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Jeff co-founded the Weather Underground in 1995 while working on his Ph.D. He flew with the NOAA Hurricane Hunters from 1986-1990.
By: Dr. Jeff Masters , 1:35 PM GMT on November 11, 2010
It seems like there have been an unusual number of early and late season tropical storms and hurricanes in the Atlantic in recent years. In 2008, we had four named storms in July, and the second most powerful November hurricane on record. Both 2007 and 2005 had rare December storms, and 2003 featured Tropical Storm Anna, the first April tropical storm ever recorded. This year, Hurricane Tomas made 2010 the fourth straight year with a November hurricane, something that has never occurred in the Atlantic since accurate records began in 1851. The latest runs of the GFS and NOGAPS models are suggesting the possibility that we will have Tropical Storm Virginie in the Caribbean between Colombia and Nicaragua a week from now. Is hurricane season getting longer? Dr. Jim Kossin of the University of Wisconsin published a 2008 paper in Geophysical Research Letters, "Is the North Atlantic hurricane season getting longer?" He concluded that yes, there is a "apparent tendency toward more common early- and late-season storms that correlates with warming Sea Surface Temperature but the uncertainty in these relationships is high".
Figure 1. Observed sea surface temperature (SST) trends during the official North Atlantic hurricane season (June-November) for the period 1950-2007. Units are °C per century. The dashed rectangle denotes the tropical storm formation region south of 30° North latitude and east of 75° West longitude. Data are from the NOAA Extended Reconstructed Sea Surface Temperature V3 product [Smith et al., 2008]. Image credit: Kossin, J., 2008, "Is the North Atlantic hurricane season getting longer?", Geophysical Research Letters, Vol. 35, L23705, doi:10.1029/2008GL036012, 2008.
Dr. Kossin utilized the "best track" database of Atlantic tropical cyclone activity going back to 1851. However, since lack of satellite and aircraft reconnaissance data before 1950 makes the early part of this record suspect, he limited his analysis to the period from 1950 onward. The era of best data--the satellite era beginning in 1980--was also looked at separately, to ensure the highest possible data quality. The area studied was only a portion of the Atlantic--the tropical storm formation region south of 30° North latitude and east of 75° West longitude. This region has shown considerable warming of the Sea Surface Temperatures (SSTs) since 1950, in excess of 1°F (0.6°C) (Figure 1). A statistical method called "quantile regression" was employed. The method looked at how certain thresholds that mark the beginning and end of hurricane season have changed over the years. For example, the date where 5% of all tropical storms form earlier than that date, was called the 0.05 quantile, and the date where 5% of all tropical storms form later than that date, was called the 0.95 quantile. Kossin was able to show that the date of the 0.05 quantile got steadily earlier and the date of the 0.95 quantile steadily got later since 1950. Hurricane season for both the period 1950-present and 1980-present got longer by 5 to 10 days per decade.
Figure 2. Trends in tropical storm formation dates, in the region south of 30° North latitude and east of 75° West longitude, at the 0.05.0.95 quantiles. Trends are based on the periods (left) 1950-2007, and (right) 1980-2007. The dates (month/year) associated with the 0.05, 0.25, 0.50, 0.75, and 0.95 quantiles for each period are shown on the top axis (these threshold dates are based on the full sample for each period). Shading denotes the 90% confidence interval. Image credit: Kossin, J., 2008, "Is the North Atlantic hurricane season getting longer?", Geophysical Research Letters, Vol. 35, L23705, doi:10.1029/2008GL036012, 2008.
Relationship with Sea Surface Temperature
The broadening of the Atlantic hurricane season found was strongly dependent upon Sea Surface Temperatures. Both the onset and end of hurricane season shifted by 20 days per degree C of warming of the SST. With global warming projected to increase tropical Atlantic SSTs 1-2°C by the end of the century, can we then expect a 40-80 day increase in the length of hurricane season? Dr. Kossin doesn't explore this possibility, and doesn't blame the observed increase in the length of the season on human-caused global warming of the oceans. There is reason to believe that future warming of the Atlantic SSTs won't necessarily broaden the area over which tropical storms will form, though. Papers by Henderson-Sellers et al. (1998) and Knutson et al. (2008) theorize that as SSTs warm, the lowest temperature at which tropical storms can form will also increase. The current minimum temperature of 26.5°C (80°F) may increase to 28.5°C for a 2°C warming of Atlantic SSTs. Johnson and Xie (2010) have found observational evidence that the lowest temperature at which tropical storms can form has indeed been increasing at about 0.1°C per decade in the Atlantic, in line with climate model predictions.
Henderson-Sellers, A., et al., 1998, "Tropical Cyclones and Global Climate Change: A Post-IPCC Assessment", Bull. Am. Meteorol. Soc. 79, 19–38.
Johnson, N.C., and S.P. Xie, 2010, "Changes in the sea surface temperature threshold for tropical convection", Nature Geoscience doi:10.1038/ngeo1008
Knutson, T.R., J.J. Sirutis, S.T. Garner, G.A. Vecchi, and I.M. Held, 2008, Simulated reduction in Atlantic hurricane frequency under twenty-first-century warming conditions", Nature Geoscience 1, 359 - 364 (2008), doi:10.1038/ngeo202
Kossin, J., 2008, "Is the North Atlantic hurricane season getting longer?", Geophysical Research Letters, Vol. 35, L23705, doi:10.1029/2008GL036012, 2008.
Jeff Masters
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Quoting Jeff9641:We don't need a break we have been well prepared for all of them as long as they only bring rain we are used to that |
Thank you Grothar as well.. I'll raise a Foamy Glass High for you and all Veterans this afternoon here. |
Quoting Patrap: Thanks for your service, Patrap! I'd buy you a Macko if I could. |
Quoting pioggiasuper:To me it looks like you are nothing about weather eather if i look at your handle I,ll flag you and forget about you . Admin Please don,T allow handles like http://www.wunderground.com/blog/pioggiasuper/show.html has |
Service to America was a Honor I cherish..daily. Thanks for the Kind words today. |
Quoting Jeff9641: True dat....Thanks Pat |
Quoting Bordonaro: Freaks. |
Only the deranged are upset. The sane sigh relief |
Quoting WeatherNerdPR: And people are upset here in the CONUS because we haven't had a CAT 3 hit!!! |
Quoting Bordonaro: Tomas did $500 million in damages there. Haiti lost 21 people, and over 5000 homes were damaged. Curacao had $28 million in damages, $10 million from explosions due to lightning. |
Quoting myway: Our next possible troublemaker for the Caribbean:O). This WU blog is truly a piece of work. |
Quoting BobinTampa: +1 |
Good Morning. Interesting Post Dr. Masters. |
Quoting CycloneUK: Your own personal version of a Nor'easter!!! |
Quoting hurricane23: Hey there "killer," good to see you. |
Sobering video out of St Lucia about the damage Tomas let behind in the Caribbean. We ought to be VERY thankful we have had no landfalling hurricanes. And those who want one will not after they watch this |
The NCEP is sorta interesting... |
My sister in the Air Force forwarded me a Veterans Day message from her commander: Good morning, Ninety-two years ago, the armistice was signed ending the "War to End All Wars," as the guns of the Western front fell silent ending World War I. Every year since, America commemorates her veterans with speeches, parades, and a federal holiday for Americans to thank those who secured the freedoms we have today. As history shows and each of you know, the "end to all war" was a bit premature. One day, maybe in our lifetimes but probably not, sacrifices will not have to be made by great Americans like you to secure our freedoms. When that day comes, the world will be a better place for all people of all nations. As an eternal optimist, I do believe that day will eventually come. Each of you will have had a small part in making America and the world a better place. You stand in elite company, with your brothers- and sisters-in-arms from WWI through Korea and DESERT STORM and into whatever challenges we may face in the coming decade. This day, I remember those who gave so much to get us here, and I thank God for each of you for taking this great country into tomorrow. Respectfully, Gregory J. Schwartz, Col, USAF Commander, 405 AEG Hopefully, no one minds me posting that. i'll remove it if there are any objections. Happy Veterans' Day to all who have served. |
The three colors on the American Flag stand for: Red: Hardiness , valor,strength, and bravery White: peace and honesty Blue: Vigilance, Perseverance, Justice, truth, and loyalty That,s U.S. ! |
Quoting Orcasystems: No, not quite.. Here is a quote from a blogger from the Caribbean Storm Network Still wet and a possible problem next week * By "daWayward Sailor" "While the Official Storm Season is suppose to be nearing its End..... da Wayward Sailor knows Mother Nature does not follow man made rules.....Next week, there is a chance of another disturbance developing in the southwest Caribbean that has been depicted by several of the global computer models Although it is very late in the season, water temps in our region are still warm and surface pressures remain a bit below normal allowing for better conditions than we would expect in mid-November. The models indicate possible development early next week! Surprised smile. We all need to watch things closely. With 93L not an issue except for those of us Under it... no other issues remain in the Carib at this time". |
Happy Vetrans Day......Please take the time to recognize all vetrans today and to reflect upon what our vetrans have done for us. Pick up the phone and call a relative, friend our coworker that served...just say thank you. |
Quoting Bordonaro: Its going to be interesting... last gasp maybe? |
Thanks, Dr. Masters. That's pretty amazing--but altogether expected in light of overall global warming. The part that amazes me most is this: "There is reason to believe that future warming of the Atlantic SSTs won't necessarily broaden the area over which tropical storms will form, though. Papers by Henderson-Sellers et al. (1998) and Knutson et al. (2008) theorize that as SSTs warm, the lowest temperature at which tropical storms can form will also increase. The current minimum temperature of 26.5°C (80°F) may increase to 28.5°C for a 2°C warming of Atlantic SSTs. Johnson and Xie (2010) have found observational evidence that the lowest temperature at which tropical storms can form has indeed been increasing at about 0.1°C per decade in the Atlantic, in line with climate model predictions." Is this an annual-scale phenomenon akin to that seen during DMIN--that is, where the temperature differential between the water and the air above it are very close, leading to a stabilization of the atmosphere and, thus, a loss of convection? If so, that would seem to support the theory that hurricanes in the future will tend to be less frequent but more intense, as some have speculated. I have to say I really appreciate Kossin's conclusion, as he's wisely shielded his paper from outright dismissal by skeptics, who will have to find some other hook on which to hang their disbelief: "The analyses presented here show how storm formation dates have been changing within the historical hurricane record, but cannot be used to directly implicate cause for these changes or to accurately predict future changes. The relationship with SST is suggestive of a larger link to climate variability, but no explicit link to human-induced global warming can be inferred from this study." Excellent. And, again, thank you! |
Future 94L under construction north of the Venezuela coast this morning, I smell trouble.. |
Quoting RTLSNK: Freedom isn't Free.... I wish more people actually understood that, there would be a lot less of this going on in the world right now. |
Quoting RTLSNK: Really great video, Snake. And thanks to you, too! |


