text:
1997 Toyota Corolla Q&A
1997 Toyota Corolla Question: Won't change gears when cold
When the weather is cold out, I have to let my car warm up for 3-5 min before I feel it is ok to drive it. If I don't let it warm up, then it won't change gears. It's an automatic so I don't know what gear it's not changing to, but when I get up to around 35-40 mph I can tell that it hasn't changed! It doesn't do this during the Summer time, only in the Winter. What can I do besides letting it warm up for several minutes? - LoveMyCorolla
4 Answers
Answer 1
You may have a shift solenoid or a throttle position sensor going out on you! Have the codes checked and go from there. - munkyrench
Answer 2
I've noticed the same thing. Takes about a mile or so for it to shift into that last gear. RPM's are high and it feels wrong to push it. I've been told that it's normal to protectthe high ratio transmission's final gear until it's properly heated. Good luck! - John03camry
Answer 4
Research repair manual or call parts dealer to see if you have a transmission fluid temperature sensor. If so, and it's only two or three minutes before it changes normally,i suspect normal operation. My 95 Camry does this in winter time, as well as my 94 saturn. They both prevent the overdrive (lock up torque coverter) from engaging until a specified temperature of the fluid is achieved and sent to the computer. If your not getting a lower gear (2nd) then i suspect a sticky solenoid valve or ??. You could confirm what gear you achieved by manually selecting a lower gear and see if you hear any difference in engine rpm. Just be sure not to go too fast for the gear your selecting. - Visitor
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When first start driving then seems to be OK.
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text: Okay - I've got Simulink up and running and I'm using the Pulse Generator with a pretty simple transfer function and the scope. I would like however to use a pulse that goes from -1 to +1 instead of from 0 to +1. Is there any way to alter the Pulse Generator block so that the amplitude is between -1 and +1?

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Fiction » Poetry » Themes & motifsSub-categories: General | Love | Death | Nature | Places
Depression, Suicide, & Self-Injury Quotes by Aaralyn Griffin
Price: Free! Words: 8,600. Language: English. Published: April 4, 2012. Categories: Fiction » Poetry » Themes & motifs
Just a bunch of quotes I liked on these topics. Most of them have credit given to their rightful creators, but several i couldnt find the creditors. If you find any that need to be fixed, please contact me right away, and I will fix it.
Mugam ( In English Font) by Suresh Murugan
Price: Free! Words: 7,320. Language: English. Published: October 26, 2013. Categories: Fiction » Poetry » Themes & motifs
Tamil poem book in English font.. mugam is the tamil poem book but it was in English font with poem of social issues.. mugam means face.. real face of society..
Puisi Cinta by N.G. Dian
Price: Free! Words: 7,810. Language: Indonesian (Bahasa Indonesia). Published: August 2, 2012. Categories: Fiction » Poetry » Themes & motifs
Karena Kamu Jauh, Puisi Ini Ada
Life Goes On by Louise Findlay
Series: Life and Death, Poem 1. Price: Free! Words: 230. Language: British English. Published: September 14, 2013. Categories: Fiction » Poetry » Themes & motifs, Fiction » Poetry » Spiritual(4.00 from 1 review)
An inspirational poem which is apart of a series of poems titled Life and Death. This poem covers loss and grief, life and death and beginnings and ends.
Rollicking Rhyme: 50 Fabulous Poems to Inspire Little Minds by Amanda Kennedy
Price: Free! Words: 13,280. Language: English. Published: March 22, 2013. Categories: Fiction » Poetry » Themes & motifs
An anthology of poetry to share with children.
The Golden Hall by Gary Mark Lee
Price: Free! Words: 2,360. Language: English. Published: June 19, 2013. Categories: Fiction » Poetry » Themes & motifs(5.00 from 14 reviews)
A small collection of short poems that I hope you will enjoy. 1. The Halls of Valhalla 2. Raven's Wing 3. Mermaids Realm 4. Heaven's Gate 5. Lover's Dream 6. Demon's Jest 7. Atlantis 8. Bitter Sweet 9. A Warriors Dream 10. Time and Space 11. Endless
Love Covers - Grieve if You Must But Find Your Strength in Love by Liz Rich
Price: Free! Words: 1,380. Language: English. Published: February 10, 2013. Categories: Fiction » Poetry » Themes & motifs, Fiction » Inspirational(5.00 from 8 reviews)
A collection of poems in memory of my mother. Loss of a loved one is THE major life changing event. In my own grief process, I found myself searching desperately for writings that would help me to begin to heal. These poems represent a time early in my personal journey of healing. If you are here because you are hurting, I hope my words will bring you some measure of comfort.
I Would by Robert Zimmermann
Price: Free! Words: 520. Language: English. Published: February 14, 2013. Categories: Fiction » Poetry » Contemporary Poetry, Fiction » Poetry » Themes & motifs(5.00 from 11 reviews)
I Would, is a short poem that touches on the difficulties of being in a long distance relationship. Yet, with the difficulties there are always hopes of a reunion on the horizon.
Love, Pain, Blood and Tears by Nemonica Bars
Price: Free! Words: 890. Language: English. Published: April 10, 2012. Categories: Fiction » Poetry » Themes & motifs(2.00 from 1 review)
A short collection of love poems by Nemonica Bars.
IS GOD EEN MOLOCH? Antologia della poesia nederlandese e afrikaans by Emilio Biagini
Price: Free! Words: 33,210. Language: Italian. Published: March 27, 2013. Categories: Fiction » Poetry » Themes & motifs
L'autore, avente competenze accademiche in tutt'altri campi, si è concentrato sui contenuti dei componimenti poetici scelti. Ha ritenuto importante porre in rilievo ciò che è universale nella poesia, ciò che tocca tutti gli esseri umani, di qualunque epoca e cultura, indipendentemente dalla forma e dalle ripartizioni per scuole.
A Dream in the Night - 2nd Edition by Michael Phoenix
Price: $0.99 USD. Words: 9,250. Language: English. Published: March 13, 2012. Categories: Fiction » Poetry » Contemporary Poetry, Fiction » Poetry » Themes & motifs(5.00 from 6 reviews)
"Life is not about what we do. It's about who we are and never losing sight of our dreams. Having the courage to go after them, no matter the odds. Believing in them and ourselves, when no one else does."
Girl on the Sidelines by Jade Herrera
Price: Free! Words: 3,260. Language: English. Published: August 17, 2012. Categories: Fiction » Poetry » Themes & motifs
Everyone has a story, and this is mine. Told in verses and lines of poetry join me as I share my past and present experiences.
Asgard tales from the Golden Hall. by Gary Mark Lee
Price: Free! Words: 5,170. Language: English. Published: December 11, 2013. Categories: Fiction » Poetry » Themes & motifs(5.00 from 9 reviews)
A short collection of poems about adventure and fantasy. 1.Asgard 2.Beast. 3.Honey Mead. 4.Lorli. 5. Nefelhiem. 6.The Celtic Queen. 7. Kraken. 8.The Midguard Serpent. 9. The Striking of the Gong. 10. Travels End. 11. Valkyie. 12. Wolfen.
Take Time Once More by Wendy Hershey
Price: Free! Words: 280. Language: English. Published: February 6, 2013. Categories: Fiction » Poetry » Themes & motifs, Fiction » Christian » General(5.00 from 2 reviews)
A woman pleads silently to her lost love, asking him to take time once more to remember the precious relationship they once had. She discovers in the end that there is only One who always hears and remembers her pleas.
The Jester and Other Stories by Adrian Sturgess
Price: Free! Words: 4,310. Language: English. Published: April 11, 2012. Categories: Fiction » Fantasy » Short stories, Fiction » Poetry » Themes & motifs(4.50 from 2 reviews)
This is a collection of 6 short stories. The focus is very much towards heightened imagery and surreal or dramatic content. They are highly condensed but, I think you will find, memorable.
Autumn Leaves by Peter Allchin
Price: Free! Words: 1,530. Language: English. Published: October 3, 2012. Categories: Fiction » Poetry » Themes & motifs, Fiction » Poetry » U.K. Poetry(4.00 from 2 reviews)
When writing poetry, I prefer rhyme - it's just the way I am. I always write what I feel inside. I suppose some would phrase it as 'coming from the heart', and I guess there is truth in that. Autumn and early winter are my favourite times of the year and there is an autumnal theme through these ten poems.
Broken: (The Relationship Poems) by Yari Garcia
Price: Free! Words: 730. Language: English. Published: July 2, 2011. Categories: Fiction » Anthologies » Poetry - single author, Fiction » Poetry » Themes & motifs
This eBook contains the poems that bled out of me after some bad relationships in my early 20's. If you like angst-ridden, raw, after-break-up poetry, this book will be perfect for you. It's great for those who have just been through a painful breakup, and just need a way to vent their emotions and brood before moving on. Enjoy! Yari
Affections: Collection of Poetry (Vol.1) by Warren L.G De Mills
Price: $2.99 USD. Words: 5,120. Language: English. Published: April 29, 2012. Categories: Fiction » Poetry » Themes & motifs, Fiction » Young adult or teen » Poetry(5.00 from 1 review)
Lost in a cacophony of infatuation, love and yearning, one poet seeks to capture with pen and ink the deepest desires of the lonely heart. Like a child drunken by first love's kiss, he recites every detail and every notion learned, every feeling, every craving and every wishful whim of bliss in harmonious adolescent love. If you like romantic poetry without erotica then this is definitely for you
Retroflexed Triflections: A Summer Of Poetry Blog Challenges In Three Parts by Steve Lavigne
Price: Free! Words: 6,370. Language: English. Published: October 29, 2012. Categories: Fiction » Poetry » Contemporary Poetry, Fiction » Poetry » Themes & motifs
Love of language, poetry prompts and openness to self-discovery guide Steve Lavigne's latest collection of poems. Delightful twists and turns of voice, meanings and poetic devices power their way throughout this work. Unique and entertaining, this book is sure to inspire your own season of creativity as you compare the end results to the initial prompt. Will you step up to the challenge?
