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Defense Department civilian employees have begin taking the long expected -- and feared -- furlough days. (Stock image)
FCW's stories on the ongoing saga of Defense Department furloughs have all attracted attention and comments, many from those on the receiving end of the mandatory pay cuts and time off. Our latest report, DOD furloughs begin as Pentagon looks to 2014, was no exception. Readers chimed in to share their experiences and viewpoints – and yes, rant a bit about the powers that be and their disconnect with the people most affected.
Reader RayW wrote:
I wonder how much this furlough will cost the taxpayers? I know that our contractors have three days every two weeks in which they cannot work since we are not here to have the building open, so they sit in another building wasting eight hours per person per day doing personal stuff since they have no contract work that can be performed there. I personally am being told that even though I have a [25 percent to 30 percent] cut in hours I still have to meet deadlines ...
I know that one of our groups (the GS14 and GS15 level) is trying to hire contractors to do some critical infrastructure work so as to not look bad. The peons are yelling at them saying NO, that makes us look bad because the work gets done with a cut in time so that means we are not needed. If management gets their way, then the contractors cost more, and the government workers get a worse reputation. Of course, if the work does not get done now, then other things break too, costing more to fix in time and material.
Amber Corrin responds: A lot of red flags here, indeed. A bit of research confirms what most probably assume: hard numbers on the taxpayer costs of sequestration-related furloughs, specifically those at DOD, are difficult, maybe impossible, to come by.
However, most sources say there will indeed be costs incurred and taxpayers will foot the bill. Rep. Walter Jones (R-N.C.) on July 12 posted on his website that DOD furloughs would delay the completion of already-funded projects at Fleet Readiness Center East, resulting in overtime to make up for lost time "and an ultimate increase in cost for the Department of Defense and taxpayers. "
Rep. Mike D. Rogers (R-Ala.) took a similar stance in a July 8 statement to the Anniston Star. "I believe these ill-advised furloughs will not only hurt our military's readiness, but ultimately cost the taxpayer more money in the long-run," Rogers said.
Those costs stem from myriad places, programs and projects. Appeals to the merit system protection board, to which furloughed employees were able to appeal their furlough after being notified, reportedly cost thousands in man-hours. According to CNNMoney, some furloughed DOD employees are eligible for unemployment benefits. DOD agencies that generate revenue lose those profits, and in a domino effect that ends up costing taxpayers as well, according to one former Space and Naval Warfare Command (SPAWAR) official.
"Without the furlough, SPAWAR would have experienced a generation of revenue from work in support of its customers, while simultaneously finding itself able to absorb related overhead fixed costs. When employees are furloughed, SPAWAR is unable to recoup any revenue as a result of each affected employee. In effect, the furloughs actually increase, rather than reduce, both taxpayer and [DOD] costs," James Ward, former SPAWAR Systems Center executive director, wrote last month in the Charleston Post and Courier. "Further, SPAWAR will need to increase its rate structure to make up this loss in overhead generated dollars. But SPAWAR has experienced significant growth by successfully lowering its rates due to executing more direct hours than planned and thus providing even more efficiency to its customers. That is what we all expect from government."
As for hiring contractors? Don't count on it. As stated in the original FCW story, a June 28 memo from Defense Secretary Chuck Hagel explicitly forbid the hiring or repurposing of contractors "to compensate for the workload/productivity loss resulting from the civilian furlough."
Posted by Amber Corrin on Jul 12, 2013 at 2:08 PM
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You know what? As a long time federal employee who over the past 23 years has worked from the very bottom of the system to close to the top, I can say I'm tired. I've moved for the sake of the government seven times, all of which involved my spouse giving up their professional employment and taking losses on real estate and salary. I've worked an average of 10 hours a week extra (for free) to get the job done, or more accurately to fill in for the "vacant" positions that we haven't been able to fill. I've juggled resources, done "more with less" and saved the taxpayer millions upon millions of dollars by improving management processes and cutting out things that were not mission critical. I've done all of that without complaint, without extra pay, without a salary increase for the last four years and for the forseeable future, but this is it. The furlough just proved that it doesn't matter how committed you are, how hard you work, or how much you care. It doesn't matter because your efforts are so unimportant that your workweek, income and everything else associated with it can be cut at the whim of politicians proving a point. So guess what...those midnight "hot" emails can wait until Monday. The work that gets done at night can also wait until you pay me. Because after all of these years, I'm finally ready to give the government the same respect and committment that I have received...which is not much. I'm not going to do more with less anymore. I'm going to do exactly what I can do with what you give me. Then I'm going home. Until I find another job anyway. Oh, and I'm not appealing - it won't be worth the paper it's written on. I will however vote and encourage literally everyone I know to vote against the most ineffective Congress that I have seen in my 46 years. Who knows, maybe I'll run myself. At least I can pass a budget.
For single parents you might as well have slit our throats with the furlough.
Obama says that middle class and economy are so very important. Please ask him and others why, civil servants are being furloughed if these ar the Nations focus areas? Did we not just reduce the income and tax base via furlough and place many working middle class in hardship? Contradictions seem to be abundant. Which is it? We need action taken now to rescind forlogh The vision relayed and the reality are fundamentally different!
If EVERY civilian employee furloughed that was eligible to file and MSPB apeal would do so, it would send a STRONG message to our leaders, but alas, I am surrounded by sheep. I choose, however, to be a sheepdog and have my appeal ready, just waiting for the 30 day clock to run down, in case new information surfaces. I was also "counseled" for going outside my "chain of command" when I sent copies of my response to the proposed furlough to my elected officials.... But who created this mess and who has the power to change it?