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I was unsure about this bedding, as it didn't have any reviews. But, I am so glad I made the leap and purchased it. It's truly lovely. The "teal" color is more of a muted dark mint, which is quite pretty but not teal. It's very soft, feminine, and romantic. I've gotten a lot of compliments on it and I'm truly happy with my purchase. {it does come quite wrinkly, I used an iron on the bed skirt and comforter and it came out great!}
The set was just as described, the quality and feel are good, and the blue color matched that on my monitor exactly. I am giving it four stars because it isn't truly white. Next to my white sheets it looks dingy because it's off-white. Aside from that, though, good purchase.
Great set! You definitely get your money's worth with 7 pieces! It looks gorgeous. Only small issue, is that its material is not very comfortable/soft.
This spread has a very light & airy look to it. The blue/green accessories are mint green - just what I was looking for. I rated it good only because it needs to be in a rarely used room...I don't think it will hold up well with a lot of washes.
I got this as a birthday gift and LOVED it!!! It's gorgeous!! But, after washing it the FIRST time, ALL OF the filling inside the comforter just Balled up into big balls all over. So some spots had filling, some didn't!!! I was SO VERY disappointed cuz it is so pretty but now it's lumpy all over!!! Just have NEVER seen one do this!!! Would ask for a full refund if I thought I could get it!!!!
Not the quality I expected; sent it back.
The reviewers were all correct about the wrinkles. I'm not really fussy about that and I think it adds to its "shabbiness". Not extreme wrinkles, but not for the person who wants a tailored, perfect room. The white is definitely not white, but "ivory" as people have noted. It actually goes with my drapes that turned out to not be a winter white either. So I love it. The color of the pillows online exactly matched the color I got. I got the king size for my queen, as I always do since mattresses are so think now. The king is fine for the queen. Bedskirt is a bit flimsy so I won't be using that. For the cost of the throw pillows alone, I think the price is reasonable.
This was exactly what I was looking for in the Guest bedroom of our second home in Southern Utah. It is beautiful and easy to decorate around. The accompanying accent pillows add an elegant touch.
Love it! It is beautiful and looks fabulous! Would recommend to anyone.
Classic elegance for the bedroom...Beautiful, soft, and inviting.
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subset: commoncrawl


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Labor: EEOC educates teen workers about workplace laws
Employers who recruit and hire teens should be aware that the Equal Employment Opportunity Commission (EEOC) is focusing more on young workers.
Labor: 7th Circuit takes another look at reassignment as a reasonable accommodation under the ADA
Reasonable accommodation. Those are words that can keep employers up at night. Often, it's not clear what is a mandatory reasonable accommodation for an employee with a disability or what is an accommodation that imposes an undue hardship on the employer.
Avoiding ADA liability when dealing with obese workers
Employers must be cautious as new cases and anti-discrimination laws develop
2nd Circuit adopts nuanced approach to discovery sanctions
New approach considers relevance of lost evidence and attempt to preserve
Facts & Figures: More companies extend equal benefits to transgender employees
From law school rankings to law firm revenues, an inside look at the numbers that count
Cheat Sheet: What in-house counsel need to know about "beauty bias"
Earlier this year several Boston media outlets reported that the Equal Employment Opportunity Commission (EEOC) had launched an investigation into Marylou's Coffee, a popular East Coast coffee shop chain known for hiring attractive female baristas.
Labor: 6 tips for complying with EEOC guidance when using arrest and conviction records
In April, the Equal Employment Opportunity Commission (EEOC) issued a revised Enforcement Guidance on the Consideration of Arrest and Conviction Records in Employment Decisions under Title VII of the Civil Right Act of 1964 (Guidance).
Employers' health care coverage for transgender employees increasing
According to a recent report by the Human Rights Campaign (HRC), some companies are already stepping up to the plate, changing their existing health care plans to include transgender individuals.
Fry's Electronics will pay $2.3 million to settle EEOC suit
Most people would never think of "sexting" their subordinates—but one employee at Fry's Electronics didn't seem to think it was inappropriate.
EEOC investigates coffee chain for barista beauty bias
Amidst controversy, agency denies it is seeking to extend protection to unattractive people


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Hang tight!
Recipe by Marlene
"This brisket will literally fall apart in your mouth. The recipe was given to me by my Jewish friend. We made it for a work potluck and it was a hit."
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1 (4 pound) beef brisket
1 large onion, sliced
2 (14.5 ounce) cans beef broth
2 (15 ounce) cans French onion soup
2 (12 fluid ounce) cans or bottles beer
Yumm! Thanks for the great recipe! This was incredibly easy to prepare, and although it was time consuming, the end result was worth it. I only used a 3 and 1/2 pound brisket, so I used one can less of both beer and beef broth. I will definitely make this again.
I'm 71 years old have eaten brisket all of my life but never anything as incredible as this recipe. Marvelous taste, fork tender, truly the ONLY recipe I'll use for brisket from now on.
7 Ratings
Did this in slow cooker for 8 hours with 2 cans soup, 2 cans broth and 2 bottles beer. Melts in your mouth!!!
The house smelled heavenly at first, but as the aroma got stronger, I decided to uncover and check the pan. Good thing, because every bit of the juices had evaporated and burned to the bottom of the pan along with the sliced onions and those from the soup. I would try this again but cook it properly--at a low temperature.
* Percent Daily Values are based on a 2,000 calorie diet.
Alane's Hanukkah Brisket
Serving Size: 1/10 of a recipe Servings Per Recipe: 10 Amount Per Serving Calories: 394 Calories from Fat: 239
Muffins are great for breakfast, with coffee, or just as a snack on the go.
Soup is what the doctor ordered to cure those winter blahs.
Delicious recipes, party ideas, and cooking tips! Get a year of Allrecipes magazine for $7.99!
See how to make this tasty slow-cooked beef brisket.
Make a Jewish-style brisket that's sweet, sour, and delicious.
Incredibly tender beef brisket is piled high on a hoagie roll.


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Survey wants physicians' views on liability insurance
The College is working with the AMA to survey physicians about their experiences with liability insurance.
Postcards and e-mail announcements were sent out last month to a random sample of physicians. The College is asking all internists who received an announcement to respond.
Approximately 32 specialty societies and 15 state medical organizations are working with the AMA on the survey. Participating organizations, including the College, will receive results in December or January.
The study findings will be used in efforts to reform the medical liability system.
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Making the Most of Your ICD-10 Transition
To help you and your practice make a smooth and successful transition to ICD-10 coding, ACP and ICD-10 content developers have created multiple resources available at discounted rates for ACP members.


