fill in a registration form. They are required to work within organizational communications or PR or within research or training. The membership is approved by the Board of Directors.
ProCom is the oldest communications association in Europe with roots going back to 1947. Its predecessors were Tiedotusmiehet (1947) and the Association of Finland's Employee Magazines (1955). They merged under the name Suomen Tiedottajien Liitto (StiL) in 1978. The Finnish Association of Communications Professionals, which is the current name is adopted in 2004.
In the past ProCom/ StiL has been a member of CERP.
ProCom has drafted and updates the Principles of organizational communications and ethics in Finland.
The Association founded its own training company in 2004, but it also works closely with universities and other communications trainings companies in Finland.
It organizes annually the main PR/ organizational communications event in Finland - ProCom Day and has for decades organized a competition of the best personnel magazine in Finland, which this year will be broadened to customer magazines as well.


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Master P - Boyfriend & Girlfriend Feat. Miss Chee
Boyfriend & Girlfriend Master P Feat. Miss Chee
Check out Boyfriend & Girlfriend, the latest from Master P which features a guest appearance from Miss Chee on the. The track was released on Monday, August 29th, 2011.
Stream Boyfriend & Girlfriend, the newest drop from Master P which features Miss Chee. The cut was released on Monday, August 29th, 2011. Things are looking better for Master P with each new release, which Boyfriend & Girlfriend has proven yet again. It's worthy addition to the impressive body of work Master P has been developing over the years. We're looking forward to hearing what's next.
Have you heard Master P's Google Me, featuring Miss Chee & Romeo? Check out Master P's profile page for the most recent info, news, songs, and mixtapes. Follow Master P on Twitter, if you aren't already.
Who else would you like to have seen on the track? Can you appreciate the bars here?


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"The kingdom of heaven is like treasure hidden in a field, which a man found and covered up. Then in his joy he goes and sells all that he has and buys that field."
It is our most intimate passion as believers at ELiam to give glory to God alone for a redemption that is by grace alone through faith alone in Christ alone!


text: WOOLRICH WITH HISTORY: For the 180th anniversary of the Woolrich brand, Italy's WP Lavori in Corso, which produces the upscale Woolrich John Rich & Bros. contemporary label under license, has created a limited edition capsule collection. In stores this fall, the 17 items for men and women include a parka, field jacket, T-shirt, vest, blazer, bag and car blanket, all inspired by the rich archives of the Pennsylvania-based brand. "Our head of design found this untouched roll, wrapped in brown paper with a handwritten note: 'Fabric Made 1800 to 1900. Keep. J.W. Rich.' It's moments like these when you realize the real history we are dealing with," said Andrea Cane, creative director of the line. Only 180 pieces of each style will be produced, with retail prices ranging from $98 to $995.