When I saw the title "ripple effect" I was thinkin' on a bigger scale I guess. The economy of the little town we live in is kinda dominated by a couple of federal agencies - well the system income is anyway. Most the Feds'll come out ok - tighten their belts and suck it in a bit - but the hurt'll be on the support indistries where these folk spend their cash. Don't mistake me for some ol' Reagan "trickle down" enthusiast, but that's where we're already seein' the impacts ... the restaurants & coffee shops, car dealers, and the like. Some a these folks 'll close up shop - with a few endin' up on the dole, but the bulk of 'em 'll just pick up 'n move to where they can find work. Then it'll be the schools and parks that take the hit, then some of the other service sectors like the beauty parlor ... and eventually we'll see another crop of empty storefronts at that thing that passes for a "mall" at the edge of town. THen folks start gettin' paid again, but credit histories are all bunged up, facilities are all in disrepair, and in general it's just gonna cost a hayload more. All 'n all, the furloughs and the rest of the sequester horse apples just look more 'n more like a "kissin'" contest between the bulls ... at the expense of everybody else.
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Just started with the Android SDK and followed the HelloWord application but it will not load in the emulator.
I created the project with the platform 3.0 api level 11 (3/11), then recreated the project using 2.3.3/10.
The emulator just does not start. In a whole day, I was able to see the home screen only once for 2 seconds before it crashed. Also, in that instance the emulator took really long to load (30 minutes)
When I installed the SDK I also downloaded the samples for the SDK API's 10/11. Observing the LogCat in the DDMS view, I realized every time I try to Run a project, those sample apps get loaded.
I have now created yet another project, this time using 1.5/3 and it works.
- I'm assuming the sample app's are one reason why it takes the emulator so long to load?
- Perhaps also is why the HelloWorld won't load, or why the emulator crashes often?
- Is there any way to prevent those apps to be loaded?
Usually, when running either the 10/11 api level projects the emulator either crashes or times-out. The console would read:
[2011-04-22 15:45:44 - HelloAndroid] Android Launch!
[2011-04-22 15:45:44 - HelloAndroid] adb is running normally.
[2011-04-22 15:45:44 - HelloAndroid] Performing com.skinnygeek.helloandroid.HelloAndroid activity launch
[2011-04-22 15:45:44 - HelloAndroid] Automatic Target Mode: using existing emulator 'emulator-5554' running compatible AVD 'g_AVD2'
[2011-04-22 15:45:44 - HelloAndroid] Uploading HelloAndroid.apk onto device 'emulator-5554'
[2011-04-22 15:45:44 - HelloAndroid] Installing HelloAndroid.apk...
[2011-04-22 15:46:00 - HelloAndroid] Success!
[2011-04-22 15:46:01 - HelloAndroid] Starting activity com.skinnygeek.android.HelloAndroid on device emulator-5554
[2011-04-22 16:19:13 - HelloAndroid] Android Launch!
[2011-04-22 16:19:13 - HelloAndroid] adb is running normally.
[2011-04-22 16:19:13 - HelloAndroid] Performing com.skinnygeek.android.HelloAndroid activity launch
[2011-04-22 16:19:13 - HelloAndroid] Automatic Target Mode: using existing emulator 'emulator-5554' running compatible AVD 'g_AVD2'
[2011-04-22 16:19:13 - HelloAndroid] Uploading HelloAndroid.apk onto device 'emulator-5554'
[2011-04-22 16:19:26 - HelloAndroid] Failed to install HelloAndroid.apk on device 'emulator-5554': timeout

subset: commoncrawl


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Intensive English Language Program Open House »
Christine Chaille, Curriculum and Instruction faculty, has co-authored her third book on early childhood curriculum. Integrating Math and Science in Early Childhood Classroom through Big Ideas: A Constructivist Approach is being published by Pearson. »
Ramin Farahmandpur, Educational Leadership and Policy faculty, presented a paper titled "Spacializing Race, Racializing Space: Applications of Foucault's Heterotopia in Challenging Institutional Racism in Higher Education" at the 11th Annual Globalization »
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"I use a lot of repetition. And it becomes a filmic way of talking because as you put the same image after the other, even though it's the exact identical image, everyone sees something changing from one image to the next."
"No title" (2002)
"Sometimes, I like to choose situations that have multiple readings, but oftentimes there are more readings than I even had thought of. Things happen that I didn't anticipate in terms of potential narrative relationships, strands of stories, character motivations."