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58 results for "bradley central"
Illinois Wolves SG pledges to CSU
Shooting guard David Cohn (Elmhurst, Ill./York H.S.) committed to new Colorado State head coach Larry Eustachy on Tuesday, ESPN Chicago's Scott Powers is reporting. Cohn held offers from nearly 20 schools, including Bradley, Central Michigan, St. ...
Blog | August 01, 2012 -
Get Familiar: Chad Voytik
Jon MahoneyChad Voytik knew something was wrong. All he had to do was glance at the knuckle jutting out of his throwing hand to realize that. The Cleveland (Cleveland, Tenn.) quarterback smacked his right hand on the helmet of a Red Bank (Red Bank, Tenn.) de...
Blog | October 17, 2011 -
Jurgen Klinsmann says Michael Bradley's ideal role is as attackin...
ESPN staffUnited States coach Jurgen Klinsmann has stood by his decision to play Michael Bradley as an attacking midfielder during the World Cup, calling it Bradley's "ideal" role. Bradley, who has spent the majority of his career as a central or even defendin...
Story | Conversation | December 10, 2014 -
Jones has 33; Bradley rolls past C. Michigan 84-73
Jones has 33; Bradley rolls past C. Michigan 84-73
Recap | Box Score | Conversation | December 02, 2014 -
SE Missouri State holds off Central Arkansas 74-68
SE Missouri State holds off Central Arkansas 74-68
Recap | Box Score | Conversation | November 22, 2014 -
Don't blame Michael Bradley for U.S. loss - 2014 World Cup
Adrian MelvilleAfter a tough 2-2 tie against Portugal on Sunday, fingers are being pointed at USMNT midfielder Michael Bradley. Adrian Melville explains Bradley's value to the team and why he shouldn't be blamed for the late goal that led to the tie.
Story | Conversation | June 24, 2014 -
Blake Bortles poised for NFL success
Jeffri ChadihaBlake Bortles has shown the same poise during his meteoric rise up the draft board as he did while racking up wins at Central Florida, writes Jeffri Chadiha.
Story | Conversation | April 30, 2014 -
Bradley beats Central Michigan 80-70
Bradley beats Central Michigan 80-70
Recap | Box Score | Conversation | November 12, 2013 -
SE Missouri soars past Central Baptist 118-56
SE Missouri soars past Central Baptist 118-56
Recap | Box Score | Conversation | November 11, 2013 -
United States makes four lineup changes against Germany
Associated PressU.S. coach Jurgen Klinsmann has made four changes to his lineup for Sunday's exhibition game against Germany, starting right back Brad Evans, central defender Matt Besler and midfielders Michael Bradley and Fabian Johnson.
Story | Conversation | June 01, 2013 -
This week's high school hoops podcast
Brendan HallOur first high school basketball podcast of 2013 is up. To listen to it, CLICK HERE. ESPN Boston High Schools editor Brendan Hall and correspondent Chris Bradley discuss a busy week of Holiday tournament basketball, including Central Catholic's th...
Blog | January 03, 2013 -
Bradley 82, Cent. Michigan 65
Bradley 82, Cent. Michigan 65
Recap | Box Score | Conversation | November 28, 2012 -
SPM's Mobley commits to CCSU
Brendan HallNew England Recruiting Report's Christian Bradley reported this morning via Twitter that former St. Peter-Marian guard/forward Matt Mobley verbally committed to Central Connecticut State University today, while on an official visit to the New Britain...
Blog | September 15, 2012 -
Charlotte keeper commits to UNC-Asheville
Sheldon ShealerRELATED LINKS: ESPNHS Recruiting Central | Class of 2012 Division I Commitments Jaron Bradley, a Class of 2012 goalkeeper who plays for Charlotte Soccer Academy in the U.S. Soccer Development Academy, verbally committed to UNC-Asheville, according...
Blog | December 22, 2011 -
East Stirlingshire 1-0 Annan Athletic
Strugglers East Stirling moved off the bottom of the Third Division table with a surprise 1-0 victory at home to leaders Annan Athletic.Top scorer Bradley Coyne was the central figure, scoring the winner and also missing a penalty.East Stirling had n...
Recap | December 03, 2011 -
Two-star RB set for FCS
Running back Marcus Horne (Milwaukee, Wis./Bradley) has committed to play for North Dakota State, InForum.com reports. Horne had several FBS scholarship offers including Akron, Ball State and Central Michigan. Other FCS programs such as Illinois ...
Blog | November 01, 2011


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PlantFiles: Cunninghamia, China-fir, China Fir
Cunninghamia lanceolata
Family: Cupressaceae (koo-press-AY-see-ee) (Info) Genus: Cunninghamia (kun-ning-HAM-mee-uh) (Info) Species: lanceolata (lan-see-oh-LAY-tuh) (Info) 2 vendors have this plant for sale. 2 members have or want this plant for trade. Category: Height: Spacing: Hardiness: Sun Exposure: Danger: Bloom Color: Bloom Time: Foliage: Other details: Soil pH requirements: Patent Information: Propagation Methods: Seed Collecting: | Click thumbnail to view: By palmbob By palmbob By Gustichock By Gustichock By Gustichock By mgarr By sladeofsky There are a total of 17 photos. |
6 positives
1 neutral
No negatives
Gardeners' Notes:
This plant has been said to grow in the following regions:
Atmore, Alabama
Gadsden, Alabama
Bigelow, Arkansas
Savannah, Georgia
Clermont, Kentucky
Louisville, Kentucky
Versailles, Kentucky
Independence, Louisiana
Poplarville, Mississippi
Saint Louis, Missouri
Absecon, New Jersey
Fairport, New York
Cincinnati, Ohio
Cottage Grove, Oregon
Souderton, Pennsylvania
Conway, South Carolina
Cookeville, Tennessee
Gallatin, Tennessee
Sevierville, Tennessee
Belfair, Washington


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The nVIDIA GeForce GTX 560 1 GB GDDR5 Superclocked Graphics Card from EVGA is a video graphics card with superior tessellation performance. It features 336 processing CUDA cores with a maximum digital resolution of 2560 x 1600 (dual-link DVI only). The card supports the game titles Duke Nukem Forever and Crysis2 with detailed DirectX 11 and offers high tessellation performance. Enjoy 2-way SLI capability and support for nVIDIA's PhysX, PureVideo HD, 3D Vision Surround and CUDA technologies. Moreover, the graphics card supports PCIe 2.0 and OpenGL 4.1 applications.
The GeForce GTX 560 series is a next generation DirectX 11 card with high graphics performance.- The GeForce GTX 560 supports PCIe 2.0 bus architecture and offers high data transfer speeds for all bandwidth-hungry games and 3D applications. It is also backwards compatible with existing PCIe motherboards.
- nVIDIA's SLI technology implements AFR (Alternate Frame Rendering) for gaming solutions under Windows 7 for a scaling performance.
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- EVGA Precision monitors and controls fan speeds, core clocks, temperatures, frame rates, takes screenshots and more.
- With features like built-in artifact scanning and benchmarking, the EVGA OC Scanner combined with EVGA Precision makes the perfect combo for any enthusiast.


text: Ramiro Chavez - Backstage ( Feat. OVC) By Ramiro Chavez Posted Jan 10, 2013 at 10:47 PM 0 0 0Comments 22 Views Share Tweet gplus thumblr pinterest 1 Backstage ( Ramiro Chavez feat. OVC) Follow Artist Embed Me To Playlist Download Songs Mixtapes Videos 0 0 0 22 Powered By HOTNEWHIPHOPhotnewhiphop.com Edit Colors Full Player Simple Player Embed Script Copy Short Link Copy Iframe Copy Preview Full Player Simple Player Embed Code Copy NOTE: Minimum player width is 370 pixels, height is 50 pixels. Back Full Player Simple Player NOTE: Player width is 450 pixels, height is 50 pixels. Title Artist Back 01:23 04:56 Embed Code Copy


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Find an Office or a Financial Advisor
Strategies Start investing in your retirement today with these five important steps.
Pitfalls Even those with the best intentions fall prey to these retirement planning pitfalls.
Estate Planning If you plan to leave an inheritance to someone other than Uncle Sam, consider these five important estate planning concepts.
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Exclusive finds with a new theme each month.
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A soft, oversize puppy with floppy ears has an extra-soft coat that's perfect for snuggles.


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Streaming games: Is a workable model in sight?
VentureBeat reports "The cloud has entirely transformed the way we experience movies, music, and video games, giving unprecedented access to titles. The days of downloading content to be stored by consumers may not be numbered exactly, but they're certainly diminishing rapidly.". Read More