Poésie et cetera, 16 textes pour se rappeler la magie des mots by Jacqueline Emile
Price: Free! Words: 3,360. Language: French. Published: September 9, 2013. Categories: Fiction » Poetry » Themes & motifs, Fiction » Poetry » French Poetry(5.00 from 1 review)
J'ai écrit ce recueil de textes en toute simplicité pour tenter de décrire les émotions complexes que provoque l'amour. Je me fais le porte-parole de plusieurs de mes connaissances, qui, à un certain moment, ont vécu des situations qui m'ont portée à prendre mon stylo pour traduire leurs pensées.


text:
VIEWS: 19 PAGES: 23 CATEGORY: Travel POSTED ON: 7/29/2010 Public Domain
r 20 07 gy Novembe with Technolo ns Teaching Interactio nents and al Compo How-to guide Classroom Res ponse Sy stems: Te chnic for Instructio n & Questio ning instructors and concepts r presents d with slides Instructo intersperse students . materials, ack from feedb or false asking for lly in true are typica Questions for mat. using le choice or multip clickers Response & Display es using ir respons key in the ese Students mitters. Th ote trans receiver small rem nals to a rs send sig instructo r's transmitte ted to the nnec that is co PC. lectern laptop or chine tructors ma on the ins s Software and graph tabulates simple instantly and these Your Support Team ponses, student res yed on the dents to n be displa slide. n ask stu graphs ca tion tructors the in groups, and presenta Many ins following responses best dis cuss the ment about the To ensure you get expert help to reach response. an agree This discu ssion can be cycle of h a second d display. targeting your specific needs, wit followed e, an g, respons questionin your use of clickers is supported jointly by three organizations: & Analysis Eberly Center for Data Man agement Teaching Excellence Integrating clickers into Most cla ponse sys ssroom res port and save ex tems tructors to sis and your teaching allow ins response da ta for fut . Some sys ure analy tems als o evaluation ment e manage 412-268-2896 integrate with cours s, like Bla ckboard, to simpli fy system cess. ssment pro the asse Office of Technology 3 for Education Orientation, training, and Systems Response how-to support Classroom 412-268-9090 Contents MediaTech Computing Services Set Up and Basic Use Classroom technology, Equipment ............................................................................................. Page 2 infrastructure, and support Setting Up Software and Course Folders ............................................... Page 3 412-268-8855 Basic Use of i>clicker for Polling ............................................................ Page 4 Designating and Using an Instructor Remote ........................................ Page 6 Assigning Participation or Performance Credit Linking Students to Their Remotes ........................................................ Page 7 Setting Scoring Preferences and Questions in Advance ........................ Page 11 Grades and Reporting Working with Scores and Response Data ............................................. Page 15 Creating Reports and Exporting Grades ............................................... Page 17 Appendix More About Settings and Preferences .................................................. Page 19 Office of Technology for Education email@example.com www.cmu.edu/teaching/clickers in-class & after-hours Equipment C B A D E i>clicker Instructor Kit A. Instructor Remote B. Student Remote C. Receiver D. USB Cable Connector E. Flash Drive with Software Test it out. i>clicker kits are available on loan to instructors for testing out the system be- fore using it in the classroom. These kits contain all the hardware and software you need to get started. Pick up an instructor i>clicker kit at MediaTech, Computing Services in Cyert Hall A74 or send mail to email@example.com to have a kit delivered to your campus office and/or to request a quick tutorial with a teaching with technology consultant. Make sure it's installed in your classroom. If you plan to use clickers over the course of a semester, find out if i>clicker is installed in your classroom. A clickers classroom list is available online at: www.cmu.edu/teaching/clickers/classroomlist/ Order student remotes. Order student remotes through the Carnegie Mellon bookstore before the start of the semester. To order student remotes, contact the bookstore at: bookstore.web.cmu.edu or 412-268-5591. Page 2 firstname.lastname@example.com www.cmu.edu/teaching/clickers in-class & after-hours Setting Up Software and This section will help you obtain the most recent version of the needed soft- Course Folders ware. Once you have completed the steps below, you will be ready to either begin questioning and gathering responses (for one-time or anonymous use), or create a roster and register student remotes (for longer-term usage, or when you would like to track responses and assign scores or participation credit). 1. Connect the flash drive to the computer. The flash drive contains the software needed to present questions, gather responses, and display the results. Connect the flash drive to one of your computer's USB ports, then open the flash drive's folder on your computer. If you are on a Mac, you can typically find the flash drive on your desktop. On a PC, you can find the flash drive under "My Computer," and it typically appears as the E, F, or H drive. 2. Run the update tool to get the most current version of the soft- ware. On the flash drive, double-click the WebUpdate tool icon in the folder appropriate for your computer's platform ("MyCourseMac" or "MyCoursePC"). Your computer must have access to the internet to get the software update. 3. Create a duplicate of the "MyCourse (Mac or PC)" folder for each of the courses for which you are using i>clicker. Each course / session folder will contain the updated i>clicker and i>grader applications and data about polling questions and responses from each use. 3.1 If you will be presenting in class from your own laptop, create the duplicate folders on your laptop. 3.2 If you will be presenting from the resident classroom lectern computer, create the duplicate course folders directly on the flash drive. This will enable you to take your question and re- sponse data with you when you leave the classroom, since all associated data will be stored directly on the flash drive. 3.3 Make sure your course clicker data is backed up and secure. If you prefer to keep i>clicker and the associated data portable by storing it on the flash drive, be sure to back up the data to your computer frequently, in case of loss or damage to the drive. 3.4 Rename each new folder with the course and/or section name (for example, "Physics123," "Physics311," etc.). TIMESAVING TIP: When using i>clicker for multiple courses, save some time by first setting your i>clicker preferences before duplicating the "MyCourse" folder for each course. Page 3 firstname.lastname@example.com www.cmu.edu/teaching/clickers in-class & after-hours Basic Use F09-1234 5 Modern Bio This section details the most basic way to begin posing questions, gathering responses, and displaying results. 1. Connect the receiver to the computer (when using an instructor kit or your own laptop to present). Connect the small, square end of the USB cable to the back of the receiver into the port labeled "To Comput- er." Connect the rectangular end of the cable to one of your computer's USB ports. Place the receiver's antenna in the upright position. 2. Launch the i>clicker application from within your course folder. The i>clicker Welcome Screen appears with four options: Start Session, Your Settings and Preferences, Loan Clickers, and Resume Last Ses- sion. Your screen resolution needs to be at least 1024 x 768 in order to view the full application. 3. Click on "Start Session." The Welcome Screen disappears, and the floating menu bar appears in the top-left corner of your screen, indicat- ing that i>clicker is active. You can reposition the menu bar anywhere on your desktop. 4. Pose your first question and start polling. Advise your students to turn on their clickers, then present the question and possible answers. When you're ready to gather responses, click "Start" on the menu bar. The "Start" button changes to "Stop", and the menu bar expands to include a timer and a vote counter display. 5. To stop polling, click "Stop" on the menu bar. Once you have clicked "Stop," i>clicker will no longer accept votes. Note: If students vote when polling is inactive, the Vote Status light on their remotes will flash red three times to indicate that their votes were not received. Page 4 email@example.com www.cmu.edu/teaching/clickers in-class & after-hours 6. Click "Display" to see a graph of your students' responses. The graph displays the number and percentage of votes for each option, and the "Display" button changes to "Hide." To resize the graph, drag the lower-right corner of the graph window. 6.1 To view two response graphs simultaneously (the current graph and a previous graph), click "Com- pare Graphs" in the title bar of the graph display. Use the forward and back arrows to select the graphs you want to see in each window. 6.2 To designate one answer in the graph as correct, mouse over the graph and select the correct letter from the choices that appear. The bar for the an- swer you choose as correct will turn green, and the remaining bars will turn red. To clear your selection, mouse over the graph again and choose the "?" at the far left. 7. Repeat steps 3–6 above for each question you ask in class. 8. To exit i>clicker, click on the small white box in the upper right corner of the floating menu. You will be asked to confirm that you would like to quit i>clicker. Click "Yes" to quit. 9. The next time you launch i>clicker, you can choose between "Start Session" and "Resume Last Session." If you choose "Start Session," response data for this session will be recorded separately from the previous session. Choose "Resume Last Session" if you want the data for two sessions to be stored together, or if you inadvertently closed the program. Page 5 firstname.lastname@example.com www.cmu.edu/teaching/clickers in-class & after-hours Designating and Using an Instructor Setting up an instructor remote will allow you to move around the room and present questions while away from the lectern. The instructor kit contains a Remote blue remote designated as the instructor remote. However, other than its out- ward appearance (including the stickers to help you remember its functions), this remote is no different from the remotes your student use. Any remote can be designated as the instructor remote for a course by following these steps. TIP: When using i>clicker for multiple courses, you can save significant time by first setting your i>clicker preferences (like instructor remote and scoring preferences) before duplicating the "MyCourse" folder for each course. 1. Launch the i>clicker application located in your course folder. The Welcome Screen appears with four options: Start Session, Your Settings and Preferences, Loan Clickers, and Resume Last Session. 2. Click on "Your Settings and Preferences." The Welcome Screen disappears, and a new preferences window appears with four tabs: General, Registration/Export, Question and Polling, and Scoring. Instruc- tor remote information is entered under the "General" tab. 3. Enter the remote ID in the "Designated Instructor's Remote" field. The remote ID is an eight-digit string found beneath the small barcode sticker on the back of the remote. 