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VIEWS: 17 PAGES: 15 CATEGORY: Childrens Literature POSTED ON: 12/5/2009 Public Domain
Use of the Criteria by Programme Evaluators
P . A . B Proffessiionall Accrediitatiion Body Pro ess ona Accred tat on Body USE OF THE CRITERIA BY PROGRAMME EVALUATORS The criteria below are based largely on the NSB Regulations (RSA, 1998a), and reflect in particular the formats in which programmes are submitted to embody these Regulations. The format of programmes is important, but in order to achieve the objectives of the NQF, the quality of programmes and courses lies in the: • Fitness and suitability of the programme for its intended purpose • Achievement of the principles of the NQF • Relationship between the elements of the programme and registered qualification and / or unit standard • Relationship of a programme to other qualifications in the field or sub-field and to programmes at different levels. Evaluators should, therefore, exercise discretion in the degree of importance, which they attach to format issues. Merely conforming to the required format does not guarantee quality. The ultimate quality of a programme will only become apparent after it has been used and been through the full quality cycle as outlined in "Criteria and Guidelines: ETQAs" (SAQA, 1999). The continuous improvement process will result in a better understanding of criteria for evaluating programmes. The criteria outlined in this document are not in the form of a checklist. They are designed to help the various people involved in the evaluation process to probe and interrogate the quality of the applications. The criteria are, therefore, in the form of questions. Each question is followed by a comments box that provides: • examples of the type(s) of evidence required; and • space for evaluators to write their comments. The completed evaluation documents can, therefore, form a part of the evaluation records and be used for review purposes. What Evaluators must look for when evaluating a programme It should be emphasized that evaluators of programmes should exercise caution in attempting to ensure that every aspect of every programme meets every criterion in this guide: the criteria embody the guidelines for good evaluation, and should not necessarily be followed to the letter. In this sense, there are no "right answers". The evaluator must use the provider Self-evaluation as well as syllabus and curriculum submission as information to extract answers to the questions in the evaluator"s document below. What is important is to establish: whether the programme is likely to issue in the kind of transformation for which the NQF stands, and which the critical cross-field outcomes attempt to address – especially the issues of 1 USE OF THE CRITERIA BY PROGRAMME EVALUATORS 2005/01/0 responsible citizenship, cultural and aesthetic sensitivity, and effective use of science and technology; and whether the programme not only prepares learners for a particular job but also facilitates entry to a career path, which opens up opportunities for lifelong learning. The overarching question, then, is this: Will the achievement of this programme contribute towards the full personal development of the learner and to the social and economic development of the nation at large? 2 USE OF THE CRITERIA BY PROGRAMME EVALUATORS 2005/01/0 SECTION A: LAYOUT AND FORMATTING OF THE PROGRAMME In the SAQA "Criteria and Guidelines for Short Courses and Skills Programmes", policy document, provisional accreditation may be granted while there are no Unit Standards available if the programme can be benchmarked against a current NQF registered outcomes based qualification. Evidence required Does the programme contain: A.1. Title; A.2. Rationale; A.3. Level, total credits required credits and learning components assigned to the programme. (Minimum credits required at specific levels or maximum credits when these exceed the minima specified in the components indicating fundamental, core and elective competencies); A.4. Access to the programme; A.5. Field and sub-field of the programme; A.6. A statement of the purpose of the programme; A.7. Assumptions of learning already in place before the programme commences; A.8. Exit level outcomes, the associated assessment criteria and critical cross-field outcomes; A.9. International comparability; A.10. Integrated assessment appropriately incorporated to ensure that the purpose of the programme is achieved; A.11. Recognition of Prior Learning (RPL); A.12. Articulation possibilities with related programmes / qualifications (either generic or specific arrangements for articulation); A.13. Moderation and assessment options including a. Criteria for the registration of moderators; b. Criteria for the registration of assessors; 3 USE OF THE CRITERIA BY PROGRAMME EVALUATORS 2005/01/0 SECTION B: THE LANGUAGE OF THE PROGRAMME Is the language used in the syllabus and sample of the curriculum: • simple and accessible to the learner for whom it is intended, and • appropriate to the level at which it is pegged on the Framework. Evidence required B.1. Is the programme written in short, simple sentences; B.2. Is the sentence structure used accessible to the learner (e.g., straightforward with few dependent clauses; in the active form rather than in the passive); B.3. Is the vocabulary accessible to the learner (e.g., avoids the use of jargon); B.4. Is the language precise and consistent with normal usage in the sub-field, yet able to be generally understood. 