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Fifth Street Senior Floating Rate Corp. [FSFR] To Ring The NASDAQ Stock Market Closing Bell
ADVISORY, Aug. 8, 2013 (GLOBE NEWSWIRE) --
Fifth Street Senior Floating Rate Corp. is a newly organized business development company that invests primarily in senior secured floating rate loans made to private middle market companies, generally in connection with investments by private equity sponsors. The company will visit the NASDAQ MarketSite in Times Square to celebrate the recent initial public offering (IPO) of its stock, which began trading on the NASDAQ Stock Market on July 12, 2013.
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Using Evidence-Based Teaching Methods to Improve Education
The author, Bryan K. Saville, has kindly permitted the TLE to publish this article on our site. Dr. Saville is an associate professor in the Department of Psychology at James Madison University. In 2002, he received the McKeachie Early Career Award from the Society for the Teaching of Psychology (STP). Dr. Saville currently serves as associate editor for Teaching of Psychology.
Over the past few decades, educators have spent considerable time discussing the state of American education. Quite often, their conclusions have been less than flattering. Over 25 years ago, Cameron (1983) lamented: "Most predictions about the future of colleges and universities as organizations include conditions of decline" (p. 359). More recently, Hersh and Merrow (2005) suggested that, "Higher education, long viewed as the crown jewel of American education, is tarnished" (p. 1). A recent article in The New York Times echoed this sentiment: "At its top levels, the American system of higher education may be the best in the world. Yet in terms of its core mission -- turning teenagers into educated college graduates -- much of the system is simply failing" (Leonhardt, 2009). By many accounts, then, students are not learning what they should be learning during their formative college years.
There are numerous reasons for the purported downfall in American education: (a) many students view college as nothing more than job preparation, (b) students often come to college ill-prepared for the rigors of higher education, (c) what students want in a college is not exactly what colleges are offering, and (d) administrative emphasis on the "bottom line" (i.e., money) is creating conditions that are not conducive to learning (see Hersh & Merrow, 2005). In this essay, I argue that one other factor is having a negative impact on American higher education: the continued use of ineffective teaching methods.
What is Teaching?
Ask any student (and many teachers) to explain what teaching is, and he or she will likely provide a description that equates teaching with lecturing. Although teaching certainly entails more than just lecturing, it is easy to see why students hold this belief. Enter many college classrooms, and one will likely observe some variation of the following scene: (a) a teacher, standing at the front of the classroom, working his or her way through a set of PowerPoint slides, some of which may contain useful pictures, diagrams, or even movie clips, but most of which contain text that the teacher reads word-for-word; and (b) students, some of whom are furiously attempting to write down every word that appears on the PowerPoint slides, but many of whom are engaged in other activities such as texting friends, reading the school newspaper, gazing off into space, listening discreetly to their iPods, or even catching a catnap -- activities to which our PowerPoint-toting teacher is either oblivious or doesn't seem to care. Of course, not all lecture-based classrooms resemble this hypothetical Hades of learning. What is certain, however, is that most college instructors use lecture-based teaching methods (Benjamin, 2002).
Unfortunately, lectures tend to be relatively ineffective at improving student learning. In fact, numerous studies have found that alternative teaching methods tend to be more effective than lectures at improving a wide range of student-learning outcomes (e.g., Benedict & Anderton, 2004; Dochy, Segers, Van de Bossche, & Gijbels, 2002; Kulik, Kulik, & Cohen, 1979; Saville, Zinn, & Elliott, 2005; Saville, Zinn, Neef, Van Norman, & Ferreri, 2006; Tiwari, Lai, So, & Yuen, 2006). Certainly, there are ways to improve the impact of one's lectures (Bain, 2004; McKeachie & Svinicki, 2006), but simply altering one's lectures does not negate the fact that many lecture-based teaching methods fail to capitalize on what psychologists know about human learning (Halpern & Hakel, 2003).
If a primary goal of teaching is to optimize student learning, as many teachers believe, it also seems reasonable, then, to assume that teachers of psychology should use teaching methods that have the biggest impact on learning. The recommendation to use effective teaching methods mirrors a recent trend in another area of psychology, a trend that I would like briefly to discuss.
Evidence-Based Treatment
Over the past decade or so, there has been much debate in clinical psychology regarding the use of evidence-based treatment, or EBT (e.g., Burns & Hoagwood, 2005; Goodheart, Kazdin, & Sternberg, 2006; Hunsley, 2007; Kazdin, 2008a, 2008b; Norcross, Beutler, & Levant, 2005; Weston, Novotny, & Thompson-Brenne, 2004). Briefly, EBT refers to "the interventions or techniques... that have produced therapeutic change in controlled trials" (Kazdin, 2008a, p. 147). Closely related to EBT is evidence-based practice, or EBP, which is "clinical practice that is informed by evidence about interventions, clinical expertise, and patient needs, values, and preferences and their integration in decision making about individual care" (Kazdin, 2008a, p. 147; see also APA Presidential Task Force on Evidence-Based Practice, 2006). Thus, whereas EBT refers to treatments whose efficacy has been established in controlled settings, EPB entails the implementation of effective treatments in real-world clinical settings. One can draw a similar analogy with regard to teaching. EBT is analogous to teaching practices that have been shown to enhance student learning under controlled conditions, and EBP is akin to implementing these practices in the classroom.
Although one might assume that EBP is simply the application of EBT in new settings or with new individuals, the connection between EBT and EPB has been a topic of hot debate. On one hand, researchers have argued that clinicians need to use EBT because these treatments have empirical support (Dawes, 1994; Hayes, Follette, Dawes, & Grady, 1995). Clinicians, however, have voiced concern that the results from studies occurring under highly controlled conditions are too contrived to generalize easily into real-world clinical settings, where numerous factors affect treatment outcomes (Hoagwood, Hibbs, Brent, & Jensen, 1995; Weston & Morrison, 2001). Again, one can draw an analogy with the teaching of psychology: Although the outcomes of laboratory-based teaching studies may show that a particular practice seems to improve student learning, producing the same results in the classroom might be more difficult (see Chew et al., 2009; Daniel & Poole, 2009).
Thus, the relation between EBT and EBP is not as clear as one might assume. As Kazdin (2008a) noted, though, even in the face of such contentious debate, researchers and clinicians ultimately have the same long-term goal in mind: to provide the best care to people who are in need of clinical services. Kazdin (2008a) therefore urged researchers to spend more time studying other factors that might impact treatment efficacy in real-world settings and recommended that clinicians use EBT whenever possible. Whatever twists and turns the EBT-EBP debate takes, though, as Kazdin (2008a) noted, "The best practice will continue to be based on the best science" (p. 157).
Evidence-Based Teaching Methods
Just as clinicians should be using treatments "based on the best science," so should teachers of psychology be using effective teaching methods -- namely, those evidence-based teaching methods that have the biggest impact on student learning. At this point, some readers might be wondering, "Okay, I'll buy into your argument. What are some of these evidence-based teaching methods, and where can I read more about them?" Fortunately, readers interested in learning more about evidence-based teaching methods need look no further (at least to begin with) than previous E-xcellence in Teaching essays. For example, the Computer-Aided Personalized System of Instruction (Pear, 2004), Just-in-Time Teaching (Benedict & Apple, 2005; see also Benedict & Anderton, 2004; Novak, Patterson, Gavrin, & Christian, 1999), and Reciprocal Peer Tutoring (Riggio, 2007; see also Fantuzzo, Dimeff, & Fox, 1989) have been subjected to rigorous analysis and have produced positive student-learning outcomes. Other evidence-based teaching methods include Problem-Based Learning (PBL; Duch, Groh, & Allen, 2001) and Peer Instruction (PI; Crouch & Mazur, 2001), both of which emerged outside of psychology (PBL in medicine and PI in physics) but have shown promise in psychology courses (Chew, 2005; Connor-Greene, 2002; Connor-Greene, 2005; Yandell & Giordano, 2009). Finally, Keller's (1968) Personalized System of Instruction (PSI), although not as popular as it was 30 years ago, continues to produce positive outcomes (see Buskist, Cush, & DeGrandpre, 1991; Fox, 2004).
Unfortunately, extensive discussion of each of these methods is beyond the scope of this article. I would, however, like briefly to discuss interteaching, a new evidence-based teaching method that has its roots in the behavior-analytic tradition (Boyce & Hineline, 2002). The general format for interteaching works as follows (see Saville, Lambert, & Robertson, in press, for a more detailed description). The instructor first prepares a preparation (prep) guide, consisting of questions designed to guide students through a particular reading assignment. Students then have several days to complete the prep guide before class. In class, students work in pairs and discuss the prep-guide items. During the discussions, the teacher traverses the classroom, answering questions and guiding discussion. After students finish the discussions, they complete a record sheet on which they list how their discussions went and which prep-guide items were difficult. The instructor then uses the record sheets to prepare a brief clarifying lecture that begins the next class period; the lecture lasts approximately one-third of the class period and focuses on those items that students listed most often on their record sheets. Following the clarifying lecture, students spend approximately two-thirds of the class period discussing the next prep guide.
Over the past few years, my colleagues and I have conducted a number of studies comparing interteaching to more traditional teaching methods. In our first study (Saville et al., 2005), a lab-based study in which we compared interteaching to lecture, reading, and control, we found that students in the interteaching condition performed significantly better on a multiple-choice quiz given 1 week later than students in other conditions. Moreover, students in the lecture and reading conditions did no better on the quiz than students in the control condition, who had no exposure to the material before taking the quiz.
To examine the generality of Saville et al.'s (2005) findings, we then compared interteaching to lecture in two sections of an undergraduate research methods course (Saville et al., 2006, Study 2). We alternated between interteaching and lecture several times during the semester and counterbalanced the order across sections. We found that students in the interteaching condition scored consistently higher on exams (about 10% higher across all exams) than students in the lecture condition. Moreover, students reported that they preferred interteaching to lecture, a finding that others have since replicated (Goto & Schneider, 2009; Scoboria & Pascual-Leone, in press).
We have also conducted a series of lab-based and classroom-based studies in which we examined which components of interteaching contribute to its efficacy (e.g., Saville & Zinn, 2009), whether certain student characteristics predict success in interteaching-based classes (Lambert & Saville, 2009), and ways to make interteaching even more effective (e.g., by adding brief post-discussion quizzes; see Roediger & Karpicke, 2006). In other words, we have studied EBT and engaged in EBP. Throughout this process, we have continued to collect data and share our findings with others, remembering always that, "The best practice will continue to be based on the best science" (Kazdin, 2008a, p. 157). As Gurung and Schwartz (2009) noted, the teaching of psychology will advance when teachers not only collect data on their pedagogical practices, but also when they share their outcomes with others (see also Gurung, 2009).
Teachers of psychology have a unique opportunity to impact what their students learn in college. In few disciplines can teachers use what they know about their own subject matter to effect positive change. To have the greatest impact, though, teachers of psychology need to use effective teaching methods -- namely, those evidence-based methods that have been shown empirically to impact student learning. Fortunately, there are numerous practices that seem to be more effective than traditional lecture-based strategies and that teachers can mold to their particular situation (Chew et al., 2009). Certainly, implementing any new teaching method can be tricky and sometimes frustrating, especially in classroom settings where students have grown accustomed to lectures and where other factors affect what they learn. Nevertheless, implementing effective teaching strategies, which, in turn, can have a positive impact on student learning, is a worthy endeavor. It is one that may help to slow, or even reverse, what many see as a rapidly declining educational system.
APA Presidential Task Force on Evidence-Based Practice. (2006). Evidence-based practice in psychology. American Psychologist, 61, 271-285.
Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.
Benedict, J. O., & Anderton, J. B. (2004). Applying the Just-in-Time Teaching approach to teaching statistics. Teaching of Psychology, 31, 197-199.
Benedict, J. O., & Apple, K. J. (2005). Just-in-time teaching: A web-based teaching approach. In B. K. Saville, T. E. Zinn, & V. W. Hevern (Eds.), Essays from e-xcellence in teaching, 2004 (Chap. 7). Retrieved from the Society for the Teaching of Psychology Web site: http://teachpsych.org/resources/e-books/eit2004/eit04-07.pdf
Benjamin, L. T., Jr. (2002). Lecturing. In S. F. Davis & W. Buskist (Eds.). The teaching of psychology: Essays in honor of Wilbert J. McKeachie and Charles L. Brewer (pp. 57-67). Mahwah, NJ: Erlbaum.
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Burns, B., & Hoagwood, K. E. (Eds.). (2005). Evidence-based practice, Part II: Effecting change [special issue]. Child and Adolescent Psychiatric Clinics of North America, 14.
Buskist, W., Cush, D., & DeGrandpre, R. J. (1991). The life and times of PSI. Journal of Behavioral Education, 1, 215-234.
Cameron, K. (1983). Strategic responses to conditions of decline: Higher education and the private sector. Journal of Higher Education, 54, 359-380.
Chew, S. L. (2005). Student misperceptions in the psychology classroom. In B. K. Saville, T. E. Zinn, & V. W. Hevern (Eds.), Essays from e-xcellence in teaching, 2004 (Chap. 3). Retrieved from the Society for the Teaching of Psychology Web site: http://teachpsych.org/resources/e-books/eit2004/eit04-03.pdf
Chew, S. L., Bartlett, R. M., Dobbins, J. E., Hammer, E. Y., Kite, M. E., Loop, T. F., et al. (2009). A contextual approach to teaching: Bridging methods, goals, and outcomes. In D. F. Halpern (Ed.), Undergraduate education in psychology: A blueprint for the future of the discipline (pp. 95-112). Washington, DC: American Psychological Association.
Connor-Greene, P. A. (2002). Problem-based service learning: The evolution of a team project. Teaching of Psychology, 29, 193-197.
Connor-Greene, P. A. (2005). Problem-based learning. In W. Buskist & S. F. Davis (Eds.), The handbook of the teaching of psychology (pp. 70-77). Malden, MA: Blackwell.
Crouch, C. H., & Mazur, E. (2001). Peer Instruction: Ten years of experience and results. American Journal of Physics, 69, 970-977.
Daniel, D. B., & Poole, D. A. (2009). Learning for life: An ecological approach to pedagogical research. Perspectives on Psychological Science, 4, 91-96.
Dawes, R. M. (1994). House of cards: Psychology and psychotherapy built on myth. New York: Free Press.
Dochy, F., Segers, M., Van de Bossche, P., & Gijbels, D. (2002). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13, 533-568.
Duch, B. J., Groh, S. E., & Allen, D. E. (Eds.). (2001). The power of problem-based learning: A practical "how to" for teaching undergraduate courses in any discipline. Sterling, VA: Stylus.
Fantuzzo, J. W., Dimeff, L. A, & Fox, S. L. (1989). Reciprocal peer tutoring: A multimodal assessment of effectiveness with college students.Teaching of Psychology, 16, 133-135.
Fox, E. J. (2004). The Personalized System of Instruction: A flexible and effective approach to mastery learning. In D. J. Moran & R. W. Malott (Eds.), Evidence-based educational methods: Advances from the behavioral sciences (pp. 201-221). New York: Academic Press.
Goodheart, C. D., Kazdin, A. E., & Sternberg, R. J. (Eds.). (2006). Evidence-based psychotherapy: Where practice and research meet. Washington, DC: American Psychological Association.
Goto, K., & Schneider, J. (2009). Interteaching: An innovative approach to facilitate university student learning in the field of nutrition. Journal of Nutrition Education and Behavior, 41, 303-304.
Gurung, R. A. R. (2009, February). Shining with scholarship: Galvanizing your teaching with SoTL. Invited paper presented at the 21st annual Southeastern Teaching of Psychology conference, Atlanta, GA.
Gurung, R. A. R., & Schwartz, B. M. (2009). Optimizing teaching and learning: Practicing pedagogical research. Malden, MA: Wiley-Blackwell.
Halpern, D. F., & Hakel, M. D. (2003). Applying the science of learning to the university and beyond. Change, 35(4), 36-42.
Hayes, S. C., Follette, V. M., Dawes, R. M., & Grady, K. E. (1995). Scientific standards of psychological practice: Issues and recommendations. Reno, NV: Context Press.
Hersh, R. H., & Merrow, J. (Eds.). (2005). Declining by degrees: Higher education at risk. New York: Palgrave McMillan.
Hoagwood, K., Hibbs, E., Brent, D., & Jensen, P. J. (1995). Efficacy and effectiveness in studies of child and adolescent psychotherapy. Journal of Consulting and Clinical Psychology, 63, 683-687.
Hunsley, J. (2007). Addressing key challenges in evidence-based practice in psychology. Professional Psychology: Research and Practice, 38, 113-121.
Kazdin, A. E. (2008a). Evidence-based treatment and practice: New opportunities to bridge clinical research and practice, enhance the knowledge base, and improve patient care. American Psychologist, 63, 146-159.
Kazdin, A. E. (2008b). Evidence-based treatments and delivery of psychological services: Shifting our emphases to increase impact. Psychological Services, 5, 201-215.
Keller, F. S. (1968). Good-bye teacher... Journal of Applied Behavior Analysis, 1, 79-89.
Kulik, J. A., Kulik, C. C., & Cohen, P. A. (1979). A meta-analysis of outcome studies of Keller's personalized system of instruction. American Psychologist, 34, 307-318.
Lambert, T., & Saville, B. K. (2009). Do impulsivity and effort predict performance in an interteaching-based course? Manuscript in preparation.
Leonhardt, D. (2009, September 8). Colleges are failing in graduation rates. The New York Times. Retrieved from http://www.nytimes.com
McKeachie, W. J., & Svinicki, M. (2006). McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (12th ed.). Boston: Houghton Mifflin.
Norcross, J. C., Beutler, L. E., & Levant, R. F. (Eds.). (2005). Evidence-based practices in mental health: Debate and dialogue on the fundamental questions. Washington, DC: American Psychological Association.
Novak. G. M., Patterson, E. T., Gavrin, A. D., & Christian, W. (1999). Just-in-Time Teaching: Blending active learning with Web technology. UpperSaddle River, NJ: Prentice-Hall.
Pear, J. J. (2004). Enhanced feedback using computer-aided personalized system of instruction. In W. Buskist, V. W. Hevern, B. K. Saville, & T. Zinn, (Eds.), Essays from e-xcellence in teaching, 2003 (Chap. 11). Retrieved from the Society for the Teaching of Psychology Web site: http://teachpsych.org/resources/e-books/eit2003/eit03-11.pdf
Riggio, R. E. (2007). Reciprocal Peer Tutoring: Learning through dyadic teaching. In B. K. Saville, T. E. Zinn, S. A. Meyers, & J. R. Stowell (Eds.), Essays from e-xcellence in teaching, 2006 (Chap. 10). Retrieved from the Society for the Teaching of Psychology Web site: http://teachpsych.org/resources/e-books/eit2006/eit06-10.pdf
Roediger, H. L., III, & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17, 249 – 255.
Saville, B. K., Lambert, T., & Robertson, S. (in press). Interteaching: Bringing behavioral education into the 21st century. The Psychological Record.
Saville, B. K., & Zinn, T. E. (2009). Interteaching: The effects of quality points on exam scores. Journal of Applied Behavior Analysis, 42, 369-374.
Saville, B. K., Zinn, T. E., & Elliott, M. P. (2005). Interteaching versus traditional methods of instruction: A preliminary analysis. Teaching of Psychology, 32, 161-163.
Saville, B. K., Zinn, T. E., Neef, N. A., Norman, R. V., & Ferreri, S. J. (2006). A comparison of interteaching and lecture in the college classroom. Journal of Applied Behavior Analysis, 39, 49-61.
Scoboria, A., & Pascual-Leone, A. (in press). An 'Interteaching' informed approach to instructing large undergraduate classes. Journal of the Scholarship of Teaching and Learning.
Tiwari, A., Lai, P., So, M., & Yuen, K. (2006). A comparison of the effects of problem-based learning and lecturing on the development of students' critical thinking. Medical Education, 40, 547-554.
Weston, D., & Morrison, K. (2001). A multi-dimensional meta-analysis of treatments for depression, panic, and generalized anxiety disorder: An empirical examination of the status of empirically supported treatments. Journal of Consulting and Clinical Psychology, 69, 875-889.
Weston, D., Novotny, C. M., & Thompson-Brenne, H. (2004). The empirical status of empirically supported psychotherapies: Assumptions, findings, and reporting in controlled clinical trials. Psychological Bulletin, 130, 631-663.
Yandell, L. R., & Giordano, P. J. (2009). Exploring the use of Problem-Based Learning in psychology courses. In S. A. Meyers & J. R. Stowell (Eds.), Essays from e-xcellence in teaching (Vol. 8, pp. 8-12). Retrieved from the Society for the Teaching of Psychology Web site: http://teachpsych.org/resources/e-books/eit2008/eit08-03.pdf
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bankruptcy depression descending fail fiasco financial crisis flop hyperinflation
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text: Year Six Key Themes Key Resources Key Literature 6.1 The Reign of God: Breaking Down • Bathurst CEO, Breathing Life into the RE • D Kidd, Onion Tears the Barriers Classroom • Stories about people who worked for • L Woods, A Dictionary for Catholics particular issues eg Mum Shirl, Charles • The Beatitudes / the Reign of God • Sydney CEO, Photo-language Kit Perkins, William Deane, Martin Luther King • Ways Christians live the beatitudes and • Curriculum Corporation, Discovering • Stories told by Mother Teresa Edward Lee promote the Reign of God Democracy Primary Kit Jolley • Identifying types of discrimination • B Gilligan, Searching For Justice • Great Women of the Bible Rev Jude Winkler • Personal sin / Social sin • Little Red Bear Penny Matthews • Justice/ injustice • The Great Montefiasco Colin Thompson • Jesus' concern for the outcast and • The Last of His Tribe Percy Trezise and Mary marginalized Haginikitas - Jesus heals a Roman Officer's Servant - Parable of the Good Samaritan • My Hiroshima Junko Morimoto • Outcasts of our times • Exploring a key issue eg Racism, Sexism, Aboriginal Issues, Refugees, Disabilities • Exploring the Christian response to the issue 6.2 Lent: a Time for Building a Just • Video Catholic Mission: Faces – the Mission of • Stories which focus on upholding human World the Australian Church dignity, human rights, caring for others, • Caritas – http://www.caritas.org.au/ working for justice • Lent as time of renewal of commitment to • United Nations website • The Giggler Treatment Roddy Doyle the mission of Jesus • B Stead, a time of Jubilee: Using Luke's • A Piece of Straw Junko Morimoto • Jesus' mission (Luke 4:16-22) Gospel with Children • Feathers & Fools Mem Fox • Exploring ways the Church continues Jesus' mission • Stations of the Cross – variety of examples • Way Home Libby Hathorn • United Nations Declaration on Human • Images of issues relating to human rights / • The Silver sword Ian Serralier Rights/ Declaration of the Rights of the Child justice issues • The Blake Mysteries (series) • Catholic teaching about human dignity, • Building a moral life • Parvana & Parvana's Journey Deborah Ellis human rights • Shauzia Deborah Ellis • Investigating the work of Church agencies • The Story of the Cross Mary Joslin (Vinnies, Centacare, Catholic Mission, Caritas, • Let the Celebrations Begin Margaret Wild Year Six Charitable Works Fund) • The Deliverance of the Dancing Bears • Sr Irene McCormack and others who have Elizabeth Stanley given their lives to promote the mission of • The Boat Helen Ward Jesus • The Lion and the Mouse (traditional) • Holy Week – Stations of the Cross / link to • The Little Match Girl (traditional) contemporary issues 6.3 Easter: a Time to Celebrate Hope in • A Florian, Signs and symbol, Word and Song: • Grandad's Prayers of the Earth D Wood the Risen Lord Creating and Celebrating Classroom Rituals • The Watertower Gary Crew • The Resurrection – comparing accounts • Beneath the Surface Gary Crew • Experiences of confusion, doubt and fear • First Light Gray Crew • The Ascension • Lost Thing Shaun Tan • Exploring prayers of the tradition that speak • The Red Tree Shaun Tan of Jesus' resurrection, ascension and promise • Super Jack Suzanne Gervay of a second coming – Apostles Creed, Nicene Creed, memorial Acclamations • Belief in eternal life – Lazarus • Feasts of All Souls and All Saints 6.4 Confirmation: Celebrating the Gift • ICEL The Rites of the Catholic Church Vol 2 • Aboriginal dreamtime stories, particularly of the Holy Spirit • Sacramentary ones with symbols of wind or fire or water • Stories/videos about St Francis of Assisi • Stories relating to Australian landscape – • Symbols and rituals in everyday life • Stories of the saints bushfires etc • Aboriginal symbols – wind, fire and water • Saints Kit • Stories which highlight gifts of the Holy Spirit • Biblical images of God's presence – fire, wind, themes eg courage, wisdom, understanding, breath • Saints for young readers for everyday Vol. 1 & 2 right judgement, wonder and awe, • Pentecost event – symbols of the Holy Spirit knowledge, reverence • Sacraments of Baptism and Confirmation – • Wildheart I . Carmody symbols of oil and water • Book of Saints Part 1, Part 2 • Rite of Confirmation • Lives of Saints for girls - Laying on of Hands • Lives of Saints for boys Year Six - Anointing with oil • Saints Lives & Illuminations R. Sanderson • Gifts of the Holy Spirit • The Lion Treasury of Saints D. Self • Story of St Francis of Assisi • Saints & Angels C. Llewellyn • Research on saints • Saint Francis B. Wildsmith • Bushfire M. Syme • Edward's Magic Paintbox S. Robinson • Run Damon Run! A. Ingram • The Miracle Tree C. Mattingley 6.5 Mary: a Faithful Disciple • M O'Toole, Mary of Nazareth • Stories which feature women or girls as strong • Images of women in society / in the Bible • W Threlfo, Walking With Mary: a resource for characters • Research on a woman from OT / NT / Saints / Primary School Teachers • Stories featuring women role models such as Modern Women – identifying qualities • Stories of the Saints Mum Shirl, Dorothy Day, Jessie street, Mother • Scripture search about Mary – qualities of • The Rosary Teresa Mary • Images/icons of Mary • Nana's Land D. Sarago-Kendrick • The Magnificat – relate to modern issues • Marian prayers • Different sort of real K. Greenwood • Mary as a model for discipleship / of faith • When Hilter Stole the Pink Rabbit J. Kerr • Marian devotions and feast days • Thunderwith Libby Hathorn • Images of Mary • Bridge to Terrabithia K. Patterson • The Last week in December U. Dubosarsky 6.6 The Bible: Our Sacred Story • L Kelly, A White, A Hari, C Singer, The Junior • Joseph A. Fienberg • The Parable of the Sower Bible Series • Parable, Stories Jesus told M.Hoffman • The Bible as Sacred Scripture / sacred story of • M Ryan, The Old Testament our relationship with God • C Singer & A Hari, Experience Jesus Today • Identifying Old Testament (Jewish Scriptures) • C Singer & A Hari, Alive in the Spirit Today and New Testament (Christian Scriptures) • C Singer & A Hari, Discover the Old • Formation of the Bible Testament Today - Experiences of the community • L Woods, The Bible: God's Word - Oral tradition • L Woods, The Catholic Bible Story Workbook - Writing the tradition • Various Bibles - Editing • Atlas of the Bible Year Six - Canon formed • Stories from the Old and New Testaments • Bible referencing – chapter, verse • Understanding and using the Bible • Old Testament timeline of major events – • If You'd been there in Bible times – S. Jeffs Creation, Noah, Abraham, Moses etc • The Covenant • Exploring stories of the OT / significant people • The Gospels – formation of / timeline / comparisons / significant people 6.7 We Celebrate the Sacraments (Pt 2) • L Woods, A Dictionary For Catholics • Stories of commitment, relationships, • Review of seven sacraments • M Ryan, Sacraments of Healing weddings • Stories of human suffering and sickness – our • http://www.catholicosvocations.org.au • Stories of human suffering / sickness / healing response • My Dog J. Heffernan • The Anointing of the Sick – different elements • In Flander's Field N. Jorgensen of the rite / symbols • Pink Balloons B. McGregor • The Church's healing ministry • The Burnt Stick A. Hill • Images of weddings and relationships in the • Memorial G. Crew media • Herbert and Harry Pamela Allen • The Sacrament of Marriage – rite / symbols • Baptismal call to holiness and fullness of life • Different vocations in the church – religious life, married life, single life 6.8 Advent to Christmas: a Time for • D White, K O'Brien, S Todd, Into the Deep • Let the Celebrations Begin M Wild Longing and Fulfilment • www.franciscanfriarstor.com • With Love at Christmas M Fox • Scriptural accounts of people who waited for • R Wintour, IChristmas Celebrations • Stories about waiting and longing the Saviour – Noah, Abraham, Moses, David, • In My Father's Room G. Crew Solomon, John the Baptist, Mary, Elizabeth • Jonathon Toomey S. Wojciechowski and Zechariah etc • The Nativity J. Vivas • Silent Night M.Hobbs Year Six • Jesse Tree • Christmas J. Pienowski • Experiences of longing • People who are signs of God's presence in the world • Advent as a time to continue longing for the coming of Jesus Christ again – in our lives / at Christmas / at the end of time • Christmas as the fulfilment of the promised Saviour • Christmas as the feats of the Incarnation – God becomes human • The crib as a symbol of Christ's coming – story of the crib and St Francis of Assisi