4. Save your settings by choosing "Set for Session" or "Set for Term." "Set for Session" will set the instructor remote for this session only. "Set for Term" will set the instructor remote for all sessions that are run from this course folder. Battery Information • Your remote uses 3 AAA batteries. • The expected battery life on remotes is approximately 200 hours and the "Low Battery" light will flash red when you have 10 hours or less remaining. • When changing batteries, be aware that the third battery often sticks in the compartment and requires a tap to release it. • Duracell-brand batteries are not recommended for use in i>clicker remotes because they are shorter than other AAA batteries, and the connection is not as reliable as a result. Page 6 email@example.com www.cmu.edu/teaching/clickers in-class & after-hours Linking students to their responses If you plan to assign credit to your students for attendance, class participation, or performance, you will need to build a student roster, and associate each student name with a unique remote ID number printed on the back of each student's i>clicker remote. Students will need to register their remotes to have student response data tied to student names, otherwise responses will be stored in the course folder and associated with the student remote ID numbers. Only after a student registers his/her remote will all previously recorded responses be tied to that student. A. Building a Roster There are two ways to build your roster, using a CSV text file or with a Black- board export file. Option 1: Using the i>clicker "Roster.txt file Use any plain text editor, like Notepad on a PC or TextEdit on a Mac, to edit the "Roster.txt" file. 1. Open the "Roster.txt" file found within your i>clicker course folder. Be sure to open this file in a plain text editor, not a word processing application like Microsoft Word. 2. Add your own roster of students using the format "Lastname, Firstname, AndrewID." Enter one student per line, and separate each element by commas. 3. Save and close the file. Be sure you save the file to its original location in the appropriate i>clicker course folder. Option 2: Using the Blackboard Grade Center If you are using Blackboard to manage your course, you can export the student information present in the Blackboard Grade Center. 1. Log into your Blackboard course. Go to the course Grade Center, which is accessed from the Control Panel. The link to the Control Panel is in the left navigation, under "Tools" and the link to the Grade Center is under "Assessment." 2. Download the grades as a comma-delimited file. (Note that it is not necessary to have entered any grades to complete this process.) Select "Download Grades" from the "Manage" drop-down menu. Under "Data," select "User Information Only," and under "Options," choose "Comma" as the Delimiter Type. Click the "Submit" button, and on the following screen, click "Download." Locate the downloaded file on your computer, and rename it "gb_export.csv". The file name for the original file created by Page 7 firstname.lastname@example.com www.cmu.edu/teaching/clickers in-class & after-hours Blackboard will begin with the "gc_XXX-XXXXX_studinfo_", where XXX- XXXXX is your Blackboard course number (i.e., "S09-76101"), followed by the date and time, and include a .csv file type extension. Rename this file "gb_export.csv". 3. Move the renamed file "gb_export.csv" to your course i>clicker folder. Do not open this file. If you do inadvertently open this file, it is likely that you will need to repeat the Blackboard export process. 4. Launch the i>clicker application located within the course folder and click on "Your Settings and Preferences" from the Welcome Screen. 5. Select the Registration/Export" tab, and set the "Course Manage- ment System in use" to "Blackboard {Ver 8.0}." 6. Save your settings by choosing "Set for Session" or "Set for Term". "Set for Term" is recommended to prevent roster errors later in the semester. 7. To update your roster as enrollment changes occur, repeat steps 1–4 above. Overwriting the previous "gb_export.csv" roster file will up- date the information in both i>clicker and i>grader. B. Registering Student Remotes Option 1: Using Web Synchronization (Recommended for Large Classes) NOTE: Before you can use the Web Synchronization feature in i>grader, you must run at least one i>clicker session with your students. If a student has not yet voted with his/her i>clicker remote, the online registration will not synchro- nize with your i>grader application. Your students also need to have registered their i>clicker remotes online. 1. Direct your students to complete the web registration form at http://www.iclicker.com/registration. This form requests the stu- dent's first and last names, clicker remote ID, and their student ID. (Please direct your students to enter their Andrew IDs as their "student IDs" on this form.) Tip: Students can use the same i>clicker remote for multiple classes, and will only need to register their remotes once. If a student makes a mistake he/she can simply register a second time. 2. Launch the i>grader application located within your course folder. You will see your session(s), labeled by date, and you will see names and remote IDs in red on the left. 3. If you are using Blackboard, make sure the "Output formatted for..." is set to "Blackboard {Ver 8}." (See also "Building a Roster", "Option 2: Using the Blackboard Grade Center" to see how to get your student roster file from your Blackboard course.) 4. Click "Synchronize Student Web Registrations" on the bottom right of the i>grader panel. A pop-up window will appear, and you will be prompted to click "Continue" to pull down clicker registrations from the server. Click "Continue". Your list of registered students will be updated using the information from the Web server and will match student names with remote IDs. Page 8 firstname.lastname@example.com www.cmu.edu/teaching/clickers in-class & after-hours 5. A notification will alert you to any discrepancies between your roster and web registrations (e.g. students enter an incorrect student ID, a student votes and is not yet in your roster). To resolve a discrepancy: 5.1 Ignore the Registration: Does not associate any registration information for that particular student. 5.2 Accept the Registration: Allows the student ID to be included in i>grader, and associates the student with the correct i>clicker remote ID. 5.3 Cancel the Registration: Exits the registration process and leaves i>grader as it was originally. 6. If you continue to see any red/unassociated i>clicker ID numbers in the left column, they likely belong to students who have not yet reg- istered online. Check with your students and synchronize again. If there are problems synchronizing one or two students who have registered online, you can register these students manually or use an "In-Class Roll Call" (described below). You can repeat these steps as often as neces- sary. Tip: We suggest setting a deadline for Web registration (perhaps after the university deadline for adding/dropping courses). This will allow you to confirm all students are registered and assist you with classroom and i>clicker management. Option 2: Using In-Class Roll Call (Recommended for Small Classes) 1. Launch the i>clicker application located within your course folder. Select Start Session. 2. Select "Loan/Register" on the i>clicker floating menu under the "Arrow" button. 3. Click "Roll Call". 4. The Andrew IDs from your roster will populate the roll call list, and students can then follow the on-screen instructions to register their remotes. For the students, this consists of seeing what letters appear af- ter their Andrew IDs on the screen and clicking them with their remotes, then confirming. Once students have registered their clickers, select "Close". The student remote IDs will now correspond with each student name and Andrew ID. Option 3: Using Individual Remote Registration 1. Launch the i>clicker application located within your course folder. Select Start Session. 2. Select "Loan/Register" on the i>clicker floating menu under the "Arrow" button. 3. Enter the information for the Remote ID. Select the student name from the drop down and select "Register for the term (permanent)". NOTE: If a student has forgotten his/her remote and is borrowing one. You can register his/her remote for "one session (loan)" 4. Click "Set and Close" to confirm that student's remote. Page 9 firstname.lastname@example.com www.cmu.edu/teaching/clickers in-class & after-hours C. Editing Student Remote Registration If a student replaces his or her remote (due to loss or damage) after initial registration, you will need to modify which remote ID is associated with that student in i>grader. 1. Launch i>grader from your course folder. 2. Locate and click on the student ID or name that you wish to modify. You will see a pop-up panel for that student, which lists clickers currently registered to that student. 3. To associate a new remote ID with the student, click Add. You will see an additional pop up prompt to add a new remote ID. Enter the new remote ID and click "OK." The ID will then appear in the list of Registered Clickers tied to that student. Highlight the new clicker ID and click Add. 4. To remove the association of a particular clicker to a student, highlight the clicker remote ID, and click "Remove". Please note that if a student lost or damaged a previous remote, you should not remove that remote from the student's list. Removing the remote from the student's list will cause the remote ID to appear in i>grader as an unregistered remote, and that data will no longer be identified with its original owner. If you accidentally remove a remote from a student's list- ing, you can always add the remote (and its associated data) back to the student's listing, following the directions in step 3 above. 5. Click Save, then click OK on the confirmation message. Page 10 email@example.com www.cmu.edu/teaching/clickers in-class & after-hours Setting Scoring Preferences A. Setting Scoring Preferences and Questions Before your class session, you can to assign point values for participating in in Advance class and for answering questions correctly. 1. Launch the i>clicker application located within your course folder. The i>clicker Welcome Screen appears with four options: Start Session, Your Settings and Preferences, Loan Clickers, and Resume Last Ses- sion. 2. Click on "Your Settings and Preferences." The Welcome Screen disappears, and a preferences window appears with four tabs: General, Registration/Export, Question and Polling, and Scoring. 3. Select the "Scoring" tab at the top of the preferences window. 4. Set your desired point values for attendance and participation. Participation points are awarded by session, and are given whether the student responds to questions correctly or incorrectly. These settings allow you to give points to students who attend class and answer a minimum number of ques- tions, which can be adjusted along a continuum from "at least one ques- tion answered" to "all questions answered. Participation points are "all or nothing," meaning it is not possible for students to earn a fraction of the participation points in a given session. 4.1 Number of Participation/Attendance Points per session: This field allows you to enter the number of points students will earn in any given session by meeting the participation require- ment, as defined in the following step. 4.2 Participation Requirement: To earn the point value estab- lished above, students must respond to a certain percentage of questions in a session. Depending upon the total number of questions, i>clicker will automatically calculate the minimum number of responses needed. Example: Assume you enter "10" points in "Number of Partici- pation/Attendance Points per session," and choose "Lenient (At least 50% of the questions answered)" as your Participation Requirement. If you ask 10 questions in a session, a student must respond to at least 5 of the 10 questions to earn the 10 participation points. 