4 USE OF THE CRITERIA BY PROGRAMME EVALUATORS 2005/01/0 SECTION C: FORM AND SUBSTANCE OF THE PROGRAMME C.1. Title of the programme Evidence required 1. Is the title of the programme unique - i.e., different from any other title registered on the NQF; 2. Is there an NQF level indicator after the title; 3. Does the title provide a pointed indication of the contents of the programme. C.2. Rationale for the programme Evidence required 1. Has the range of typical learners been clearly identified; 2. Have the occupations, jobs or areas of activity in which the qualifying learners will operate been clearly identified; 3. Is there sufficient proof that there is a demand for holders of this programme by communities or employers; 4. Is there evidence of a planned combination of learning outcomes which have a defined purpose and will provide qualifying learners: • with applied competence, and • a basis for further learning. 5. Is there evidence of providing added value to the qualifying learner; 6. Is there evidence of providing benefits to the society and the economy. C.3. Level, credits, minimum credits required at specific level and learning components assigned to the programme Evidence required 1. Has a level (1-8) been assigned to the programme; 2. Does the number of credits assigned to the programme comply with the specified minima assigned to qualification types in the NSB Regulations (a National Certificate where it has 120 (one hundred and twenty) or more credits with 72 (seventy-two) credits at or above the level at which the certificate is pitched. A National Diploma where it has a minimum of 240 (two hundred and forty) credits, of which at least 72 (seventy-two) credits shall be at level 5 or above). 3. Is a minimum of 72 of the credits assigned to the programme pegged at or above the level at which the qualification is pegged; 4. Is the programme composed of Fundamental, Core and Elective learning components: What motivation has been provided for the number of credits assigned to each of these learning components. 3. Is the level assigned to the programme appropriate in terms of the complexity of learning (as described in SAQA's Level Descriptors) which the specific outcomes embody; 4. Is the level linked to a clear progression on a learning pathway; 5. Does the credit value assigned to the programme seem appropriate in terms of the definition of a credit (1 credit = 10 notional hours of learning) - i.e., does the credit assignment reflect the average length of time the average qualifying learner might take to be ready for assessment for the programme; 6. Does the motivation provided for assigning credit values to each of the learning components (i.e., fundamental, core and elective) seem appropriate in terms of: the definitions of these terms (NSB Regulations), and the extent to which the combination of learning components achieves the purpose(s) of the programme. 5 USE OF THE CRITERIA BY PROGRAMME EVALUATORS 2005/01/0 C.4. Access to the programme Evidence required 1. Are there restrictions placed on learners, which may prevent them from gaining access to this programme; 2. Are the reasons for such restrictions justified in terms of the objectives of the NQF; 3. Are the reasons advanced free from any overt or covert discrimination against learners or classes of learners. C.5. Field and sub-field of the programme Evidence required 1. Does the programme clearly belong within the sub-field and organizing field indicated; 2. If there is more than one sub-field or organizing field to which the qualification or components of it might apply: has this been clearly indicated; and Is there sufficient justification for this, either here or in the brief of the SGB, which generated the programme. C.6. Purpose of the programme Evidence required 1. Are there concise statements of the contextualized purpose(s) of the programme and what its usage is intended to achieve: for the individual; for the field or sub-field, and for social and economic transformation. 2. Does each purpose statement succinctly capture what the qualifying learner will know and be able to do on achievement of the programme; 3. Is there sufficient evidence of how the purpose of the programme achieves the objectives of the NQF. C.7. Learning assumed to be in place Evidence required 1. Have the statements confused competence required to achieve a learning outcome with "pre- requisites" for entry to a learning programme or institution; 2. Do the statements capture and reflect the "building blocks" of knowledge, skill and understanding which are assumed to be in place and which support the achievement of the programme under consideration. C.8. Exit Level Outcomes, Associated Assessment Criteria and Critical Cross-field Outcomes Evidence required 1. Are the outcomes specified in terms of a combination of specific and critical cross-field outcomes; 2. Are there assessment criteria associated with the outcomes; 3. Does the format of outcomes follow on from the statements: I have learned to I will have learned to Qualifying learners can and are these statements phrased as: Verb + noun + modifying phrase(s)? Example: "Demonstrate the ability to work