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3 from Ohio to Steelers to Super Bowl
3 from Ohio to Steelers to Super Bowl - Page 2
http://www.cleveland.com/nfl/plainde...l=2&thispage=2 A select few start out in Ohio and make it to the Super Bowl. Three of them will be there with the Pittsburgh Steelers next Sunday. Quarterback Ben Roethlisberger "He was my first recruit ever," said Jon Wauford, football coach at the University of Findlay, the northwest Ohio town where they grew up about two blocks from each other. Wauford first heard about some middle-school boy being a special athlete from a buddy of his who coached Findlay's eighth-grade team. The boy played a little quarterback, but was mainly a wide receiver. In fact, he didn't get to quarterback the varsity until his senior year. That was when Wauford, by then a Miami University assistant, zeroed in on him. Future NFL quarterbacks Chad Pennington and Byron Leftwich had just torn up the Mid-American Conference for Marshall. Miami was desperate for a guy like that. "At that point," Wauford said, "we were leaving no stone unturned." While on a road trip at Central Michigan, Wauford had packed film of the first three games of Roethlisberger's senior season. He and other Miami coaches spent that Friday night watching the lanky kid rip opponents apart with his improvisation. "It was just his playmaking ability," Wauford recalled. "What we saw then is what you see now - the longer the play lasted, the worse it got for the other team. It's the best part of his game." Wauford offered him a scholarship that night. Or tried. He couldn't reach the quarterback until the next morning. Roethlisberger didn't accept right away, but wound up at Miami anyway and rewrote almost every school passing record. Wauford remembers the first time he sat down with Roethlisberger at Findlay High and asked the recruit his goals. "Right out of the gate he said, 'I want to be a starting quarterback in the National Football League.' " But the coach was a skeptic until midway through Roethlisberger's freshman year at Miami. One day after practice, he watched as the quarterback tossed footballs from the center of the field at a trash can set up 35 yards down a sideline to simulate the target for a fade route. "I saw him make seven in a row," Wauford said. "At that point, I thought, well, we might have something here." Linebacker James Harrison - By kickoff, the inspiring tale of a man whom the Steelers released three times before being voted the league's top defensive player this season will be told over and over in an endless loop of Super Bowl hype. Harrison bucked long odds, but Matt Rayl recognized never- quit qualities in his former teammate a decade ago. "It was my hunch that if he stayed with it, he could play at the next level," said Rayl, who played middle linebacker at Kent State from 1997-2000 - the final two seasons when Harrison defended the strong side. "He'd do stuff on the field that most other people just weren't able to do. He definitely had all the tools." Rayl first realized Harrison, then a sophomore, could be a special player during an intrasquad scrimmage just before the season opener. In a short-yardage play, Harrison "vaulted over the line like it was nothing" to nail the tailback cold. "I was like, damn, that was pretty amazing," he said. Rayl, now in the Navy attending bomb-tech school in Florida, said the former Akron Coventry High School star outworked everyone - in games, on the practice field and especially in the gym. "You could definitely tell when it came to James that he was a specimen in the weight room," Rayl said. "He was a beast." But NFL Defensive Player of the Year? After going undrafted and then being waived? "A little bit surprised," Rayl admitted, "but I'm so proud of him." Tight end Sean McHugh- Mark Iammarino was in his first year as football coach at Chagrin Falls High School, hired to fix the team after a string of losing seasons. He took one look at a boy trapped in a man's body who dominated his eighth-grade opponents. This, the coach said to himself, is the kind of kid you could build a program around. And he did. By the time McHugh graduated in 2000, the 6-5, 245-pound fullback had set single-season (2,260 yards) and career (5,855 yards) rushing records that still stand. He started every game since the opener of his freshman season, often carrying the ball 30 to 40 times per game. By his junior year, about every major college was throwing scholarship offers his way. (Penn State won.) The coach was first struck by McHugh's potential after two huge games during his sophomore season. Against Hawken, he carried the ball 39 times for 224 yards, three touchdowns and a two-point conversion, carrying defenders on his back to win, 35-34. On defense, he also had 12 solo tackles, two sacks and caused two fumbles. In the other, Chagrin and Wickliffe entered the game undefeated. McHugh rushed for 238 yards on 44 carries and three touchdowns in a 38-37 loss. "I can remember thinking, 'Wow, the sky's the limit for this kid,' " Iammarino said. McHugh had every right to be profanityfilterprofanityfilterprofanityfilterprofa nityfiltery. Instead, he was humble, a leader who made his teammates feel important, said Randy Bly, McHugh's blocking back and friend through middle and high school. "He just set the example," said Bly, who attends medical school at Loyola in Chicago. In freshman health class, McHugh once mentioned his goal was to play in the NFL. Now his number 49 Detroit Lions jersey hangs in the school wing honoring former Chagrin athletes who made the pros. That's right, the 0-16 Lions. Detroit cut him just before the season started. Then Pittsburgh picked him up. "And here he is," Iammarino said, "going to the Super Bowl." To reach this Plain Dealer reporter: firstname.lastname@example.com, 216-999-5531 |
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Re: 3 from Ohio to Steelers to Super Bowl
I remember the buzz around Ben going into his Sophomore year. When Marshall and Miami met in November of 02 it was billed as a major conference and divison game for the MAC. Byron didnt get to play though cause of his injured leg he sustained at Akron the week before. That game was one of the best I had ever witnessed. Marshall won on the last play of the game. The next season Ben torched our butts and the rest they say is history.
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Re: 3 from Ohio to Steelers to Super Bowl
That was a good read, I read it in the sports section of the Cleveland Plain Dealer while at work last night/this morning (I work nights).
People are so pissed that we have Ben and Harrison around here.
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