5. Set your desired point values for performance. Unlike participation points, performance points are awarded for individual question respons- es. Performance points allow students to earn a fraction of total possible points for a given session, and also allow you to award additional points for correct answers. 5.1 Number of performance points for each question: This field allows you to enter the default number of points students are awarded for each response submitted. Page 11 email@example.com www.cmu.edu/teaching/clickers in-class & after-hours 5.2 Additional points for each correct answer: This field allows you to reward students for choosing a correct answer, in addi- tion to any performance points you award for simply answering the question. For example, you might choose to award students one point for each answered question (even if the answer is not correct), plus an additional four points for giving the correct answer. 5.3 Cap Session Points: If you want to set a maximum for total possible performance points in each session, you can enter a desired point value in this field. For example, assume you award one point for each question answered, and an additional four points for each correct answer. If you hold a 10-question ses- sion, and your maximum is capped at 15 points, a student who answers all 10 questions correctly will earn 15 points (rather than 50). B. Pre-Assigning Question Information You can assign titles and correct answers for your questions before your lec- ture by creating a text file and saving it in your course folder. 1. Using a plain text editor, enter your question and answer data in a .CSV (comma separated values) format. Enter one "question,answer" set per line as shown here: Question 1,A Question 2,B Question 3,B 2. Save the file using the filename "questionlist.csv" to the course folder where you will be running i>clicker. If you are teaching multiple sections or courses, you will need to include a questionlist.csv file in each course folder. NOTE: i>clicker can only identify and use one questionlist.csv file at a time. If you want to create multiple files (i.e. one for each lecture in a single course), or if you want to save these files for later use, create the files and save them us- ing different file names that provide you with more information (e.g. question- list0716.csv, or Week 1 Lecture.csv). Do not save these files in your course i>clicker folder. When you are ready to use a file for the upcoming lecture, copy the file to your i>clicker course folder and rename it "questionlist.csv." When you are finished with the lecture you can delete or remove the file from your course folder. How to create a .CSV File Using Microsoft Excel 1. Open Microsoft Excel and create a new workbook. 2. Enter question title and answer information in rows. In column A, enter the title of your first question. In column B, enter the letter of the corresponding correct answer. In the second row, add the title and an- swer for your second question, and continue on until you have entered all question titles and answers for your session. Page 12 email@example.com www.cmu.edu/teaching/clickers in-class & after-hours 3. Save the workbook as "questionlist.csv" to the appropriate course folder. 3.1 In Excel's main menu, go to "File" and select "Save As." In the Save dialog box, enter the name of your workbook as "ques- tionlist" in the "Save As" field. 3.2 In the "Format" pull-down menu, select "CSV" or "Comma Separated Values" as the file type. 3.3 Make sure you are saving the file to the i>clicker folder for the desired course, and click "Save." 3.4 If a previous questionlist file exists, you will be asked if you wish to replace it. Select "Replace" to overwrite the previous version. How to create a .CSV File Using Microsoft Notepad (PC) 1. Open Microsoft Notepad and create a new text file. 2. Enter the question title and answer information on separate lines. Type the title of the first question, followed by a comma and then the letter of the corresponding correct answer. Do not add a space between the comma and the correct answer. Hit the return key to create a new line, then enter the title, comma, and correct answer for the second question. Continue on until you have entered all question titles and an- swers for your session. 3. Save the text file as "questionlist.csv" to the appropriate course folder. 3.1 In the main menu, go to "File" and select "Save As." Enter the name of the file "questionlist.csv" in the "Save As" field. 3.2 In the "File Type" pull-down menu, select "All Files." 3.3 Make sure you are saving the file to the i>clicker folder for the desired course, and click "Save." 3.4 If a previous "questionlist.csv" file exists, you will be asked if you wish to replace it. Select "Replace" to overwrite the previous file. How to create a .CSV file using TextEdit (Mac) 1. Open TextEdit and create a new text file. 2. Confirm that you are working in a "Plain Text" file, as opposed to "Rich Text." Plain text files are stripped of all formatting, and can be saved as CSV files. Rich text files include formatting, and cannot be saved as CSV. In the main menu, select "Format" and look at the op- tions presented. If the first menu option after "Font" and "Text" reads "Make Rich Text," that means you are already working in a Plain Text file and do not need to take any action before the following step. If the first menu option after "Font" and "Text" reads "Make Plain Text," you should select that option to convert your file to Plain Text. 3. Enter the question title and answer information on separate lines. Type the title of the first question, followed by a comma and then the letter of the corresponding correct answer. Do not add a space between Page 13 firstname.lastname@example.com www.cmu.edu/teaching/clickers in-class & after-hours the comma and the correct answer. Hit the return key to create a new line, then enter the title, comma, and correct answer for the second question. Continue on until you have entered all question titles and an- swers for your session. 4. Save the text file as "questionlist.csv" to the appropriate course folder. 4.1 In the main menu, go to "File" and select "Save As." In the Save dialog box, enter the name of the file as "questionlist.csv" in the "Save As" field. 4.2 Make sure you are saving the file to the i>clicker folder for the desired course, and click "Save." 4.3 A dialog box will pop up asking whether you would like to "Use .txt" as the file extension or "Use .csv." Confirm that you would like to "Use .csv" as the extension. 4.4 If a previous questionlist file exists, you will be asked if you wish to replace it. Select "Replace" to overwrite the previous version. 4.5 If you are not able to save the file in CSV format, cancel the Save and go to the Format menu. Select the option "Make Plain Text." 4.6 For both options, you must save the file within the i>clicker course folder so the software is able to recognize it and apply the values you defined in the file to i>grader. Page 14 firstname.lastname@example.com www.cmu.edu/teaching/clickers in-class & after-hours Working with Scores and A. Getting Started with i>grader Response Data 1. Download the latest i>grader software. (optional) Check for updates After Class to the software by using the WebUpdate application in your course i>clicker folder. Session 2. Quit the i>clicker application. Before opening i>grader, always make sure to quit the i>clicker application. 3. Launch the i>grader application. Open the course folder on your flash drive or computer, and launch the i>grader application. A list of students will display in the left-most column. Click on the arrow on the heading of the column of students to sort the student list by Student ID or by last name. In this column, you will see all students as listed in your Roster.txt file (or Blackboard roster file if you have exported the list from your Blackboard course). Registered vs. non-registered student remotes. Names of students who have registered their i>clicker remotes will appear in blue text. Names of students who have not registered their i>clicker remotes will appear in red text and will have no grades attached to their names—the grades are tied to the remote IDs at the end of the list. Once students register their remotes the grades will be attached to the student names. Each polling session creates it's own column and is labeled (by default) with the date of the session. If you start two sessions on the same day (in the same course), those two sessions will be shown separately on the main i>grader screen as two separate columns. If you choose to Resume Last Session from the Welcome Screen, the additional polling data will be included with the previous session data and will not generate a separate column. Page 15 firstname.lastname@example.com www.cmu.edu/teaching/clickers in-class & after-hours B. Setting Session Scores i>grader scoring tools allow you to designate correct answers and set scor- ing options for each individual session. TIMESAVING TIP: Save time by setting default scoring settings for all sessions in your course using the i>clicker Set- tings and Preferences. 1. Assign points for any given polling session by clicking on the ses- sion title (Mac) or the "Set Session" button (PC). 1.1 Edit the session name. By default sessions are labeled by the date of the session. You have the option to enter your own title. 1.2 Assign participation and attendance points per session. These points are awarded to students by session, not by ques- tion—the student either responds the minimum number of times required and receives all points (as set by the instructor) or does not and receives zero points. 2. In the i>clicker Settings and Preferences, you can set a participation requirement by percentage of questions answered. The minimum num- ber of responses will be automatically calculated for you. The minimum number of questions required will be adjusted each time you delete and restore questions from your session. Page 16 email@example.com www.cmu.edu/teaching/clickers in-class & after-hours 2.1. Assign performance points per question. These points are awarded to students by question for correct answers and are assigned to each question individually. If you have already set a point value for correct answers in i>clicker Settings and Preferences, you may simply designate the correct answer in the Performance Points area and that answer choice will automatically be awarded the correct number of points. You may also assign credit or partial credit for multiple answers by manually adding point values in any of the five boxes for the answer choices (A, B, C, D, E). 3. Edit/delete question data. Edit the question title, assign a "correct answer", assign points for correct answers, or delete questions. Note: Deleted questions will be marked as deleted on the thumbnail image, and the "Delete this question" box will be checked. You can still view the deleted questions by using the Previous/Next controls on the bot- tom right of the screen (below the thumbnail image). You can restore the question if you change your mind, and points will be recalculated to match your most current session information. 