effectively as a member of a multicultural health care delivery team" 6 USE OF THE CRITERIA BY PROGRAMME EVALUATORS 2005/01/0 4. Does this category contain one or more outcomes, which reflect preparation for further learning? In other words, are the further learning or articulation possibilities clear; 5. Are there criteria for the registration of internal and external assessors in the sub-field; 6. Are there any exit points for learners who do not complete a programme; 7. Is there evidence to show how the learning outcomes meet the purposes of the programme; 8. Do the outcomes represent a planned combination of specific and critical cross field learning outcomes that are required for competent and applied performance at the particular level of the programme. (In other words, do the outcomes show to what extent and in what ways the outcomes represent the performance of a competent practitioner at this level); 9. Do the outcome statements focus on the qualifying learner"s competence? In other words, do they avoid describing specific procedures or methods used in the demonstration of competence? Do the statements ensure that the programme: have a broad and inclusive applicability do not require frequent review and overhaul because of procedural, technical or methodological shifts; and represent competence outcomes for learning and performance, not descriptions of tasks or jobs. 10. Do the assessment criteria require the qualifying learner to apply his/her learning in an integrated way, which reflects the acquisition of the required expertise; 11. Does the expertise required reflect: applied competence; enhanced critical sub-field outcomes; and enhanced theoretical and applied knowledge. 12. Are assessors provided with sufficient guidelines for developing particular assessment tasks at learning programme level (i.e., to develop formative and summative methods of assessment appropriate to the situation and context of the learners); 13. Do the criteria capture the requirements for assessment procedures that: are fair, valid and reliable; and make use of tools and methods appropriate to the organizing field, sub-field, level, and programme being evaluated. 14. Are the statements of the assessment criteria specific and particular; transparent (i.e., not clouded by jargon); and understandable across a range of providers and learners. 15. Is there an indication of how learners who do not complete the programme obtain credit for those outcomes which they have achieved. C.9. International Comparability Evidence required 1. Is there a statement indicating the international comparability of the programme; 2. If not, is there an adequate response to indicate why such a comparison has not been made. 3. Does the statement of international comparability indicate: the specific qualification(s) with which this programme has been compared; the ways in which a comparison has been made of: o outcomes and assessment criteria; o degree of difficulty; and o notional learning time. 7 USE OF THE CRITERIA BY PROGRAMME EVALUATORS 2005/01/0 the status and/or international recognition accorded to institutions on the African continent or abroad offering the qualification(s) with which this one has been compared. C.10. Integrated assessment Evidence required 1. Is the integrated assessment appropriately incorporated into the programme to ensure that the purpose of the programme is achieved? In other words, are there clear relationships between the purpose statement(s) in Section C6 above, the exit level outcomes in Section C8 above and the integrated assessment statements(s); 2. Does the assessment process indicate adequately how a combination of formative and summative assessments is used to assess qualifying learners; 3. Does the range of formative and summative assessments adequately cover a range of assessment approaches? (Do they, amongst other things, adequately assess applied competence); 4. Is the assessment process also capable of being applied to recognition of prior learning? (See Section C11). C.11. Recognition of prior learning (RPL) Evidence required 1. Is there an indication that the programme may be achieved in whole or in part through the recognition of prior learning (which includes learning outcomes achieved through formal, informal and non-formal learning and work experience). 2. Does the approach to recognition of prior learning reflect the objectives and principles of the NQF. C.12 Articulation possibilities with related qualifications/ programmes (either generic or specific arrangements for articulation) Evidence required 1. Have the articulation possibilities for learners who achieve this programme been supplied; 2. Do the articulation opportunities provided meet the requirements for movement between components of the delivery system and career paths: vertically; horizontally; and improve the general employability of the qualifying learner. C.13. Moderation options and criteria for the registration of assessors Evidence required 1. Have the mechanisms and bodies for internal and external moderation of learner achievements and of providers providing the learning opportunities, been adequately indicated; 2. Have the criteria for the registration of assessors assessing against this programme clearly been identified. 