- Laylah Ali


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Reading - Sixth Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Continue to develop oral language and listening skills. 1.02 Develop an understanding of the concepts of print. 1.03 Expand reading skills through phonemic awareness. 1.04 Use decoding strategies to read unfamiliar words. 1.05 Read to develop fluency, expression, accuracy, and confidence. 1.06 Expand reading vocabulary. 1.07 Employ pre-reading strategies to facilitate comprehension. 1.08 Use active comprehension strategies to derive meaning while reading and to check for understanding after reading. 1.09 Refine study skills and develop methods of research to enhance learning. 1.10 Develop skills to facilitate reading in the content areas. 1.11 Read independently for a variety of purposes. 1.12 Experience and explore the elements of various literary and media genres. 1.13 Develop and sustain a motivation for reading. Accomplishments: 6.1.01 Continue to develop oral language and listening skills. a. Model active listening in both formal and informal settings. b. Know and use rules for conversations. c. Continue to formulate and respond to questions from teachers and classmates. d. Organize and share information, stories, experiences, ideas, and feelings with others in both formal and informal situations. e. Participate in creative responses to text (e.g., dramatizations, speeches). f. Deliver an oral presentation or recitation that conveys a clear point, using information from any content area and utilizing visual aids for contextual support. g. Introduce the importance of using correct stress, pitch, and juncture in oral reading and presenting. h. Continue to interpret and use a variety of non-verbal communication techniques to enhance meaning (e.g., posture, gestures, facial expressions, tone of voice, eye contact). 6.1.02 Develop an understanding of the concepts of print. a. Continue to use parts of text effectively for learning (e.g., title page, preface, table of contents, glossary, appendix, index). b. Continue to demonstrate knowledge of the structure and organization of various text features to locate information (e.g., headings, key words, graphics, pictures, captions, sidebars). c. Continue to recognize that print format varies according to purpose and genre (e.g., prose, poetry, newspaper/magazine, letters, dramas, technical manuals, textbooks). 6.1.03 Expand reading skills through phonemic awareness. a. Continue to develop an awareness of the sounds of language through repeated exposure to a variety of auditory experiences (e.g., poems, music lyrics, books on tape, read alouds). b. Identify patterns of rhyme and rhythm. c. Respond to and analyze the effects of sound in language (e.g., alliteration, onomatopoeia, rhythm, accent, rhyme). 6.1.04 Use decoding strategies to read unfamiliar words. a. Use knowledge of root words, prefixes, suffixes, and syllabication to decode unfamiliar words. b. Use context clues to determine unknown words and to discriminate between multiple meaning words. c. Decode unknown grade level words utilizing previously learned strategies to verify the word's meaning within the context of the selection. 6.1.05 Read to develop fluency, expression, accuracy, and confidence. a. Demonstrate the ability to read fluently with expression, accuracy, and with poise from a variety of texts (e.g. paired reading, choral reading, read alongs, and readers' theater). b. Participate in guided reading. c. Read using appropriate pronunciation, expression, and rate. d. Adjust speed based on the purpose for reading. e. Read independently on a daily basis. 6.1.06 Expand reading vocabulary. a. Build vocabulary by listening to literature, participating in class discussions, and reading self-selected and/or assigned texts. b. Build vocabulary by reading from a wide variety of print and non-print texts and literary genres. c. Increase knowledge of roots, prefixes, and suffixes to infer word meanings. d. Determine the meaning of unfamiliar words using context clues, dictionaries, electronic sources, glossaries, and other resources. e. Replace unknown words with appropriate synonyms and/or antonyms to determine word meaning. f. Continue to use appropriate synonyms, antonyms, homonyms, and multiple meaning words in reading, writing, and speaking. g. Continue to foster word consciousness (e.g., word play, word walls, graphic organizers, nuances of words, new and unusual words to share). h. Explore mnemonic devices (e.g. rhyming words, vocabulary cartoons, kinesthetic) to acquire new vocabulary. i. Continue to determine the correct meaning/usage of multiple meaning words. j. Use the correct word to complete an analogy. k. Recognize widely used foreign words (e.g., bon jour; hasta la vista). 6.1.07 Employ pre-reading strategies to facilitate comprehension. a. Continue to establish a purpose for reading (e.g., to understand, to interpret, to enjoy, to solve problems, to answer specific questions, to identify information/facts, to discover models of writing). b. Utilize personal experiences to build background knowledge for reading. c. Use previously learned strategies to front load text (e.g., skimming and scanning). d. Preview text, using supports (e.g., illustrations/pictures, captions, graphs, diagrams, headings, subheadings, and footnotes). e. Identify the importance and the significance of the reading selections to learning and life. f. Explore significant words to be encountered in the text. g. Make predictions about text. h. Relate text to prior personal experiences or opinions as well as previously read print and non-print texts. 6.1.08 Use active comprehension strategies to derive meaning while reading and to check for understanding after reading a. Derive meaning while reading by 1. continuing to formulate clarifying questions while reading. 2. predicting outcomes, state reasonable generalizations, and draw conclusions from the reading selection based on prior knowledge and information. 3. using metacognitive and self-monitoring strategies while reading (e.g. pausing, rereading, recognizing miscues, consulting other sources, reading ahead, asking for help). 4. engaging in reading between the lines (i.e. stating implied information). 5. continuing to create mental pictures from abstract information. 6. continuing to relate text to prior personal experiences or opinions as well as previously read print and non-print texts. 7. continuing to make inferences. 8. verifying or modifying prereading purpose as addition information is obtained. 9. exploring ways to interact with text (e.g., mark the text, use post-it notes, ask questions and make comments within the text). b. Derive meaning after reading by 1. indicating the sequence of events. 2. recognizing and stating the main idea/central element in a given reading selection noting details that support the main idea/central element. 3. identifying the author's purpose. 4. discussing similarities and differences in events and characters using evidence cited from the text or various texts. 5. finding contextual support for responses to questions, for assistance in formulating ideas and opinions, and for supporting personal responses (i.e. grounding students in the text). 6. determining cause and effect relationships. 7. determining whether a given statement is a fact or an opinion. 8. identifying and interpreting figurative language (idioms, similes, metaphors, hyperboles, personification, imagery, puns). 9. demonstrating an understanding of stated and implied themes and recognizing that themes recur throughout literature. 10. reflecting upon comprehension strategies used to make meaning from texts. 