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A poet like David Whyte turns words into transcendent vehicles for spirit. With What to Remember When Waking, this celebrated writer and teacher reveals how our reality is created through conversation with the universe - and how we can create an identity robust enough to meet life's gifts and demands.
On this new six hour audio-learning course, Whyte tells us how to live at the frontier between the spiritual and physical needs of everyday life; how deeper states of attention amd intention can transform our own identity; and how we become more courageous. more present to the deeper understanding of ourselves, our loved ones and our world.
©2010 Sounds True (P)2010 Sounds True
"A Disappointment"
I did not like the format of this presentation compared to other David Whyte CD's I have heard, in which he recites poetry on a theme and weaves it together with commentary -- generally in front of a live audience. This presentation was more like a long talk interspersed with poetry here and there. He sounded weary and uninspired.
I was captivated by several of the newer poems, particularly "My Daughter Asleep." However, I would not purchase another program of this length by DW, preferring to return to the live-recorded CD's available through his website.
"Really enjoy listening to this guy."
Whyte has a unique voice and perspective, and I've really enjoyed listening to him. This is definitely a situation where the audio book delivers more than I'd get just reading the book on my own.
Very deep and thought provoking. His personal reflections added to the story and a better understanding of his poetry. The reflection on his mother touched me. It allowed me to open up to other thoughts of loved ones who have passed.
Thank you for having David narrate his own book. It provides much more meaning.
There are no listener reviews for this title yet.