3. Do the mechanisms and bodies for internal and external moderation of learner achievements and of providers providing the learning opportunities meet the requirements for: Transparency; Affordability; and Development of the field, sub-field and the Framework. 4. Can the moderation options be accommodated within the regulatory framework for quality assurance as outlined in the ETQA Regulations (RSA, 1998b) and in Criteria and Guidelines: ETQAs (SAQA, 1999). 8 USE OF THE CRITERIA BY PROGRAMME EVALUATORS 2005/01/0 SECTION D: SELF-EVALUATION D.1. Title page Evidence required 1. Is the title page of the programme completed with certifying signatures; 2. Is there a table of contents and page numbers supplied; 3. Does the programme summary correspond with the programme submitted. D.2. Evaluation criteria: Preamble Evidence required 1. Are there any constraints to the provider in terms of the evaluation criteria that need to be considered; 2. Are there any constraints to the provider in terms of the quality assurance criteria that need to be considered; 3. Are there constraints to the provider in terms of the requirements for entrance to the programme that need to be considered; 4. Are details of External Examiners or other arrangements for obtaining external input/monitoring of the training programme provided; 5. Is an outline the assessment procedures for the training programme provided in terms of the following: a. the contribution of APL/APEL to the assessment - APL(Applied Practical Learning)/APEL (Applied Practical Experiential Learning); b. the contribution of work based learning and integration of addressing current practice and emerging issues; c. the mix of types of assessment (e.g. self-assessment, peer assessment and assessment by facilitators); d. different assessment methods used. 6. Are the assessment criteria and/or associated marking scheme provided; 7. Are there any additional guidance for teaching and learning included. D.3. Evaluation criteria: Applicability/Eligibility Evidence required 1. Is the programme eligible for evaluation; 2. Is the programme within the domain of the PAB; 3. Are dates of first admission and first graduation of learners for the programme supplied. D.4. Evaluation criteria: Duration of Approval Evidence required 1. Is the application for approval linked to a request for re-approval. D.5. Evaluation criteria: Categories of Approval Evidence required 1. Is the category of approval the programme is applying for indicated. D.6. Evaluation criteria: "Standards" Evidence required 1. Is information about the following supplied: a. the programme objectives; b. the academic level of the programme; 9 USE OF THE CRITERIA BY PROGRAMME EVALUATORS 2005/01/0 c. the practical application of the programme; d. the criteria used to establish the relevance of the programme. 2. Is the setting, the historical development of the provider, the growth in enrolment and lecture size and other significant developments in the provider since its origination supplied; 3. Is the educational philosophy and mission statement supplied and discussed; 4. Is the programme"s environment and the elements that are important and relevant discussed; 5. Is the population of learners and the types of learners described; 6. Are strengths, weaknesses, distinctive competencies, innovations, problems and constraints in the programme opportunities identified; 7. Has the processes used to develop the programme"s mission statement and the types of involvement that different people and groups had in its development been supplied; 8. Are any deviations from Evaluation Criteria supplied and justified based on mission; 9. Is multidisciplinary achieved in the programme; 10. Is adequate training of practical skills achieved in the programme; 11. Is the purpose of the experiential experience, integration with other parts of the curriculum, the duration of activities and kinds of activities explained; 12. Is the experiential learning voluntary or required in the programme; 13. Are there any prerequisites for participation in experiential learning; 14. Is the basis (formula) for granting recognition of hours for the experiential learning supplied and is it explained how credits are determined when experiential learning credit is given; 15. Is supervision provided by the lecturers and by experiential site personnel; 16. Are regular site visits to experiential sites by programme staff required; 17. Is the experiential learning programme co-ordinated; 18. Are criteria used for matching learners with available locations and is it indicated who does the matching; 19. Is any arrangements for remuneration of learners, including who makes the payments to the learners explained; 20. Is the number of student placements over the last two years indicated according to length of placement, hours per week, and credit earned. D.7. Evaluation criteria: Curriculum Evidence required 1. Is it explained how the purpose of the curriculum is to "prepare learners for professional academic and applied level roles in the economic sector"; 2. Does curriculum components, required courses (common curriculum components), elective courses (additional curriculum components), general competencies, minimum competency requirements and experiential learning correlate with the programme"s mission; 3. Is the following background information supplied: a. Credit system; b. Length of term; c. Number of terms; d. Hours of work; e. Full-time status; f. Time limitation; g. Class contact hours. 