4. View session screen captures. i>clicker takes a screen capture for you every time you begin polling. To view and hide the screen capture in i>grader, click on the "View Screenshot" and "Hide Screenshot" button. The screen shot function supports ask on-the-fly questions by providing you with an automatic record of your lecture questions. C. Deleting a Question 1. Open the session containing the questions you wish to delete by clicking the session title (Mac) or the "Set Session" button (PC). 2. Use the Previous and Next arrows to review your questions and screenshots. When you've located the question you wish to delete, select "Delete this Question". 3. The question will no longer be calculated in your participation requirements and student scores for the session. 3.1 It will remain visible in the scoring screen. 3.2 At any time, you may restore the deleted question by returning to the session and unselecting this option. Page 17 email@example.com www.cmu.edu/teaching/clickers in-class & after-hours Creating Reports and Exporting Grades A. Creating Reports 1. Click "Run/Update HTML Reports" (from the main i>grader screen) to generate summary report information. A "Report Summary" window will appear with links to three reports that can be opened and printed using a web browser. (Note: The generated reports are automatically placed within your course folder for you to access at any time.) 2. Term/Session Summary and Review report provides a breakdown of polling data, both for your term to date and for individual sessions. No individual student scores or votes are included in this report. The linked Summary Review reports contain individual question statistics, the screenshots taken when you began polling (which should contain each individual question), and the voting results graphs for each session. 3. Student Voting Data report contains grades for your individual students, by session and by question. From here you can also access a report of Cumulative Scores, which provides you with a detailed report of each student's responses for each i>clicker session. NOTE: You can generate updates to the reports as often as you need to – the old reports are over-written with your most recent data. Page 18 firstname.lastname@example.com www.cmu.edu/teaching/clickers in-class & after-hours TIP: If you are using Internet Explorer to view the HTML reports, you can right-click (control click) on any blank space within the table in your report and select "Export to Microsoft Excel" (provided Excel is installed on your ma- chine). This will open an Excel worksheet containing information from the table you selected. To export information from more than one table in the report, click on a blank space outside of the report itself and you will be prompted to select tables to export to Excel. B. Exporting Grade Data You can export student grade data for use in Microsoft Excel or other text edi- tors, spreadsheet and database programs. There are two i>grader buttons available for exporting grades, available at the bottom left of the main i>grader screen: 1. Export Selected Session as CSV (Excel) file. Select one or multiple specific sessions to export by checking the box to the left of the session name. You will see a message that the scores have been saved to a file. The Export feature creates a file, named UploadFile.csv, in your course folder. NOTE: CSV is a comma separated value file type that can be read by nearly all text editors, spreadsheet and database programs, including Microsoft Excel. 2. Export Term Summary as CSV (Excel) file. This option also creates a file named UploadFile.csv, in the course folder. While similar to the "Ex- port Selected Session" data, this file includes a column for every session you have held to date and a column for each student's total number of points earned to date. TIP: To avoid overwriting previously exported data files, give each file a unique file name. Each time you export student grade data, i>clicker generates a file named "UploadFile.csv" overwriting any existing files of the same name from previous exports. If you wish to keep more than one version of your exported data, rename each exported "UploadFile.csv" file with a unique file name. NOTE: Exporting Grade Data for import to your Blackboard Grade Center. Files exported for use with Blackboard must be exported in a specific format. Please contact email@example.com for how-to's and tips for using i>clicker data in Blackboard. Page 19 firstname.lastname@example.com www.cmu.edu/teaching/clickers in-class & after-hours More About The Settings and Preferences screen has four tabs: General, Registration/ Settings and Export, Question and Polling, and Scoring. You may alter default timer set- tings, graph display, point values, and many other features to best meet your Preferences individual needs. You have the option to save your Preferences for only one polling session or for the entire term. Customize Your Settings and Preferences from the main i>clicker Welcome Screen or from the i>clicker floating menu by clicking on the down arrow but- ton on the menu bar. General 1. Entering a course name: The course name you enter here is used in i>grader, HTML reports and on the Welcome Screen of the i>clicker program. It does not have to match the name of your i>clicker course folder. (Note: Entering a new course name is not the same as creating new i>clicker folders for each course or section. Remember that you will need a separate copy of the "MyCoursePC" folder for each section or course for which you are using i>clicker.) 2. Changing the Frequency Code: The i>clicker 2-way radio frequency student response system operates on one of 16 channels in the 915 MHz frequency range. 3. The default frequency setting is AA. Generally, you should not modify this frequency. However, if you are in close proximity to another class concurrently using i>clickers, you may experience interference and may need to select a different channel. i>clicker has sixteen different frequen- cies available (AA, AB, AC, AD, BA, BB, BC, BD, CA, CB, CC, CD, DA, DB, DC, and DD). 4. Students will need to change remote frequency if you change the default setting. If you change your frequency from the default AA setting, your students will need to change their remote frequency at the beginning of each session and during a session if the student remote is accidentally turned off. 5. When you begin polling, an alert will appear with instructions for your students (Options are available for the length of time this alert stays visible on screen). To change their remote frequency, students will need to: 5.1 Press and hold the On/Off (power) button on the i>clicker stu- dent remote until the blue Power light begins flashing. 5.2 Press the new two-letter code (that you've designated in your Settings/Preferences). 5.3 The Vote Status green light will light up on the student remote as an indicator to your students that they have successfully reset their remote frequency. 6. Changing the size of the i>clicker floating menu: Click to select "Small" or "Large" to choose the size of the floating menu bar that will sit on top of your presentation materials. Page 20 firstname.lastname@example.com www.cmu.edu/teaching/clickers in-class & after-hours 7. Designating the instructor's remote: You may designate one remote as the Instructor's Remote, for your own use in class. The instructor's remote controls polling and moves between slides in your presentation software, allowing you freedom to move around the room while conduct- ing i>clicker polling sessions. 7.1 Enter the instructor remote serial ID (located on the bottom of the back of your i>clicker) in the Designated Instructor's Remote field (below) in General Settings and Preferences. If you plan to use the Instructor's Remote regularly, we recommend you set the code for the entire course (or term). Tip: To use the C and D functions on the instructor's remote to advance for- ward or move backward in your slide presentation, your presentation software (such as PowerPoint) must be the "active" application on your computer. If i>clicker becomes the "active" program (for example, if you click on an i>clicker program window such as the voting graphs), you will need to click once on your PowerPoint (or other) screen to make it the active application again and use the C/D buttons on the instructor's remote. i>clicker will still float above your presentation software. Registration/Export 1. Roll Call / In Class Registration: This setting modifies the way that student names appear on the Roll Call screen for in class registration. This option does not modify the format of your roster or Gradebook file. 2. Roster/Export – Course Management System in Use: If you plan to record/report i>clicker grades in Blackboard, select the system version here (currently Ver 8.0). This will modify the format of the exported CSV files from i>grader so that they can be imported into Blackboard. Con- tact firstname.lastname@example.com if you would like additional assistance with importing i>clicker student grade data into Blackboard. 3. Web Registration: Leave this space blank. Carnegie Mellon is not host- ing registration on campus at this time. Students can still register online or as directed by you. Questions and Polling 1. Set Polling Timer: When you pose a question in i>clicker and click "Start", the software automatically starts a timer (which remains active while you are polling). The default i>clicker setting counts upwards be- ginning with zero and you must select "Stop" to end the polling period. You may choose instead to enter a pre-set amount of time, in incre- ments of 15 seconds, for the i>clicker timer to count down. The timer will automatically stop at zero and end the polling period. You can still stop polling (even if you selected the "count down" option) by pressing STOP on the floating menu bar. Page 21 email@example.com www.cmu.edu/teaching/clickers in-class & after-hours 2. Chart Display Options: This setting allows you to select whether a graph showing the results of each question during a session should be displayed as multi-color, monochrome, or a pie chart. The graphs can be displayed by clicking the "Display" button on the i>clicker floating menu bar or by using B on the Instructor's Remote. 3. Voting Results Grid: This option allows you to display (or hide) a grid of your students' voting entries each time you ask a question. If you choose to "Display" the Voting Results Grid, you can minimize this screen during a polling session by clicking on the ⌧ on the top right corner of the grid. The voting results grid is one way students can see if their votes were received. In addition, the "Vote Status" light on each student remote flashes green each time a vote is received by the i>clicker base. 4. Voting Grid Display Options: There are two ways to display the voting results grid. Confirmed Vote Receipt Only allows students to see their vote was received but doesn't indicate their choice, while Confirmed Vote Receipt and Vote Selection allows students to see both their vote receipt and last received response on the screen. 4.1 Confirmed Vote Receipt only displays the ID of each par- ticipating clicker. The color automatically changes from blue to green each time a vote is changed. 