11. making connections among various print (e.g. other stories) and non- print texts (e.g., movies, photographs, artwork). 12. making connections among the various literary genres and themes with personal, historical, and cultural experiences. 6.1.09 Refine study skills and develop methods of research to enhance learning. a. Use and discern appropriate reference sources in various formats (e.g., encyclopedias, card/electronic catalogs, almanacs, periodicals, Internet). b. Recognize media (e.g., on-line catalog, non-fiction books, encyclopedias, CD- ROM, references, Internet) as resources for viewing, reading, and representing information. c. Use current technology (e.g., the Internet, CD-ROMs, online catalogs) as a research communication tool. d. Understand a variety of reference sources (biographical sketches, letters, diaries, encyclopedia, periodicals, procedural manuals). e. Distinguish between primary and secondary source documents. f. Continue to use the dictionary, glossary, thesaurus, and other word-referenced materials to eliminate word problems. g. Use skimming and scanning skills. h. Retrieve, organize, and represent information to demonstrate effectively knowledge acquired. i. Develop notes that include important concepts, summaries, and identification of reference sources. j. Identify various forms of media and consider their impact on daily life. k. Demonstrate knowledge of propaganda techniques (i.e. bandwagon, loaded words, testimonials). l. Use a variety of materials to prepare a research paper that includes a title page and list of sources. 6.1.10 Develop skills to facilitate reading in the content areas. a. Develop and maintain vocabulary specific to content areas and to current events. b. Locate information using available text features (e.g., tables of content, maps, timelines, charts, graphics, indexes, glossaries, and footnotes). c. Continue to apply comprehension skills and strategies to informational text in the content areas. d. Continue to use self-correction strategies while reading (pausing, rereading, consulting other sources, asking for help). e. Interact with the text (e.g., mark the text, use post-it notes, ask questions and make comments within the text). f. Analyze the reliability of sources by examining the authors' backgrounds. 6.1. 11 Read independently for a variety of purposes. a. Read for literary experience. b. Read to gain information. c. Read to perform a task. d. Read for enjoyment. e. Read to expand vocabulary. f. Read to build fluency. 6.1.12 Experience and explore the elements of various literary and media genres. a. Read, view, and recognize various literary (e.g., short stories, novels, plays, legends, poetry, autobiographies/biographies, non-fiction of high interest) and media (e.g. music, films, videos, documentaries, the arts, photographs) genres. b. Recognize the elements of each literary and media genre. c. Identify the theme and determine if theme is stated or implied. d. Recognize that certain themes recur and be familiar with commonly recurring themes. e. Identify the plot element of exposition (i.e. introduction of characters, setting, and conflict) in print and non-print text. f. Explore the author's development of characters/characterization (e.g., through words, speeches, actions, thoughts, narrator's comments, interactions with other characters, motivations). g. Identify the characteristics of stereotypical and realistic characters. h. Explore how an author creates mood to set a tone. i. Compare and contrast the elements of plot between or among stories. j. Determine the narrator's/author's point of view (i.e. first person or third person). k. Summarize and paraphrase selected passages for discussion and/or written assignments or presentations. l. Demonstrate knowledge of similes, metaphors, personification, imagery, and symbolism. m. Explore deductive reasoning to facilitate and to extend understanding of texts. n. Explore the concepts of foreshadowing and flashback. 6.1.13 Develop and sustain a motivation for reading. a. Visit libraries/media centers, book fairs, bookstores, and other print rich environments to explore books. b. Use personal criteria to select reading material (personal interest, knowledge of authors, text difficulty, text genres, recommendation of others). c. Read daily from self-selected materials. d. Relate literary experiences (book discussions, literary circles, writing, oral presentations, artistic expressions). e. Experience and develop an awareness of literature that reflects a diverse society. f. Maintain a personal reading list/or reading log/journal to reflect reading gains and accomplishments. g. Engage in reading as a leisure time activity. Benchmarks/Indicators Performance Indicators: State As documented through state assessment - At Level 1, the student is able to 6.1.spi.1. use knowledge of root words, affixes, syllabication and/or spelling patterns as aids in determining meaning within context. 6.1.spi.2. determine whether a given statement within a passage is fact or fiction. 6.1.spi.3. indicate sequence of events in print and non-print texts. 6.1.spi.4. predict future events of a passage. 6.1.spi 5. select appropriate synonyms, antonyms, and homonyms within context. 6.1.spi 6. use context clues, dictionaries, thesauruses, electronic sources, and glossaries as aids in determining the meanings of unfamiliar words. 6.1.spi..7. select questions to clarify thinking. 6.1.spi. 8 . use common text features to make meaning from text (i.e., newspapers and textbooks). 6.1.spi. 9. evaluate text for fact and opinion. At Level 2, the student is able to 6.1.spi.10. recognize and use grade appropriate and/or content specific vocabulary within context. 6.1.spi.11. locate information using available text features. 6.1.spi.12. recognize that purpose determines text format. 6.1.spi.13. analyze the effects of sound in context (i.e., onomatopoeia, alliteration, accent, rhyme, and repetition). 6.1.spi.14. choose the correct meaning of multiple meaning words in context. 6.1.spi.15. locate and verify information to support opinions, predictions, and conclusions. 6.1.spi.16. identify stated or implied cause and effect relationships. 6.1.spi.17. draw inferences from selected texts. 6.1.spi.18. analyze the use of similes, metaphors, personification, and hyperbole within context. 6.1.spi.19. select sources from which to gather information on a given topic and determine their reliability. 6.1.spi.20. distinguish among various literary genres (e.g., poetry, drama, fiction, and non-fiction). 6.1.spi.21. determine the main ideas of a plot, their causes, how they influence future actions, and how they are resolved. 6.1.spi.22. recognize the first person point of view in literature. 6.1.spi 23. select an appropriate summary statement and determine whether the theme is stated or implied. At Level 3, the student is able to 6.1.spi.24. specify a logical word choice to complete an analogy using synonyms, antonyms, categories, subcategories, whole/part, and functions. 6.1.spi.25. identify patterns of rhyme and rhythm. 6.1.spi.26. determine the author's purpose for writing a selection (i.e., to inform, to persuade, to entertain, to share emotions). 6.1.spi.27. recognize common propaganda techniques (i.e. bandwagon, loaded words, and testimonials). Performance Indicators: Teacher As documented through teacher observation - At Level 1, the student is able to 6.1.tpi.1. read orally, using appropriate expression, pronunciation and rate. 6.1.tpi.2. use self-correction (metacognitive) strategies while reading (e.g., rereading, reading ahead, identifying miscues). 