4. Are the prerequisites for entrance to the programme reported in terms of the following criteria: a. the general prerequisites; b. the programme specific requirements; c. any other prerequisites. 10 USE OF THE CRITERIA BY PROGRAMME EVALUATORS 2005/01/0 5. Is the distribution of programme hours among the various categories in the different years supplied; 6. Is it explained how the core, fundamental and elective curriculum components "are assessed as to their quality and consistency with the stated mission of the programme"; 7. Is the core, fundamental and elective curriculum programmes listed and does the training programme develop learners" understanding of the areas of activity in learning and teaching, core knowledge and professional values. Are the above elements addressed in the programme; 8. Does the curriculum address the following components: a. provide a thorough teaching of the basic concepts, theories, methods of the programme; b. provide concepts, theories and research methods from the disciplines of the field. 9. Does the curriculum components produce professionals capable of intelligent, creative analysis and communication, and action in the economic sector; 10. Does the curriculum components provide proof that learners are able to work independently on "real" problems or research questions in the economic sector; 11. Does the curriculum components enhance the student's values, knowledge, and skills to act ethically and effectively; 12. Are details of the modes of delivery for the training programme supplied with the library resources and equipment to support it; 13. Is mentoring or other forms of support offered to learners; 14. Does an analysis of learners on the training programme in the previous three years or two intakes show: a. the number of learners who started on the training programme; b. the number of learners who successfully completed the training programme (with award classifications where relevant); c. the number of learners who failed the training programme; d. the number of learners withdrawing from the training programme; e. the number of learners who have yet to complete. 15. Is the following supplied: a. Delivery process; b. Details on the training programme if run previously, i.e. when established and how many times it has been run, along with a summary of the evaluations received on the training programme; c. Literature and Handouts; d. Details on materials and equipment used; location of training programme and the preferred number of delegates on each training programme; e. Rationale behind the training methods used; f. Detailed training programme structure and content; g. Provider quality assurance procedures and philosophy; h. Attendees evaluation forms from previous training programme; i. Full information on training staff used in this training programme including external providers where appropriate. 16. Is the specializations listed with the following information: a. describe the specific objectives for the specialty; b. the main categories of learners to be served; c. the number of learners enrolled in each specialty area; d. how the curriculum provides an understanding of the specialty; e. course title, hours, recent dates offered (to show availability) and responsible lecturer; f. identify the elective courses taught within the programme being evaluated and those offered by other persons outside of full-time employed lecturers; 11 USE OF THE CRITERIA BY PROGRAMME EVALUATORS 2005/01/0 g. clearly identify the fundamental courses taught within the programme being evaluated and those offered by other persons outside of full-time employed lecturers. 17. In terms of other components, is the following supplied: a. other curriculum courses (title, hours); b. the objectives for the other components of the curriculum; c. the rationale for the other components of the curriculum in the light of the mission of the programme; d. evidence that key courses in the specialisation or concentration are offered on a regular basis by qualified lecturers and that these are not substitutes for the core curriculum components. 18. Is the curriculum length in accordance with the approval category that is applied for. D.8. Evaluation criteria: Quality Improvement and Innovation Evidence required 1. Does the programme assesses its accomplishments and how this information is used to direct and revise programme objectives, strategies, and operations regularly; 2. Is there evidence of an adequate process of curriculum development; D.9. Evaluation criteria: Programme development Evidence required 1. Does the programme innovate and what information from which sources are used in this process; 2. Are the programme, teaching methods, course content, and innovative curricula development improved. D.10. Evaluation criteria: Student Assessment Evidence required 1. Does the provider assess individual performance of learners, and how these relate to the programme objectives. D.11. Evaluation criteria: Programme Jurisdiction Evidence required 1. Is a diagram and description of the organization of the programme being evaluated within the administrative structure of the provider supplied. Are there relationships and joint agreements between the provider and other academic units at the LSP or other providers supplied. 