text: How To Analyze A Rip-Off Scheme This eBook brought to you by: Buy-Ebook.com Our site has got a great collection of the best ebooks which are sold on the Internet, but at a lower price than on any other site. Affiliates Earn 60% Commission On Every Sale! We sell 500+ eBooks. As a Buy-Ebook.com Associate, we will pay you a Massive 60% referral fee for every sale that you generate. You can sign up for FREE and start making money straight away. If you want to directly link to some ebooks related to content of your site, get affiliate link here. Choose any from 500+ titles. NOTE: If you Would like to Offer this Ebook to Your Web Site Visitors as a FREE Download, then please do so. You can post this ebook to your web site, offer it in your newsletter, print it out as a book, give it to your friends, etc. No royalties are necessary. Give it away or offer it as a bonus with your products. You are not allowed to make any changes to it without permission. The Author, his publishers, agents, resellers or distributors assume no liability or responsibility to any person or entity with respect to any loss or damage or alleged to be caused directly or indirectly by the use of and the advice given in this publication. It is recommended that the users of this publication seek legal, accounting and other independent professional business advice before starting a business or acting upon any advice given. This book is not intended for use as a source of legal, business, accounting or financial advice, but is distribute for information purposes only. How To Analyze A Rip-Off Scheme This review is taken DIRECTLY from a piece of "junk mail." It is or the program that starts out with the heading: "Before You Decide To Throw This Away, Please Read The Enclosed At Least Once - Then Decide. This is Not a Chain Letter! I Threw The Program in The Trash." The first paragraph reads: "I had received this program before and threw it away, but later I wondered if I shouldn't have given it a try. Of course, I had no idea who to contact to get a copy, so I had to wait until I was mailed another copy of the program - eleven months passed, then it came. I DIDN'T throw this one away. I made $41,000 on the first try!!" Signed by D. Wilburn, Muncie IN. In order to get your attention quick, Mr. or Ms Wilburn shares their experience of making the mistake of throwing the letter away. A normal person will say to themselves: "I don't want to make the same mistake Wilburn did. He had to wait another 11 months before he had the chance, so I better really read this thing." But in reality you'll find out that this piece of garbage has been floating around for years and if you miss this copy, you'll get another one tomorrow or the day after. The next thing you see is a bold headline reading: "You are about to make at least $50,000 in less than 90 days - in the comfort of your own home. Read the enclosed program, then read it again." The average person is skeptical but the idea of money has been planted in your mind right up front. This will cause you to read a little while longer. The rest of the page is completely filled with hype - informing you everything is LEGITIMATE and LEGAL. (We all want to be legitimate and legal don't we?) Claims are made that the program works 100% every time and how thousands have used the program to raise capital to start their own business, pay off debts, homes, cars, etc., and even retire. You can ALWAYS recognize a scam because your emotions are appealed to in a big way. Think about it - doesn't everyone on the planet earth want money to start a business? Pay off debts? Have homes, cars, etc.? Would anyone turn this offer away? NO! That's what makes it so easy to recognize these scams - they appeal to everybody and do nothing! Your emotions are cruelly played with! Okay, let's move on. Frank T of Bel Air MD relates his personal testimonial at the top of Page 2. Try to look in the phone book and find either D Wilburn or Frank T. Notice how only a partial part of their names and addresses are ALWAYS presented. This is so nobody can find them. But why bother? They don't exist! The instructions are presented on the rest of Page 2. They consist of precise directions for ordering four reports, paying $5 cash for each one and moving the names around on the list. This is a typical chain letter and they don't work because 99.9% of everyone receiving it replaces their name and members of their family with the people listed. These instructions are completely stupid. They make you go through a bunch of bull just to make you believe you are doing something worthwhile. Actually - all they're doing is selling you some worthless reports - which you may or may not ever receive. Page 3 instructs you to get a mailing list to mail the letter you are reading to. Of course, when you order the reports, you will get information on where to purchase this mailing list. Don't you see that these people only care about selling you a mailing list? They could care less if you get a response or not because they made their money from you purchasing their bunch of worthless names and addresses. In fact, you are even told to get names and addresses from your phone book. Come on! This is the ABSOLUTE WORST way to sell anything simply because you have no idea what these people are interested in. Even if you sold a real product, let's say: baby-sitting services - you wouldn't sit down and advertise it by writing letters to everyone in the phone book. Instead, you'd place an ad in the paper and have people only interested in baby-sitting contact you. Now comes the guarantee. It says: "The check point which guarantees your success is simply this: you must receive 15-20 orders for Report 1. This is a must. If you don't within 2 weeks, send out more programs until you do. Then, a couple weeks later, you should receive at least 100 orders for Report 2." Notice the word "should." The fact is, you could mail until the day the Lord comes back and you'll NEVER get 15-20 orders. You'd be lucky to get even one. Believe me - 1,000's of people have put the chain letter theory to a variety of tests and actually given it every chance in the world to make money. None have ever worked. Now, here's the hype that really gets most people. Here it is reprinted in it's entirety: "Let's say you decide to start small, just to see how it goes, and we will assume you and all those involved send out only 200 programs each. Let's also assume that the mailing receives a 5% response. Using a good list, the response could be much better. Also, many people will send out thousands of programs instead of 200! But, continuing with this example, you send out 200 programs. With a 5% response, that is, 10 orders for Report 1 (ten people responded by sending out 200 programs each) for a total of 2,000. The 5% response that brings 100 orders for report 2. Those mail out 200 programs for a total of 20,000. The 5% response to those is 1,000 orders for Report 3. The 1,000 send out 200,000 total and the 5% response to that is 10,000 orders for Report 4 (10,000 $5 for you.) Your total income in this example is $50 + $550 + $5,000 + $50,000 + $55,550. Remember friend, this is assuming that 95 out of 100 people you mail to will do absolutely nothing and trash this program. Dare to think what would happen if everyone sent out 1,000 programs instead of only 200. Believe it, many people will do that and more. By the way, at current prices, your cost to send out 200 programs is less than $100. The participation fee is ridiculously low when you consider what you stand to gain! Consider yourself fortunate to be invited to participate in an exclusive program that really works. Have faith. Think positively, Keep in mind that your investment is minimal and it's easy money invested in you." Give me a break! What a bunch of lies. Anybody that reads this and really believes it can work must also believe that Snow White really lives in the forest with the 7 dwarfs. The truth of the matter is that it really would work if everyone did what they were supposed to do - but they won't. I'll prove it. Go to a place where there are a lot of people (like a mall). Walk up to the first person you meet and ask them to give you a $5 bill. In return for their $5, they will get $50,000 if they will just find 10,000 other people to give them $5 by promising them the same thing. How many people do you think will take you up on your offer? If you do find one person to do it they will either be mentally retarded or hard of hearing. So if you couldn't work the program in person, what makes you think it will work through the mail with people who have no idea who you are? The truth is - it doesn't work. It NEVER will! Page 4 tells you all about these four wonderful reports you will be purchasing. Their titles are beautiful: "How to Make $250,000 Through Multi-Level Order Sales" and "Sources For The Best Mailing Lists." I'm sure we all can't wait to order them right away. Page 5 is a personal note from the originator of the program - Edward L. Green. He doesn't have a city and state beside his name. Why? Because his full name is used. (Remember, they don't want you to try and find these people.) A real testimonial would be proud to give you the full name, full address and phone number of the individual so you could get in touch with them to find out more about the program. Anyone hiding so that you can't call them up or write to them directly is a scam artist. No doubt about it! Edward L Green tells you about how poor he was in 1979. He also says that he will never see a penny of your money. He has already made $4 million and wants to retire. Give me a break. If you made $4 million wouldn't you want $5 million or $10 million or $20 million. Why stop at a measly $4 million when you could star on the Lifestyles of The Rich and Famous and be interviewed by Robin Leach? $4 million is chicken feed if something really worked to bring in this amount of money! Amazingly though, on Page 6, Johnson Distributing gives a real name and address. But try to get a phone number on them with an address of "PO Box 7, SAFB IL 42225-0007." It doesn't exist! Page 7 and 8 contain letters from Chris Johnson, Paul Johnson, A. Zurki, Carl Winslow, A.S. Jalosyk, Bill Nelson, J.T. Adams, Charles Fairchild, Tommy Jayhet and Mary Rockland. They all tell you some hard luck story about how this program changed their life. Again - try to contact them. If you live in Waco TX, try and find Tommy Jayhet and see what he has to say about all this. Do you get the picture yet? Almost all scams follow this same general theme. Don't get taken!