6.1.tpi.3. recognize and read fluently from various literary genres (e.g., poetry, drama, novels, short stories, fantasies, and legends). 6.1.tpi.4. summarize orally what has been learned or read. 6.1.tpi.5. demonstrate active listening in both formal and informal settings, while modeling accepted conversational conventions. 6.1.tpi.6. use learned strategies to determine the meaning of unfamiliar words. 6.1.tpi.7. set a purpose for reading. 6.1.tpi.8. make creative responses to texts. At Level 2, the student is able to 6.1.tpi.9. preview text and organize prior knowledge (e.g., webbing, mapping, listing). 6.1.tpi.10. express personal reactions to a text and/or relate the selection to personal experience. 6.1.tpi.11. design and deliver an oral presentation using props or visual aids and incorporating several sources, including other content areas. 6.1.tpi.12. show similarities and differences in literary elements among texts. 6.1.tpi.13. make connections between two or more literary texts. 6.1.tpi.14. make inferences and recognize unstated assumptions. 6.1.tpi.15. read daily and independently from self-selected materials. 6.1.tpi.16. interact with text(s) (e.g., ask questions, make comments, and use post- it notes). 6.1.tpi.17. apply comprehension strategies to texts in the content areas. 6.1.tpi.18. build vocabulary by reading a wide variety of texts and genres. 6.1.tpi.19. recognize, create, and discuss the techniques of propaganda (e.g., bandwagon, loaded words, testimonials). 6.1.tpi.20. read fluently basic grade appropriate selections. 6.1.tpi.21. explore statements in context and give support for determination as fact or opinion. 6.1.tpi.22. use metacognition and self-monitoring strategies while reading (e.g., pausing, rereading, identifying miscues, consulting other sources, and reading ahead). At Level 3, the student is able to 6.1.tpi.23. identify how culture, ethnicity, and historical eras are represented in literary texts. 6.1.tpi.24. relate texts to prior personal and historical experiences, as well as to previously read print and non-print media. 6.1.tpi.25. use media and current technology as a research and communication tool to view, read, and represent information. 6.1.tpi.26. develop vocabulary by reading from a wide variety of texts and literary genres. 6.1.tpi.27. use content specific vocabulary.
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text:
"Bendix King Radios".
We have upgraded our portable radios. We have 16 used model EPH 102S radios for sale.
Ideal for a wildland fire contractor looking for inexpensive radios.
$50.00 each - As Is - No Warranty.
"Murphy Gulch Road Flooding"
Evans Valley Fire District #6 is out looking for areas or local flooding and reviewing contingency plans in case of an emergency.
The nearly 2 dozen people presently flooded in on Murphy Gulch Road are glad to know the fire district is aware of their situation.
Click for Gallery of 4 Photos
"New Newsletter Available"
EVFD has released it's latest issue of their "Fully Involved" newsletter.
You can download this and all previous issues on our Newsletter webpage.


text:
What is the best "test" for revolver 4.0 rc1 with ics?
Sorry, i instal with cwm, test11B..i see on the kernel information That i have 220.127.116.11....dirty Livux @tragon, it's ok?
its ok...
also try test14...
I am getting SOD`s on test14
XDA Developers was founded by developers, for developers. It is now a valuable resource for people who want to make the most of their mobile devices, from customizing the look and feel to adding new functionality.
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text:
Here's how RW members rated this race in the past (240 votes).
In short: Fantastic race, well organised, friendly support and well marshalledDate of review: April 5, 2009
In short: Fantastic organised raceIn full: Great race this, flat course but not dull, excellent marshalls cheering you on, brilliantly orgnised and a sensible sized field for the event. Really can't fault this, the sun even shone too! New PB for me, I suggest you get in quick for next years event.Date of review: April 5, 2009
In short: My first half marathon - nice location & friendly peopleDate of review: April 5, 2009
In full: Very friendly& enjoyableDate of review: April 5, 2009
In short: Excellent raceIn full: Swapped the thousands runners of Reading for this race this year, and am delighted I did.Total bargin at £8, nice mug instead of a medal and I decided to buy a T-shirt for the first time in years.Run through the country roads with little traffic around and very flat. A lovely day for the race, I guess it might be less enjoyable on a wet windy day.Well done and thank you to the organisorsDate of review: April 5, 2009
In short: A great race as ever, and excellent conditions this yearDate of review: April 5, 2009
In short: Enjoyable, flat, friendly, well-marshalled and supported rural raceIn full: One runner I talked to said it should be classed as "undulating". Was he Dutch? There are some gradients, but gentle ones, and it's as flat a race as you could want. Despite that, the landscape has enough trees to avoid being boring. It's run on good roads (pity runners disregarded instructions to keep to the left, though: some of those corners were pretty treacherous, with high hedges to obscure the view) with light traffic. The marshals - especially considering that White Horse Harriers is not a big club - were numerous and supportive, and the three drink stations (quite enough, and water only is fine by me) had enthusiastic helpers. I don' think there was enough water at the finish, though: the weatehr was warm enough to create a bit of arun on it. There seemed to be plenty of supporters around too, helped by the good weather: I hope Des had a great 77th birthday!I like the finishers' mugs - a bit different, and more use than another medal - and for me the lower the entry fee, the better: I don't bother much about goody bags. Good value, well-organised, nice course, sold out well in advance. What more to say?Date of review: April 5, 2009
In short: Great raceIn full: My first race for quite some time and a great choice for my comeback!Thanks to all the organisers and marshalls.Date of review: April 5, 2009
In short: Lovely flat route through countryside and villagesIn full: Very good marshalling, prompt start, excellent route (one lap). Pleased to see no plastic bottles which tend to get thrown about. Could have done with something to munch at the end, although I'm not in favour of huge goody bags. Nice mug as memento.Date of review: April 5, 2009
In short: Great thanksIn full: Very flat - with no hills to speak of, unless you call going over a railway bridge a hill! Season best! 270 odd feet of climbing so very flat. Date of review: April 5, 2009
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text:
OP Member
Thanks Meter: 7
40 posts
Join Date:Joined: Oct 2006
It installs but it not let me do anything, because the Flex is not supported. I was wondering, if I edit the build.prop file to act as another phone, will Themer work? and exactly what lines of the build.prop have I to edit to do the trick? I would like to not soft brick the phone
Sent from my LG-D955 using Tapatalk


text:
Dr. Martin A. Baggenstos, MD
Neurological Surgery
- 5050 NE Hoyt St Ste 651
Portland, OR 97213
- 2 Locations
- (503) 935-8501
Dr. Martin A. Baggenstos graduated from the Tufts University School of Medicine in 2004. He works in Portland, OR and 1 other location and specializes in Neurological Surgery. Dr. Baggenstos is affiliated with Providence Milwaukie Hospital, Providence Portland Medical Center, Providence Saint Vincent Medical Center and Providence Willamette Falls Medical Center.