2. Is a diagram and description of the internal organization of the programme, including the title of the head and the number of full-time staff administratively and professionally assigned to or rostered in it supplied. Is a report on the administration of the programme at the level of provider organization supplied. 3. Is there an indication of who is responsible for administration of the programme. Are organizational arrangements within the provider and its constituent elements described. Is the nature and degree of consultation in appointment of the staff described. 4. Is the authority, participation, "initiative and substantial determining influence" that the provider and lecturer nucleus have in decisions involving the following aspects supplied: a. general provider policy and planning; b. competency requirements; c. new courses and curriculum changes; d. admissions (if applicable); e. certification of learners; f. course scheduling and teaching assignment; 12 USE OF THE CRITERIA BY PROGRAMME EVALUATORS 2005/01/0 g. use of financial and other resources; h. appointment, promotion, and tenuring of lecturers (if applicable). D.12. Evaluation criteria: Lecturers Evidence required 1. Is a "sufficient number of lecturers" available. Are factors such as the lecturer course load, the depth and breadth of professional interest represented by the lecturer, the opportunities for professional interaction among the lecturers, and the opportunities for learners to be exposed to the appropriate range of content areas within programmes of study discussed. 2. Is a summary listing for the lecturers employed by the provider who have primary responsibility for the programme being evaluated supplied. 3. Are the sections of required and elective courses taught in the programme during the Self- Evaluation year and the preceding year supplied for each lecturer. 4. In terms of lecturer qualifications and quality, are the following supplied: a. a lecturer data sheet for each lecturer indicating lecturer quality in instruction, research, experience and service in addition to the information provided. b. the provider and programme criteria for promotion and tenure of lecturers described. Are the procedures for promotion and tenure and report on recent experience of lecturers supplied. c. scholarly productivity, research, development of student notes/ guides by the provider and lecturers described. Is summary data on class notes, books, reports, and funded projects and so forth for the last two years reported. d. the experience and service of lecturers in the programme and the possibility of continual learning and upgrading of knowledge. e. the number and percent of core, fundamental and elective components for the programme taught by lecturers during the past two years, including the Self-Evaluation year. Is a summary listing of all lecturers who taught for the programme being evaluated during the Self-Evaluation and preceding year supplied. f. the procedures for promoting and maintaining quality of instruction of lecturers described. 5. Is data on the percentage of women and ethnic groups among the staff supplied. D.13. Evaluation criteria: Admission of Learners Evidence required 1. In terms of mission, assessment and guiding performance is the following addressed: a. admission goals and standards, and admission factors correlate with programme mission. b. elements relevant to admission and subsequent progress of learners in the mission statement, matters evaluated in the assessment process, and the use of the information in guiding provider operation. c. the use of the mission process and any findings or outcomes related to admissions discussed. 2. In terms of the admission process: a. is the admission process for the programme discussed and does it indicate any differences with respect to full-time or part-time learners, RPL or Learnership. b. are special admission practices, such as for learners with non-traditional backgrounds, transfers, minorities, women and individuals with disabilities discussed. 13 USE OF THE CRITERIA BY PROGRAMME EVALUATORS 2005/01/0 D.14. Evaluation criteria: Supportive Services and Facilities Evidence required 1. Is the budget process, including by whom and when the budget is prepared and the participation by the head of the programme being evaluated discussed. 2. Is the budget support that has been provided over the past two years for the programme being evaluated supplied and does the programme have "financial resources sufficient to support its stated objectives". 3. Are the services provided by the library to learners and lecturers described and is information on the adequacy of the library collection relevant to the programme being evaluated, such as the size of collection relevant to the field, list of relevant reading matter, access to internet, etc. discussed. Is access is facilitated. 4. Is the degree and methods of co-ordination between the library and lecturers in areas of acquisition, instruction and research described. 5. Are adequate secretarial personnel available to enable the programme to meet its educational objectives and is secretarial assistance available to lecturers on an administration level. Are other non-faculty support personnel discussed. 