text:
Contact Us
Browse by:
Motor fuel
Motor fuel
Patent Drawings:
Date Issued:
June 14, 1983
June 29, 1982
Burns; Lyle D.
(Bartlesville, OK)
Phillips Petroleum Company
(Bartlesville, OK)
Primary Examiner:
Warren; Charles F.
Assistant Examiner:
Harris-Smith; Y.
Attorney Or Agent:
U.S. Class:
Field Of Search:
International Class:
U.S Patent Documents:
Foreign Patent Documents:
Other References:
Liquid hydrocarbon fuel compositions are provided containing antiknock quantities of ashless antiknock agents comprising phenoxyalcohols.
I claim:
1. A fuel composition comprising a hydrocarbon suitable as a fuel for an internal combustion engine and an antiknock improving amount ranging from about 0.5 to about 10 weight percent ofa phenoxyalcohol.
2. A composition according to claim 1 wherein said alcohol is 2-phenoxy ethanol.
3. A composition according to claim 1 wherein said amount ranges from about 1 to about 5 wt. %.
4. A composition according to claim 1 wherein said hydrocarbon is a distillate boiling in the range of about 70.degree. F. to about 420.degree. F.
5. A composition according to claim 1 wherein said hydrocarbon is unleaded gasoline containing 2-phenoxy ethanol.
6. A composition according to claim 5 wherein the amount of additive ranges from about 1 to about 5 wt. %.
7. A method for improving the antiknock properties of a motor fuel which comprises incorporating therein a small but effective amount ranging from about 0.5 to about 10 weight percent sufficient to impart reduced knocking tendencies to saidmotor fuel of an ashless antiknock additive comprising a phenoxyalcohol.
8. A method according to claim 7 wherein said motor fuel is unleaded and contains from about 1 to about 5 wt. % of the additive.
9. A method according to claim 7 wherein said motor fuel is unleaded gasoline.
10. A method according to claim 7 wherein said additive is 2-phenoxy ethanol.
11. A method according to claim 7 wherein said motor fuel contains from about 1 to about 5 wt. % of said alcohol.
This invention relates to liquid hydrocarbon fuel compositions havingimproved antiknock properties. In one of its aspects, this invention relates more particularly to liquid hydrocarbon fuel compositions intended for use in internal combustion engines containing novel and effective ashless antiknock agents. Inaccordance with a further aspect, this invention relates to liquid hydrocarbon compositions containing antiknock quantities of ashless antiknock agents selected from phenoxy alcohols and derivatives thereof.
Various antiknock agents have, heretofore, been suggested and employed for use in liquid hydrocarbon fuels, particularly in fuels employed in internal combustion engines. In such engines, it is highly desirable, from a stand point of economicsthat combustion of the fuel occurs at relatively high compression ratios. Such high compression ratios concomitantly necessitate the use of fuels having relatively high octane numbers to insure knock-free operation. Many antiknock agents have beenproposed and/or used to improve the antiknock properties of hydrocarbon fuels used for internal combustion engines. In general, however, none of these antiknock additives have proved to be satisfactory in effectively raising the octane number of thefuel without also exhibiting other undesirable properties of varying importance. The phase-down of lead in gasoline as required by federal law and the banning of certain additives from use in unleaded gasoline has given impetus to continuation of asystematic study of the antiknock activity of ashless (non-metallic) compounds. The present invention is directed to the use of ashless (non-metallic) additives as antiknock agents for internal combustion fuels.
Accordingly, an object of this invention is to provide ashless hydrocarbon fuel compositions.
Another object of this invention is to provide ashless (non-metallic) antiknock additives for internal combustion engine fuels.
Another object of this invention is to provide hydrocarbon fuel compositions exhibiting improved antiknock properties.
Other objects, aspects, as well as the several advantages of the invention will be apparent to those skilled in the art upon reading the specification and the appended claims.
In accordance with the present invention, new and improved liquid hydrocarbon fuel compositions are provided containing an antiknock quantity of ashless (non-metallic) antiknock additives selected from phenoxyalcohols and derivatives thereof.
The antiknock additives of the invention are known and can be prepared by processes known in the art.
Specific examples of phenoxyalcohol ashless antiknock agents of the invention that can be used in internal combustion engine fuels include 2-phenoxyethanol, 2-(p-methylphenoxy)ethanol, 2-(p-t-butylphenoxy)ethanol, 2-(o-ethylphenoxy)ethanol,1-phenoxy-2-propanol, 2-phenoxy-3-butanol, 1-(p-methylphenoxy)-2-propanol, 2-(p-methoxyphenoxy)ethanol, p-methoxybenzylalcohol and the like, and mixtures thereof, and structurally closely related compounds. These compounds have suitable solubility andvolatility characteristics to permit their application as additives for hydrocarbon fuels.
The specific antiknock additives of the invention are highly suited for use in fuels in view of their ashless characteristics. Naturally, the various compounds of the herein disclosed group do not possess exactly identical effectiveness, and themost advantageous concentration for each such compound will depend to some extent upon the particular compound used. Also, the minimum effective inhibitor concentration can vary somewhat according to the specific nature of the hydrocarbon composition towhich it is added.
The amounts of the anitknock agents of the invention added to the hydrocarbon fuels will be sufficient to improve the antiknock properties of the fuel. In general, these novel antiknock additives are employed in amounts from about 0.5 to about10 percent (5000 to 100,000 parts per million), preferably from about 1 to about 5 percent (10,000 to 50,000 parts per million), by weight of the total weight of the fuel composition.
The motor fuels or gasolines into which the invention additives are incorporated are conventional motor fuel distillates boiling in the range of about 70.degree.-420.degree. F. (21.1.degree.-216.degree. C.). Gasolines or automotive fuels towhich the described additives perform the functions described herein include substantially all grades of gasoline presently being employed in automotive and internal combustion aircraft engines. Generally automotive and aircraft gasolines contain bothstraight run and cracked stock with or without alkylated hydrocarbons, reformed hydrocarbons, and the like. Such gasolines can be prepared from saturated hydrocarbons, e.g., straight run stocks, alkylation products, and the like, with or without guminhibitors, detergents, corrosion inhibitors, solvents, emulsifiers, and the like. The motor fuels are unleaded and can contain other conventional fuel additives such as antioxidants and the like.
Six solutions with different concentrations of 2-phenoxy ethanol in clear (unleaded) FT-266 gasoline were prepared. The following table presents the characteristics of FT-266 gasoline.
______________________________________ CHARACTERISTICS OF FT 266 TEST GASOLINE Description: Unleaded premium pipeline base gasoline Designation FT-266 Reid Vapor Pressure, psi 5.7 API Gravity @ 60.degree. F. 60.3 ASTM D-86 Distillation Vol % Evaporated Temp. .degree.F. ______________________________________ IBP 102 5 142 10 164 15 178 20 190 30 210 40 224 50 235 60 247 70 264 80 292 90 335 95 373 EP 431 Research Octane Number 91.7 Motor Octane Number 84.1 ______________________________________
The gasoline was engine tested to determine its Research Octane Number (RON) according to ASTM D 2599-47. The increase in RON over the untreated fuel produced by the addition of the phenoxyalcohol compound is shown in the table. At 10 and 15%concentration two phases formed, and the upper fuel phase was used as the test sample.
______________________________________ Additive Conc. (Vol. %) RON Increase ______________________________________ 0 -- 1.0 0.6 2.0 0.9 2.5 0.8 5.0 1.8 10 (Upper phase) 1.0 ______________________________________
The results show the additive is effective as an octane improver.
The efficacy of the novel ashless antiknock compounds of the present invention for improving the antiknock properties of liquid hydrocarbon fuels will be apparent from the foregoing example and comparative data. It will be understood that thenovel ashless antiknock compounds of the present invention can be advantageously employed in any liquid hydrocarbon fuel composition which is suitable for use in a combustion engine regardless of the purpose for which the engine is designated.
* * * * *
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text:
Google and the Right to Be Forgotten
A Spanish citizen has compelled Google to delete links to online newspaper articles that described the person's debt problems in the 1990s. The European Court of Justice held that the information was 'no longer relevant' and it thus violated the man's privacy for it to be available through an easy search. (A Spanish court had earlier refused to require the newspaper sites to take down the information, which was perfectly true.)
So: does this ruling make any sense at all, to impose the obligations of a 'data controller' on a search engine?
How can the search provider know for sure . . . [more]