Gender: Male
Languages Spoken: English
Neurological Surgery
Medical School: Tufts University School of Medicine; Graduated 2004
*This physician has multiple office locations. See Office Information for details.


text:
Francesco Geminiani, 1687-1762
Although Francesco Geminiani is a relatively well-known composer whose name is frequently cited in studies of baroque music, his biography and works have been relatively little researched. His music was often analyzed without due reference to biographical and historical background, and his multifarious activities as violinist, composer, theorist, and small-scale entrepreneur were never considered in their full interrelationship. This volume represents a first attempt at providing a comprehensive account of a composer who in the first half of the eighteenth century dominated the English musical scene alongside Handel. The book traces Geminiani's life and career from his birth in Lucca in December 1687 to his activities in three centers: London, Paris, and Dublin. After analyzing the critical reception to Geminiani, both contemporary and modern, Careri examines his compositions by genre, illustrating his remarks with thirty-nine music examples, some presented in facsimile. The book also includes a complete thematic catalogue with music incipits, containing details of primary sources, reworkings and transcriptions, and modern editions.
Additional information
Includes content by:Publisher:
- Oxford
- 1993


text:
I saw this on YouTube and made it. I just joined 2 bookcases together and increased the height to 80 inches. I couldn't be more pleased with the Kreg Jig.
Views: 171
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excellent job Joe...
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These Spring Song poems are examples of Spring poems about Song. These are the best examples of Spring Song poems written by international PoetrySoup poets
If you don't find the poem you want here, try our incredible, super duper, all-knowing, advanced poem search engine.
As the snowdrops nod happily when you kissed my soul warmly love
laughing in the cold spring air so stirringly beautiful flutters wings of a dove
The daffodils yawn awakening to new life or so it seems
sun beams smile inside a thousand songs sweetly my dream
Birds singing freely dawning tunes deep heartfelt desire
you are amazing one faraway flame kissing beats on fire
Spring Flower Song
Oh lovely Spring, at Winter's end, you sing and dance
Within our waiting hearts as we look forward to
How nature's Springtime's palette will create romance
With beauty of your sprouting flowers born anew.
Sweet yellow Daffodil among the first, you bring
That sunny glow of rebirth to our waiting eyes,
Along with purple Iris, blue Scilla, you sing
And join the gold Forsythia neath sun-filled skies.
Pansy, Anemone and Crocus blossoms show
The longed-for beauty of our Springtime's renewed site,
With varied pastel colors…and of course we know
The fuzzy Pussy Willow's catkins will delight.
So very blessed we are with new life on our Earth,
As budding Spring fulfills her promise of rebirth.
Sandra M. Haight
Contest: Flower Song
Sponsor: Rick Parise
Iambic Hexameter
Your love song lapsed into ancient French that April day.
I only understood the words of spring and heartsore
lapsed. Only love and heartsore, I understood your ancient
words of the spring-day song into that French April.
You fabricate my pauses into repetition, silence speaks
of ages strung to rhyme in love's difficult service
you strung into pauses in service to ages. Fabricate of
love's repetition, rhyme speaks my difficult silence.
We practice tedium of vows till language breaks apart.
As if art should aim at science, rigorous, quantitative,
rigorous language breaks tedium. Science vows a part of
quantitative practice till we should aim "as if" at art.
Till we lapsed into language. As your ancient ages only
fabricate quantitative French strung to that difficult
practice, science speaks of tedium and understood rhyme.
The spring in service of love's rigorous vows. April
pauses, heartsore. You and I, apart. If love should aim
my words at day, repetition breaks into silence of song.
Spring's wisp
strolls tenderly
slowly moving,
singing songs of:
Spring's bright,
Spring's warmth…
Spring's buds stringing along mine
Spring's snow
Slowly prods
Spring's wisp
Spring's wisp aches for;
Spring's strip
Cry to me
oh frozen fortress
your darkened days
without appeal
have found no end
Oh cry
my lonesome flower dove
for memories held
through fleeting wind
I call on spring
my warming bath
of crystal dawn
and colored strands
Oh play my song
in velvet hymn's
goes Winters cry
with joyous tears
This frozen Winter
no longer cries
and sultry love
within me lies
Play The Radio
Get Up And Dance All Night Long
Music Heals The Soul
I recall the cool light of the shortest days,
and the darkness of the longest nights;
I shivered under a blanket and that made dreams freeze,
even snowflakes hid stars to block their fading gleams!
I'll be thinking of the warmest sunshine,
smelling flowers that are all mine!
March is warmer than February as days get longer;
I shouldn't wait any longer, but be that dancer:
leaping on scented meadows strewn with poppies, bluebells and daisies...
while my cheeks feel the warmth of the September sun mixing with breeze!
I'll be thinking of the warmest sunshine,
dreaming of sunrises to opine!
I will invite the blue jays, the mockingbirds and the lively butterflies
to watch me dance...where's that blonde-haired boy who plays the flute?
I like to feel those golden sun rays as I felt them in the prime of my happy youth,
and isn't spring the pure essence of happiness that glows on a serene face?