4.2 Confirmed Receipt and Vote Selection displays both the students i>clicker remote ID and a different color depending on their last received response. As in the example below, a key will appear at the top of the grid to let you know which colors cor- respond to which answer choices. The student with remote ID 02671277 answered "B" for this question, while students with remotes 0268CAA0 and 005EFCA2 answered "C." Tip: During polling, your students can freely change their votes at any time until you select STOP (their last vote is recorded). Students may use the color coding in this Vote Selection grid to quickly identify the most popular answer and change their vote in response. This behavior could both skew your question data and also impact your performance points assignments. If you are assigning performance points for a correct an- swer in your sessions, you may not want to choose the Confirmed Vote Receipt and Vote Selection option. 5. Question Pop-Up: If you select "Yes" here, a pop-up window will ap- pear each time you initiate a question in i>clicker, allowing you to title the question (the default titles are Question 1, Question 2, etc) and assign a correct answer. The correct answer will not display in the "Answer" field; your students will only see an asterisk (*) regardless of the letter choice you enter. Scoring In this section, you can to establish the point values students can earn for actively participating in class and for answering questions correctly. You may choose to set these preferences for the entire term (course) or session. Page 22 email@example.com www.cmu.edu/teaching/clickers in-class & after-hours Your choices and selections on the Scoring Options page will appear in the i>grader Set Session Scoring window for subsequent lecture(s). Students can earn participation points without earning performance points, or vice versa, depending upon the preferences you set. 1. Participation/Attendance Points. Participation points are awarded to students who attend and vote during lecture. 1.1 Number of Participation/Attendance Points per session: This field allows you to enter the number of points students can earn in any given session. 1.2 Participation Requirement: To earn the participation/atten- dance points, students must respond to a certain percentage of questions in a session. Participation points are awarded by overall session activity, not by individual question. Depending upon the total number of questions, i>clicker will automatically calculate the minimum number of responses needed. Example: If you enter "10" points in Number of Participation/ Attendance Points per session and there are 10 questions in a session, a student must respond to 9 of the 10 questions in the "Strict" level to earn the 10 points. In the "Lenient" level, the student must respond to a minimum of 5 questions to earn 10 points. 2. Performance Points. Performance points are earned for answering a specific question or questions. 2.1 Number of performance points for each question: This field allows you to enter the default number of points students are awarded for any answer. 2.2 Additional points for each correct answer: This field allows you to reward students for choosing the correct answer for each question, in addition to any performance points you award for simply answering the question. 3. Cap Session Points: Here, you can cap the number of total perfor- mance points a student can earn in a single session. Example: If your maximum is capped at ten points, and you hold a 15 question session with each question worth one point, even if a student answers all 15 questions correctly, the most she can earn for that session is 10 perfor- mance points. Page 23 firstname.lastname@example.com www.cmu.edu/teaching/clickers in-class & after-hours
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The history of Dallas Love Field airport is rockier than its name suggests. In 1964, city officials decided to shift operations at Love Field to the planned Dallas-Fort Worth International. DFW opened in 1973, but Southwest Airlines refused to move. Southwest had begun operations at Love Field in 1971, and argued that they never agreed to move.
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Original recipe yields 12 servings
Amount per serving ({{servings}} total)
Based on a 2,000 calorie diet
My family loved this cake when I made it. The cake batter tastes just like a boxed version, only better homemade! It took a while for me to frost it, I think it called for too much confectione...
'Nothing special. 'Not fudgy. 'Not memorable. Next time, I'll use up buttermilk another way - like with Grandmother's buttermilk cornbread. It's crumb-y, but pretty though!
You kind of have to mold the icing on with your hands. But this recipe tastes fantastic!


text:
June 26th 2015
Nike's Lunar Elite gets an outdoor makeover for Fall 2011. The Black/Red/Blue colorway keeps the shoes modern feel, again, we're big fans of Lunar technology, not only through its function, but its aesthetic, and this new model is no exception. Available at Step Japan.
Source: Sneaker News


text:
Democrats of Gillespie County, Texas
"They have raised ignorance
to ideology and stupefied
an entire political
No more roguish and
rowdy band of predators
ever did more to
and despoil the democracy
on whose carcass they feed."
Bill Moyers' view of the conservative echo chamber: Fox News, Rush Limbaugh, et al.
Click on this link to read the entire interview with Bill Moyers: http://billmoyers.com/2014/05/08/an-interview-with-bill-moyers/
♦ Keep
up with our club by visiting our Club News page.
The field is wide
open for Democrats in Gillespie County. There is SO MUCH to do that the difficult question is deciding where to start.
you to everyone who has either attended a Blue Monday at my home, donated to the Gillespie County Democrats or expressed
support for this effort to start a grassroots base that will complement the existing Gillespie County Democratic Association.
it is time to take some steps forward. I have several opportunities that I would like to offer you. You have a lot of choices.
One of them may be that you don't wish to be any further involved than coming to Blue Mondays or receiving my emails.
That is perfectly okay! But if you would like to take the next step, here are some choices:
I will be scheduling a meeting for Gillespie County Democratic Party
Precinct Chairmen as a part of the state Democratic Party's Rural Constituency Outreach Program.
We want to evaluate the problems that people in areas like ours face and the strategies we can use to find good local candidates
and get them elected. That seems a positive first step to me. We need to legitimatize Democrats in the county and find candidates
we can support. One of the reasons that we see so few candidates for the state legislature or congress is that so few elected
Democrats exist in our area. Candidates come from communities where they have established a record and won support. Is this
even possible here? We will be asking ourselves what our realistic goals could be, what our timeline would be for accomplishing
those goals, what resources we would need and how we would fund our efforts and how we could begin.
Many of our Blue Monday women are interested in recycling
efforts at the local level. At our last meeting we decided to fund the printing of reusable grocery/shopping bags and that
project is in the works. We are also exploring several glass recycling avenues along with Fredericksburg SHINES and talking
about how our group could encourage the city in a movement toward curbside recycling.
Are you interested
in working with our recycling efforts? If
so, please return the email with your response and I will contact you about our next step.
let me hear from you! I am anxious to receive any ideas you might have about growing Democrats in Gillespie County.
Cathy Collier
Gillespie County Democratic Chairman
Click here to link to Cathy's column in the Club News section. Cathy has written a piece on the Little Free Libraries
sponsored by the Democratic Club.
Click on this News and Commentary link to read articles of current interest. On the lighter side, please enjoy the satire from The Borowitz
Report. Once you access the page, scroll down to view the pieces offered.
The Gillespie County Democratic Association has
a monthly meeting the third Wednesday of each month at 6:30 at the Fredericksburg EMS building at 221 Friendship Lane. You
are always welcome to attend. Our agenda at these meetings varies and will be published here on the website each month.
Each meeting is followed by a social hour with refreshments and fellowship. We also collect food items for the local
Food Pantry. Please plan to join us.
Our Mission
1. To revive and stimulate interest in the Democratic
Party at the grass-roots level across Gillespie County in order to maximize the voter potential of Democrats.2. To attract new members to the Democratic Party.3.
To serve as a device to train, inform and keep active Gillespie County Democrats.4.
To encourage and, when possible, train individuals to become qualified to seek positions in the County Democratic Party.5. To encourage participation in all election precincts in Gillespie County. To recruit
Democrats to work and make Gillespie County Democratic efforts as effective as possible.This organization will actively support by appropriate means the nominees of the Democratic Party
in national, state and local elections; it shall endeavor to maintain permanent contact with voters throughout the area
and shall function continuously in order that it may contribute to the growth and influence of the Democratic Party.
For more information, call Democratic Club President
Jerry Vaclav at (830) 992-0411 or email email@example.com.
Association Officers President:
Jerry VaclavV. Pres.: Charlotte FreebornSecretary: Terry CollierTreasurer: Janice Courtney
Gillespie County, Texas
Democrat Contacts:Party County Chair:Cathy
email@example.com Club President:Jerry firstname.lastname@example.com Chairpersons:Pct. 1
Jerry Vaclav firstname.lastname@example.com. 2
Bill email@example.com. 4
Terry Collier firstname.lastname@example.com. 7 Frank Beal firstname.lastname@example.com. 10 Carol Wichman firstname.lastname@example.com. 15 George Keller email@example.com
One of the best reasons to contact us
is to join the Gillespie County Democratic Association. Dues are $10.00 a year per person. A family can
join for $15.00 a year. We
want to know what you think about our website and what we are trying to accomplish. Please let us know if you have any questions,
comments, or would like to get involved. Just click on the e-mail link above.
Or you can reach us at our mailing address: Webmaster: Gillespie
County Democrats709 Northern Red Oak LaneFredericksburg, TX 78524Phone: 830-998-0928
Visit us on Facebook at:Gillespie
County Democratic Association
Visit us on Facebook at:Gillespie
County Democratic Association
Content Copyright 2012.
gillespiedemocrats.org All rights reserved.


text:
Diagnosis of coronary artery disease in persons with diabetes mellitus.
ABSTRACT Coronary heart disease (CHD) is the leading cause of morbidity and mortality in patients with diabetes. Asymptomatic CHD in these patients is elusive and carries a poor prognosis given the fact that an unheralded acute myocardial infarction or sudden cardiac death frequently constitutes its first presentation. Because effective screening for asymptomatic patients with type 2 diabetes for both the presence and severity of CHD is intuitively appealing, we have summarized the utility and prognostic value of various diagnostic modalities (both functionally and anatomically) in enhancing risk stratification and leading to improved and more aggressive management of the risk factors. There exist some evidence and recommendations for screening of asymptomatic persons with diabetes using certain modalities. More research is needed to define potential subsets of patients with diabetes who may benefit from additional testing for asymptomatic CHD.