6. Do lecturers and learners have access to appropriate equipment for coursework and research, including computer facilities, visual aid devices, audio and videotapes. Are computer facilities, services and equipment, for both learners and lecturers described. Is audio-visual support and instructional equipment, including audio and visual equipment, tapes and films, visual aid devices, and distance learning arrangements described. 7. Do the offices for lecturers provide adequate space and privacy for student counselling, course preparation, and other lecturer responsibilities. Are office arrangements for lecturers primarily responsible for the programme described. 8. Are appropriate classrooms available for the courses being offered. Is the adequacy of total overall classroom space and types of classrooms available for the programme described. D.15. Evaluation criteria: Student Services Evidence required 1. Is the process used to advise and counsel learners, particularly with respect to programme advisement, course selection, and academic progress discussed and related to the mission of the programme. 2. Is the record of student attrition and provider efforts at retention supplied. 3. Are the career guidance and job placement services available through the provider to the learners by the programme being evaluation discussed. D.16. Evaluation criteria: Public Relations Evidence required 1. Is information on the adequacy of the information about the programme to future learners and others supplied. D.17. Evaluation criteria: Additional Criteria Evidence required 1. Are other criteria to be applied in the evaluation. 14 USE OF THE CRITERIA BY PROGRAMME EVALUATORS 2005/01/0 SECTION E: SELF-EVALUATION E.1. Title page Evidence required 1. Is a table of contents and numbered pages supplied. E.2. Lecturer Data Sheets Evidence required 1. Is a lecturer data sheet for all lecturers supplied. 2. Does lecturer data sheets include the following information: a. Name, academic rank and title, date of appointment. b. Academic qualifications: c. Name of qualification; i. Institution obtained at; ii. Date obtained; iii. Major field of study. d. Primary teaching areas and teaching experience. e. Academic work. f. Research. g. Significant practitioner experience, with organizations, titles, dates, and duties. h. Involvement in academic and professional associations, including selected programme and workshop appearances. i. Selected involvement in economic service activities. j. Selected discussion activities with nature of assignment and dates. E.3. Programme abstracts Evidence required 1. Is a programme abstract for all programmes listed supplied with reference to: a. Required competencies in numerical order; b. Elective competencies offered primarily for learners in the programme being evaluated in numerical order. 2. Is the content for programme abstracts supplied under the following headers: a. Programme title, and hours; b. Programme instructors during Self-Evaluation year and site visit year; c. Prerequisites for the programme; d. Programme objectives in relation to total curriculum; e. Programme description; f. Major topics covered; g. Typical textbooks and readings. 15 USE OF THE CRITERIA BY PROGRAMME EVALUATORS 2005/01/0
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Pattty Biedrzycki
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Every few months a few select pages of a website will start responding with
Timeout expired. The timeout period elapsed prior to completion of the operation or the server is not responding.
I ran SQL Server Profiler to see where the database is getting hung up. It's on a specific stored procedure. So I took the stored procedure call and ran it through Management Studio. Returns a few thousand rows in under a second.
Opening up the procedure, I see it's just a simple select statement. If I take the select statement out and run it in a new query window, Management Studio will hang.
So I start running it in pieces, and find the line that's causing the query to hang
and GetDate() between EffectiveDate and ISNULL(ExpiryDate, @CurrentDate)
GetDate() is supposed to be
@CurrentDate anyways, so if I switch it, it'll run fine. Why does this even matter though? As I understand,
GetDate should not be an expensive call. I understand
IsNull is, but that shouldn't matter either, as it can handle the query fine if I just swap out GetDate with CurrentDate.
Am I correct in assuming
getdate is causing this query to hang intermittently? How/why would it do that?
A bit of background, as I said this error has popped up before, on March 23rd, July 27th, October 25th and now November 21st. It always seems to happen near the end of the month. I've been assured nothing is going on during this time (scheduled tasks, maintenance, etc.)
This is on a production server, so I haven't been able to actually take the time to debug the problem. As soon as the site goes down, it has to be brought back up. I know how to fix it, I just need to force a recompile on the stored procedure, but does anyone have any idea what could be causing this?
The SQL Server also has another UAT database, the same procedure will hang on that database as well. But other stored procedures that have that exact same line of code run fine on both databases.
Edit: I had to put the website back up, so I recompiled the stored procedure. The site now runs fine. The query still doesn't run on it's own though.