Ill be thinking of the warmest sunshine,
observing lilies that climb and entwine!
Hither I stand, at crossroads,
And then I gaze, at the yonder end-
The vague horizon from where I began;
And all that I may ever deem
Is that- my days
Have been a waken dream.
Hither I stand, at the edge of my dream;
Then I wonder, at the depth of my trance-
An adventurous journey through the wondrous woods;
An idyllic stroll through the vicissitudinous meadow;
And from the final station as I depart,
All that I can ever say, is that
Perpetuation has been a rouge
Of fleeting phases of my life.
Suyash Saxena
St. Stephen's College.
A life of beauty and happiness denied, of innocence
smothered like a flame, I have always lived; but when
I hear your lovely voice, my Lisa--
now I am free.
I was dead before I even entered into this world, a
place cruel and without feeling, cruel and without
the love and understanding I finally know in the rich
harmonies of your voice, my Lisa--
which sets me free.
Before I could even hope to bloom like a sensual
flower caught breathless and naked in the first, rainy
sunbeams of spring a great evil--the threatening,
inner hostility of a dark figure overflowing with
bigotry--transformed me into a joyless
waste of ashes.
From that terrible moment on I fought all the ugly
and horrible assaults as his unwilling possession, a
gladiator in the arena of his constant abuse and
myriad threats, subject to his occasional hostile
looks from
across the dinner table.
But when I hear your voice and imagine its tender-
ness and compassion as an unearned gift meant for
me despite him and my child-like self-loathing:
I feel the love and self-worth denied me, taken from
me simply because it was too easy to not rape from
a child whose only fault was that he was born
defenseless and
O Lisa! Because of the music of your lovely voice--
now I am free! Free from my years as a gladiator in
the arena of his constant abuse and attacks;
free to bloom like a sensual flower caught breathless
and naked in the first, rainy sunbeams
of Spring again!
I spy, a feather beauty bright
With speckled blush on breast
Basking within the thicket light
Dancing round about her tiny branch
Your fluttering sight beholding
Within the snowy briar
Bathing among the warmth
Of the morning's golden glory
Its brilliance your own crown of halo
Like a sunburst that swallows
Up the end of February's sigh
As other feathers flusters zoom right by
The ginger little fellows all dappled, scramble
A merry-go-round within a flight
Threading joyous song throughout your bramble
As further flocks of scurry, hurry fly
On parade teasing wings of faerie sprites
A musical path of crisscross kites
But, you little one are the daring, bursting forth
With higher operatic songs, to startle and scold those spry
Feather beauty bravely
Upon your perch chest thrust out boldly
Nonsense rhymes and a new found might
Chase away the imps of finch and thrush
And keep yourself the sunbeams for its light
And bask yourself once more this time
Among the drops of melting dripping snow
And gather up all tis full
Feasting here, where the wild wild berries grow
But, in the end you are their kin
And soon, my fairy feathered friend you too must go
Out, onto twittering leafy stemmy stem and off...
Into the yonder of the coming spring to rove
Let us whisper you and I
In a dark little corner and no candle light.
W'll wait until dawn and watch the sunrise.
Then catch a gentle breeze or watch a fading star.
We pick some flowers and catch a butterfly
We cross a small stream, sparkling water
catches the corner of your eyes.
We make a sailing boat from paper then
write a little song.
Soon will be breakfast, then at dinner w'll say a prayer,
And at night time w'll light a fire, and then we retire.
"There is something coming over me"
Love in everything_its amazing
Must be spring has pronounced decree
Great romance aflame blazing
All the birds, crickets in song praising
Memories surfing corners of my mind
The spring of my life when we were young
The young love that we have left behind
Young love amazing, all reason to wind flung
Oh! For that spring again, our song unsung
Contest: English Quintain A Spring Day
Sponsor: Francine Roberts
February 02, 2012
With every coming of spring,
it is such a wonderful thing.
I hear a chorus of bird song in the morning.
Oh how sweet they sing!
The rising sun is what I see.
Our feathered friends are sounding off in harmony.
They seem to be calling to me
as they perch themselves up in each tree.
inspired by another member's poem
You whispered in my ear,
a breathy secret, hushed.
"I love you", you murmured.
I said nothing,
lost, in your arms,
I found a home. At last.
"I love you", you said,
I said nothing,
lost in my thoughts,
I found peace. At last.
"I love you", you said,
words failed me then.
They still do.
Oh! pretty nature
This is eye-catcher
On the wet, wet grass
There were few dew drops
Shelly and I
Reeling, in pleasure
Selling, our leisure
Rolling, in great measure
This is big pleasure
O, I love this season
It's spring,
This is the reason...
A delightful description of spring spilling forth it's grace upon the earth, singing a colorful
song of peace.
An open window of spring grace,
a beam of sunlight touches my face.
The morning dew evaporates in the wind,
spilling forth the scent of jasmine.
Sing with me a song of spring grace,
a spider's web woven like lace.
A sparrow perched upon my swing,
sing with me a song of spring.
A red fern growing wild in a meadow,
goldenrods beam a golden glow.
Crickets chirping at my feet,
Sing with me a song of spring.


text:
Dolce Hotels and Resorts Reviews
- Any Location
- Any Job Title
1 Employee ReviewsSort: Popular Rating Date
2 people found this helpful
I worked at Dolce Hotels and Resorts full-time (more than a year)Pros
-Everyone is really nice.
-GM takes the time to actually know everyone's name
-Constantly have training classes to improve management and service in the hotel.
-They have a good product. They have great meeting space and good food.
-Free lunch
-Recognize employees for their hard work often with monthly and quarterly awards.Cons
-Unionized hotel, managers beware. You will run into issues with lazy workers and difficulties getting them to work harder or firing them.