Article: Adenosine Transport Blockade Restores Attenuated Cardioprotective Effects of Adenosine Preconditioning in the Isolated Diabetic Rat Heart: Potential Crosstalk with Opioid Receptors.[Show abstract] [Hide abstract]
ABSTRACT: Considering the reduced ability of cardiac fibroblasts to release adenosine and increased ability of interstitial adenosine uptake during diabetes mellitus, the present study investigated the effect of adenosine preconditioning and the existence of cross-talk with opioid receptor activation in the diabetic rat heart subjected to ischemia-reperfusion (I/R). Langendorff-perfused normal and streptozotocin (65 mg/kg, i.p., once)-administered diabetic (after 8-weeks) rat hearts were subjected to 30-min global ischemia and 120-min reperfusion. Myocardial infarct size using triphenyltetrazolium chloride staining, markers of cardiac injury such as lactate dehydrogenase (LDH) and creatine kinase (CK-MB) release, coronary flow rate (CFR) and myocardial oxidative stress were assessed. The diabetic rat heart showed high degree of I/R injury with increased LDH and CK-MB release, high oxidative stress and reduced CFR as compared to the normal rat heart. The adenosine preconditioning (10 μM) afforded cardioprotection against I/R injury in the normal rat heart that was prevented by naloxone (100 μM) pre-treatment. Conversely, adenosine preconditioning-induced cardioprotection was abolished in the diabetic rat heart. However, co-administration of dipyridamole (100 μM), adenosine reuptake inhibitor, markedly restored the cardioprotective effect of adenosine preconditioning in the diabetic rat heart, and this effect was also abolished by naloxone pre-treatment. The reduced myocardial availability of extracellular adenosine might explain the inability of adenosine preconditioning to protect the diabetic myocardium. The pharmacological elevation of extracellular adenosine restores adenosine preconditioning-mediated cardioprotection in the diabetic myocardium by possibly involving opioid receptor activation.Cardiovascular toxicology 09/2012; DOI:10.1007/s12012-012-9182-y · 2.06 Impact Factor
Article: Serum haematological and biochemical indices of oxidative stress and their relationship with DNA damage and homocysteine in Pakistani type II diabetic patients.[Show abstract] [Hide abstract]
ABSTRACT: Diabetes mellitus (DM) is a heterogeneous metabolic disorder characterized by chronic hyperglycaemia, higher glycated hemoglobin (HbA1C) as well as protein. Oxidative stress can cause damage to leukocytic DNA and enhancement of homocysteine (Hcy) level in sera of type 2 diabetic patients. Haematological and biochemical parameters are severely affected by oxidative stress, which results in damages to DNA and Hcy in these patients. Eighty DM patients and 80 normal subjects, after having their consent, were selected for the present study. Leukocytes were characterized for DNA damage by comet assay kit while, blood plasma was taken into account for biochemical indices using commercial test kits. Results indicated that DNA damage was strongly linked with erythrocyte sedimentation rate (ESR) (P<0.01), glycated hemoglobin (HbA1C) (P<0.0001), glycated serum protein (P<0.005), cholesterol (P<0.011), triglycerides (P<0.001), albumin (P<0.001), creatinine (P<0.006), urea (P<0.007) and ALT (P<0.02), and negatively associated with packed cell volume (PCV) (P<0.002) and hemoglobin (P<0.001). Homocysteine was strongly linked with ESR, HbA1C, glycated protein (P<0.002), cholesterol (P<0.016), triglycerides (P<0.0001), albumin, creatinine, urea, ALT and AST in diabetic patients. Hyc and DNA damages both were negatively linked with total hemoglobin and PCV. Both of these even in their normal range may have a role in the endothelium damage. Nutritional intervention to lower down Hyc and DNA damages in the Pakistani population may mitigate their effect and guarantee in maintenance of a healthy nation.Pakistan journal of pharmaceutical sciences 05/2015; 28(3):881-9. · 0.95 Impact Factor


text:
A community tag/vendor sale being planned for October 11 has been postponed by two weeks. The event, to raise funds for the Ayles family of Sandy Hook, will now take place Sunday, October 25, from 10 am to 2 pm. Openings are still available for those who wish to participate in the event. Tag sale tables can also include crafts or vendors. Organizers are requesting vendors each donate a basket for fundraising purposes.
Newtown's three current state representatives – Mitch Bolinsky, Dan Carter and DebraLee Hovey - scored 67, 56, and 44 respectively on the latest Connecticut League of Conservation Voters (CTLCV) Environmental Scorecard. But each of the lawmakers defended their positions on environmental issues that came before them in the past session, as well as their scores. This year's CTLCV Scorecard represents the latest in a 15-year series of documents that rate Connecticut's state legislators by the votes they have cast on key environmental bills. Lori Brown, Exec. Director said that the Scorecards tally votes on major issues and show a numerical score for each legislator.
In this sidebar, The Bee digs deeper into the Connecticut League of Conservation Voters (CTLCV) 2014 Environmental Scorecard, the latest in a 15-year series of documents which rate Connecticut's state legislators by the votes they have cast on key environmental bills. This companion article breaks down the bills upon which legislators were scored, as well as detailing their individual votes, by bill, that were tied to Newtown Delegation members Rep Mitch Bolinsky, Rep DebraLee Hovey and Rep Dan Carter. Sen John McKinney's votes are also detailed.
During its second meeting in as many weeks, the Newtown Charter Revision Commission met October 7 at Newtown Senior Center to continue laying out plans to enhance the effectiveness, integrity, and user-friendliness of the community's constitutional document. Members picked up where they left off last week reviewing a new draft of Section 7-90 related to the acquisition and disposition of town-owned land. Robert Hall, a former town attorney who handles land use litigation and who volunteered last week to begin drafting a new version of that charter chapter, reported this week that he decided instead to start with a fresh slate rather than try to recast existing language. The group also reviewed and discussed charter charge items categorized under "Board Composition," along with some suggested changes to the rules of the commission.
An intense storm that passed through the state early on the morning of Tuesday, October 8, resulted in more than ten calls to local volunteer fire companies for utility lines and trees having fallen due to high winds, translating into more than 150 local electric outages at the height of power failures. Volunteer firefighters responded to 11 calls for service, but no injuries were reported due to the weather.
Monroe College, a national leader in urban and international education, announced that its School of Criminal Justice will host a symposium titled, "Keeping Safe and Alert: Responding to Active Shooter Incidents," which will be held at the college Bronx campus on October 16. Leading the discussion will be several distinguished public figures who have the experience and expertise to provide valuable knowledge and insights on the issue at hand, including Newtown Police Chief Michael Kehoe.
Police have arrested a Danbury woman on multiple charges in connection with a serious nighttime motor vehicle accident on Berkshire Road near the Monroe town line in June, in which that woman and two passengers in her vehicle were injured when it tumbled down a ravine along the roadway. Police said that after learning that they held a warrant for her arrest, Carissa Ashley Russo, 24, of Danbury went to the police station on the night of October 3 and was charged with two counts of second-degree assault with a motor vehicle. The assault charges are felonies.
Governor Dannel P. Malloy is directing State of Connecticut flags to half-staff in honor of the Hartford firefighter who died Tuesday night while fighting a house fire in the city. Flags will remain at half-staff until services are held, the date of which has not been determined. According to the Associated Press, the firefighter — whose name has not yet been publicly released — died and three others were injured in a house fire.


text:
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text:
ARMONK, N.Y. - Police have identified a Connecticut man who was killed Tuesday night in a multicar accident on Interstate 684 near Armonk.
Jonathan David, 31 of Danbury, was pronounced dead at the scene after being struck by another vehicle on the highway, state police investigator Joseph Beccera said. David was driving at a high rate of speed when he rear-ended another vehicle, sending that vehicle into a nearby grassy median, police said. David then got out to assess the damage and was struck by an oncoming car.
The driver of the car that struck David, Rita Smith, 26, of Middletown, was hospitalized with head trauma injuries after her vehicle rolled after the collision, police said.
Two occupants of the car that was rear-ended by David were also hospitalized with minor injuries. A second accident between two cars also occurred shortly after the initial accident and caused minor injuries to the occupants, police said.
An autopsy was being Wednesday to determine an official cause of David's death.
The multicar accident closed all southbound lanes on I-684 for several hours.
- 1 Police Shoot, Kill Fugitive Richard Matt; Fellow Escapee David Sweat On Run
- 2 July 4 Terror Warning Issued By Homeland Security, FBI
- 3 Credit Card Skimmer Discovery At Area Bank Prompts Concern
- 4 Second Escapee David Sweat Shot By New York State Police, Now In Hospital
- 5 Work Scheduled For Two Armonk Roads


text:
Order of Saint Agatha
From Wikipedia, the free encyclopedia
(Redirected from Order of St. Agatha)
|Order of Saint Agatha
|Star of the order
|Award of San Marino
|State order
|Awarded for
|Charitable work in the service of the Republic.
|Captains Regent
|Secretary for Foreign Affairs
|5 June 1923[1]
|Next (higher)
|Order of San Marino
|Badge of the order
The Order of Saint Agatha (Italian: Ordine Equestre di Saint' Agata) is a State order established on 5 June 1923 by the Grand and General Council of the Republic of San Marino. It is named after Saint Agatha, on whose feast day 5 February, Pope Clement XII reestablished the sovereignty of the republic in 1740.[2]
The order is presented to foreign nationals who have positively contributed charitable and other services for the benefit of the republic deserving of recognition.