text:
Pictures of the Best Actor Nominees at the Academy Awards Nominees Lunch in Beverly Hills 2011-02-07 17:03:00
This Year's Leading Actors Suit Up and Stay Modest at the Academy Awards Nominees Luncheon
Colin Firth, James Franco, Mark Ruffalo, Javier Bardem, Jeff Bridges, and Jesse Eisenberg were among the best actor nominees who dressed up for today's Academy Awards Nominees Luncheon in Beverly Hills. The men joined the female contenders for a celebratory afternoon, but before sitting down for the meal, they stopped by the interview room to chat with the press. James Franco talked about what he and Anne Hathaway will bring to the table as cohosts at this year's ceremony, while Jesse Eisenberg sang the praises of Mark Zuckerberg, whom he met for the first time earlier this month. Javier, who was spotted admiring Natalie Portman's engagement ring and congratulating her inside the luncheon, said he felt "protected" by his circle of famous friends and fans. While this year's competition in both the leading and supporting categories is stiff, Jeff said he thinks Colin will take home the award for best actor in a leading role for his work in The King's Speech.
Don't forget to share your own predictions in our Oscar ballot for the chance to win a Samsung TV!
- Is Khloé Kardashian set to replace Kelly Osbourne? — People
- Bobbi Kristina Brown's family is reportedly shooting a reality show — Us Weekly
- Inside Justin Bieber's wild 21st birthday — Gossip Girl
- Ashton Kutcher may be switching career paths — OK!
- This Jenner reveals she's more spiritual than materialistic — HuffPost Celebrity
- Tom Hanks explains how he landed a role in Carly Rae Jepsen's music video — ET
- Madonna is spotted in Milan promoting her album Rebel Heart — Lainey Gossip
- Nick Jonas on his first song that he auditioned with at 6 years old — BuzzFeed


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- Security & Utilities
- System Administration
AD Bulk Admin Tool AD Bulk Admin
200 weekly downloads -
sudosh2 sudosh is an auditing shell filter and can be used as a login shell. Sudosh records all keystrokes and output and can play back the session as just like a VCR. Sudosh2 is a continuation of the development of sudosh.
16 weekly downloads -
Browse2 Browse2 - The minimalistic Browser
7 weekly downloads -
LLDP Generator The project is a valid Link Layer Discovery Protocol frame generator
5 weekly downloads -
EasyWall Easy to use firewall for linux beginners.
2 weekly downloads -
Media Tester Media Tester Is Multicast Monitoring Tool, This project used to Monitor Multicast Streams. This software designed specially for IP-TV projects, to monitor the channels streams, MPEG2 or MPEG4 .. Also for any multicast streams ( boot cast, updates, splash
2 weekly downloads -
Exchange Bulk Admin Tool Ex Bulk Admin
1 weekly downloads -
Port Detection Tool Detect connection attempt to PC on Range of Ports
1 weekly downloads