-Workers in the restaurant and housekeeping tend to fight within the department.Advice to ManagementAdvice
No advice to management, but I do advise union employees to consider getting rid of the union so the hard workers are rewarded and the lazy ones either get their act together or get fired.


text:
Empty Basket
You currently have no items in your basket. You can search for the products you want using the box at the top of the screen, or click below to return to the homepage.Back to the Homepage
Promotional Code
If you have a promotional code from an email or magazine, enter it below and all our prices will update to reflect the discounts you're entitled to.
The Big Picture Family Devotional (Paperback) £7.91 (You Save 12%)
Before Amen (Paperback) The power of a simple prayer £7.03 (You Save 12%)
NLT One Year Bible Illustrated (Paperback) The entire NLT arranged in 365 daily readings £10.77 (You Save 23%)
Why not sign up to our weekly email for all the latest news and offers?


text:
Health expo to take place in Camarillo
A free health screening event for seniors and their families will take place Wednesday in Camarillo.
The Health and Heart Expo will include screenings for blood pressure, body mass index, sleep apnea, blood oxygen levels, hearing, balance and vision. Organizations that provide health services to seniors will also be at the event.
The expo is being offered by the AlmaVia of Camarillo assisted living community and Assisted Home Hospice. The event will be from 1 to 4 p.m. at AlmaVia, 2500 N. Ponderosa Drive.
For more information, call 388-5277.
Subscribe to the Ventura County Star
Ready to subscribe to the Ventura County Star? Choose between a Premium or Digital subscription below.
Need Help? Call us at 1-877-710-6182.
Monday-Friday: 6am-3pm / Saturday: 6:30am-10:30am / Sunday: 7am-11am


text:
Enemy ships doing way too much damage
As of today, it is impossble not to die in a system encounter. I had one Raptor, ONE kill me first pass, it did more then a Battleship or Warship did yesterday. Now the three BOPs, oh forget it, could not even half the shields on one side with my Alpha strike before I was dead.
Yesterday My escort could at least take the first hit and if I kept truing till I built my forward sheilds up (Outrunnig is not possible in this game under attack) and attacked again I could take out a ship, now I am dead first strike, each and everytime, no matter what I do.
From what I can tell they are doing as much as twice the damage as yesterday, and when they blow they are doing far more damage at longer ranges.
Interesting, I did a mission earlier and I also noticed a definate increase in damage done, heck one ship took my hull down to 74% with my shields still up!! Not to mention, I noticed weird behaviour with the crew bar (Death Penalty) even though I had not died in perhaps 7+ hours of play?
I have not noticed any increase in damage from enemy ships today.
Maybe you're advancing quickly through missions and they are above your skill level?
however my bigger concern is the fact that it now seems enemies increasingly damage your hull THROUGH your shields now... i have 7000 points in my shields FOR A REASON! i want to be able to soak as much damage as possible before my hull starts to take damage.... but it seems my hull takes damage even WHEN MY SHIELDS ARE FULL.... this is pure lunacy...
I also have been on missions where we ahve to 'patrol', such as Patrol the Orion Sector. With that you have tons of ships to take down. I had to do many of the encounters solo, and I sat for almost an hour trying to take down one ship that I kept firing at while trying to keep shields up. Autofire would have been nice as well. The enemy ships hulls seem at times to repair slightly faster.
The ship I had trouble with was usually always the bigger one. I think it was a huge Klingon ship I was having trouble with in 'Patrol the Orion Sector', in it it was a mission where we have to eleminate the klingon ships that are close to several space satellites that are huge and in the middle of the asteroid belt surrounding some planet. Can't recall the name of the system.
Running Mark2 green gear in almost every slot on a cruiser, I had 3 BoP take me out before I could take one of them out. Normally, I'd have one down on first pass using all of my debuffs and cooldown abilities. Something is broken... Lt Cmdr 1 (level 11)
USS Constellation NCC-91017-A
I noticed something similar on the ground.
The other night, my XO did the mission on the USS Kirk with his mate, and they did fine.
Last night, he went on the mission with me. Our first group of guys in the mission bent us over without lube. They took out our shield generators and turrets in 1 hit(used to take them a few rounds).
They would run directly into melee range, and start slicing me with their bat'leth's for 1/3 of my health per swing, through my shields(working as intended), while my most powerful attacks with my MK IV uncommon rifle were only taking a sliver of their HP off(after shields are dropped).
I kind of find it hard to believe that a giant handhelded cannon capable of disintegrating a peson or chunk of wall does less damage than a dull unwieldy sword.
Just wanted to throw something in about shields really, it actually says on the shield info that there is a certain amount of bleed damage, which means you shields will soak up so much, but still let (from what i read on one in info) about 8% of that damamge through to your hull.
As for enemies doing more damage, i have not noticed that myself, except for when i have forgotten i have my power settings set to either speed or weapons, when i have power set to shields, i can happily take on battleships on my own and that was last night. 3 BoP's are not even a challenge with power set to sheilds, and they should be, i want to feel like im about to lose a fight, not run in and go, blam your dead, blam your dead, blam your dead hand over the lootz.
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text:
All Jackets - MensSave on Men's All Jackets at Proboardshop.com! Great selection of street gear at unbelievably low prices. Proboardshop has been selling All Jackets and outdoor gear for over 30 years and we're proud of it.
Please refine here
- Category: "Vests"
- Brand: Stormtech
Stormtech Chinook Full Zip Fleece Vest
Size: X-LargeReg: $28.00
50% OffOn Sale: $13.95
Stormtech Cirrus H2Xtreme Bonded Vest
Reg: $76.00
Size: Small, Medium, Large, X-Large, XX-Large
50% OffOn Sale: $37.95
Stormtech Fleet Microripstop Vest
Reg: $44.00
Size: Small, Medium, Large, X-Large, XX-Large
50% OffOn Sale: $21.95