The order is presented in five grades:[2]
- Grand Cross Cavaliere di gran croce
- Grand Officer Grande ufficiale
- Commander Commendatore
- Officer Cavaliere ufficiale
- Knight Cavaliere
- ^ Robertson, Megan C. "San Marino: Order of St Agatha". Medals of the World. Retrieved 3 December 2012.
- ^ a b Hieronymussen, Paul (1967). Orders and Decorations of Europe in Color. New York: Macmillan. p. 233.


text:
Soak up the serenity of Dock Inlet, a unique land locked expanse of fresh water isolated from the coast by a coastal dune barrier. The
You are hereHome > Find > Parks map search > Cape Conran Coastal Park > Things to do > Dock Inlet
Dock Inlet
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Change of conditions
- No change of conditions apply
Soak up the serenity of Dock Inlet, a unique land locked expanse of fresh water isolated from the coast by a coastal dune barrier. The inlet is fed by the east and west branches of Dock Creek from a pristine catchment. The shallow tannin coloured waters support a diverse range of waterfowl.
Keep an eye out for White-bellied Sea Eagles that are often seen in the area.
Walking to Dock Inlet
(14 km, 5 - 6 hours return from the Yeerung River)
Along the East Cape you can walk up the beach to the Yeerung River which takes approximately one and a half hours one way. From here you can keep walking to Dock Inlet or Pearl Point.
Follow the posts set in the dunes from the beach or signs on the Powerline Track. This walk can also be a return walk via the Powerline Track and the Yeerung River.
Hike in Camp Area at Dock Inlet
There is no vehicle access to the camp area. The site can be accessed on foot or by cycling along a long sandy track from Pearl Point Road or Yeerung Road. There is also access via the beach from Cape Conran or Pearl Point.
The camping area has one single campsite suitable for up to six people set in coastal tea-tree on sandy soil. There are no toilets provided at the site.
Fees no longer apply to this campground. For all stays up until 30 June 2015, you will still need to book a campsite, but no fees will be charged. Book here.
After 1 July 2015, no bookings will be taken for campgrounds where fees do not apply. Camping will be first in, first-served.


text:
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text:
Reel World
By Devin D. O'Leary
Film Review
The Story of the Weeping Camel
Beautiful cultural documentary highlights hearty herders and lachrymose livestock
By Devin D. O'Leary
Film Review
The Corporation
Damning doc proves companies are people too—and not very nice ones
By Ari Aster
Idiot Box
Bawdy Brit Loosens up Late Night
"The Graham Norton Effect" on Comedy Central
By Devin D. O'Leary
Week in Sloth
The Week in Sloth
Today's Events
The Wild Bunch (1969) at KiMo Theatre
A screening of the classic Western starring William Holden and Ernest Borgnine. Part of the Great Westerns film series.
La guerra de Manuela Jakovic at National Hispanic Cultural Center
Tomorrow's Events
The Overnight at CCA CinemathequeMore Recommented Events ››
Merican Slang-CD Release! • 7.4.2015
home | feature | news | film | music | art | food | classifieds | personals | staff | lo-fi | search
© 1996-2015 Weekly Alibi firstname.lastname@example.com
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text:
Star Tracks
Klum and her bodyguard beau kick back in Malibu. Plus: Ryan Gosling, Eva Mendes, Selena Gomez & James Franco and more
Credit: Blue Wasp/Splash News Online
Updated: Monday Mar 11, 2013 | 06:00 AM EDT
More from PEOPLE
Latest News!
- Florida Officials Searching for Reckless Couple Who Killed Seabirds and Damaged Turtle Nests
- The Best Photos from the Week of June 22- June 29, 2015
- Taylor Kitsch Talks Thrill-Seeking with Navy SEAL Friends
- The Craziest Foods at the 2015 Iowa and Minnesota State Fairs
- Jeremy Renner: 'I Don't Care' If People Think I'm Gay


text:
The Transportation Department said Tuesday that 80.5 percent of flights operated by the leading airlines were on time in May, up from 76.9 percent in May 2014. Ten of those flights were on the same stormy day at Bush Intercontinental Airport in Houston. Hawaiian Airlines, Alaska Airlines and Delta Air Lines had the best on-time ratings, while Spirit Airlines had...» Read More
CNBC's Phil LeBeau reports on record flight cancellations in January of this year. Transports are having the worst day since April of 2013.
Seth Kaplan, Airline Weekly managing partner, discusses how weather-related flight cancellations and delays will impact the airline industry, as well as new rules by the FAA for the busiest airports.
A Southwest plane landed at the wrong airport in Branson, Missouri. CNBC's Phil LeBeau has the details.
According to FlightAware, more than 12,000 flights have been cancelled over the last 4 days. CNBC's Phil LeBeau reports from Chicago on the flight cancellation rate.
JetBlue is reducing operations at JFK, LGA, Newark and Boston. Helane Becker, Cowen Securities airline analyst, provides insight on the new regulations for pilots, and how bad weather is impacting airlines.
New England cable news' Peter Howe reports from Boston's Logan Airport where weather is impacting travel plans. JetBlue is reducing operations at JFK, LGA, Newark and Boston.
CNBC's Phil LeBeau speaks with Seth Kaplan, Airline Weekly managing partner, about why there isn't a solution to prevent airline passengers from being stuck on the tarmac for hours at a time.
CNBC's Melissa Lee and Simon Hobbs discuss today's hot topics including France's new rule on the Uber service and New York City says goodbye to horse drawn carriages.
NBC News' Kerry Sanders reports Delta says rock-bottom fares sold by mistake was "not planned."
CNBC's Phil LeBeau reports the backlash on the proposed lifting of cell phone bans on flights has already begun.
A passenger nodded off on a flight from Lafayette, La., to Los Angeles on United Airlines with a stop in Houston and found himself locked inside.
NBC News' Janet Shamlian reports on a man who was locked inside an airplane after falling asleep, and not being awakened upon landing.
A Boeing Dreamlifter landed at the wrong airport in Kansas, reports CNBC's Phil LeBeau.
A Giant Boeing "Dreamlifter" plane landed at the wrong Kansas airport, forcing officials to scramble to get the plane back in the air.
Business travelers on the go know it's sometimes difficult to find a welcoming and clean place to, uh, go. Here are the 10 best public restrooms
Chen Jiahe, Analyst at Cinda Securities tells CNBC's Cash Flow that while change will take a long time, he still likes the China market.
CNBC's Scott Cohn reports suspected gunman in the LAX shooting allegedly texted his brother prior to the shooting that he was thinking of harming his own life.
Los Angeles officials address the shooting at LAX on Friday. The suspected gunman has been taken into custody and identified as Paul Anthony Ciancia.
CNBC's Jane Wells reports parts of the the airport in Los Angeles are returning to normal after the shooting on Friday.
Discussing whether incidences like the shooting at LAX on Friday are preventable, and if TSA employees should be armed, with Former FBI assistant director Chris Swecker, and former TSA administrator Adm. James Loy.


text:
Natsume Yuujinchou - Madara (Nyanko-sensei) - Ch...Natsume Yuujinchou - Madara (Nyanko-sensei) - Character Plush Series - Jumbo Plush (Aoshima, ...
- Partner shops approved by MFC - View more
- OtakuRepublic
- Tokyo Otaku Mode
- Jungle
- The Anime Corner Store
- CDJapan
- Yorokonde
- anime-figuren.de
- Sukipan
- Standard——
- Standard——
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© Aoshima / Skynet / Midorikawa Yuki
View moreComments (68)
06 months agoSolarisJapan
In stock @ Solaris Japan (¥35,314)
Now available at Solaris Japan!
#2553462 // Sponsored by Solaris Jap...
01 year agoSakarii
Also got the email. I was really hoping it would come out one day, but I'm not too surprised considering how long it's been.
Still... I hope for another plush of my dearest Nyanko-sensei to come out.
01 year ago (1 year ago)Kizoku-chan
I've got that email too ;____; Apparently it's really canceled, and they won't produce him from now...
I'm just so sad about it ;___; and after one year of waiting...
Bye bye my giant nyanko-sensei...
01 year ago (1 year ago)blucheze52
AmiAmi sent me an email last night saying that the plush has been discontinued and they automatically cancelled my order. I can't say that I'm surprised, especially after a year a delays. But I am disappointed because I wanted a giant Nyanko-sensei plush to snuggle up with :c
01 year agocereza
After a year of waiting, I've given up, lol. Hopefully I can cancel him without any problems.
01 year agoRyanHlj
Please email email@example.com and they'll help you out with product specific questions.
Do you have any new about the re-relase?Please email firstname.lastname@example.com and they'll help you out with product specific questions. Hello
01 year agokenneos
Do you have any new about the re-relase?
HobbyLink Japan Hlj.com (15% Off)
Product page => (ext link)On sale @
01 year agoBloodyEarth
Great. Cause Ami2 was sold-out for a long time, glad HLJ still has him.
01 year agoRyanHlj
On sale @ HobbyLink Japan Hlj.com (15% Off)
Product page => (ext link)
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