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Active within 3 days
i'm all in
I've finally come to learn that I probably won't find someone to settle down from the bars. It's fun on occassion, butit shouldn't be my every weekend, all weekend thing. It's nice to do nothing with someone special. Even if it includes just laying in bed and cuddling with a box of pizza all day and movies. Id like to find someone that'll be there when the world's uncooperative and where I can reciprocate that. There's so much more to life. Life is too short. I want to have the opportunity to learn about someone and get to know someone on a deeper level. Someone that I can potentially grow old with. I've had many life's accomplishments. And a partner in crime would be icing on the cake. Im blessed with having a supportive family and a core group of friends.
Coffee and conversation , Playing cards , Shopping/Antiques , Travel/Sightseeing , Video games
Cycling, Inline skating, Running, VolleyBall, Weights / Machines, Yoga
I exercise 3-4 times per week.
I have Dogs
I like Exotic Pets, Fish
I love my crazy mutt and try to take him to the park on the weekends.
I just spent a week in Mexico with some friends & I loved every single minute of it. I wish that could've lasted a lifetime.
My favorite color is red, my favorite thing to eat is fried chicken. When it rains, I lay in bed and watch movies.
THINGS I LOVE: Spending time with my friends and family. Road trips. Night runs. Movies. Doing things outside of my comfort zone.
Z{{Cta}} {{#if HasMoreInfo}} ?{{CtaSecondary}} {{/if}}
|What he is looking for
|5'9" (175cms)
|3'0" (91cms) to 8'0" (243cms)
|Body type:
|About average
|No preference
|No preference
|No preference
|No Way
|No preference
|Social Drinker
|No preference
|Financial / Accounting / Real Estate
|No preference
I've come to a point in my life where my career doesn't rule me or my time. I've come to find balance. Now I'd love to find someone to share that with and make every moment count.
|I'll tell you later
|No preference
|Never Married
|No preference
|Have kids:
|No preference
|Wants kids:
|No preference
|Pacific Islander
|No preference
|Spiritual but not religious
|No preference
|No preference
|Bachelors degree
|No preference


text:
Things to see and do - Foligno
Leaving for Italy
Foligno :
Unmissable tourist site
Where to sleep?
Foligno Hotel tips
Hotel Bolognese from30 €Book
Hotel Valentini Inn from55 €Book
Villa dei Platani Boutique Hotel & SPA from89 €Book
Foligno Travel guide
Foligno : Michelin's recommendations
Situated 18km southeast of Assisi, this small town is worth a visit for its Romanesque dome and the frescoes adorning the 14C Palazzo Trinci.
Tourist attractions Foligno : Things to see and do
Palazzo Trinci
P.za della Repubblica I - 06034 Foligno
The focal point of this 14C palace is its sumptuous frescoes, executed with an almost perfect technical grasp of perspective. Those in the loggia depict the legend of Romulus and Remus and seem almost to stand out from the wall. In the studio, there ..
Hotels Foligno
Hotel Valentini Inn
Via Flavio Ottaviani 19 I - 06034 Foligno
Right next to Foligno Train Station, Hotel Valentini Inn provides free parking and a bar serving drinks and snacks. All rooms come with air conditioning and LCD TVs. Valentini Inn serves a continental breakfast each morning in the breakfast room. Gu..
Hotel Bolognese
Via Istituto Denti 12 I - 06034 Foligno
The family-run Hotel Bolognese is located in central Foligno, 450 metres from the train station and a 5-minute walk from the cathedral. It offers free Wi-Fi in public areas and air-conditioned rooms with TV. Breakfast is served until 11:30 and inclu..
Villa dei Platani Boutique Hotel & SPA
Viale Mezzetti, 29 I - 06034 Foligno
Villa dei Platani Boutique Hotel & SPA is in the historic centre, just 50 metres from Foligno Train Station. Set in a restored Art-Nouveau building, this hotel offers modern design rooms with free Wi-Fi. The hotel's wellness centre includes a hot tu..
Restaurants Foligno
Guesia Village Hotel
località Ponte Santa Lucia 46 I - 06034 Foligno
Benessere Villa Fiorita
via del Lago 9 I - 06030 Colfiorito
Le Mura
Via Mentana 25, angolo via Bolletta I - 06034 Foligno
This pleasant restaurant is renowned for its Umbrian specialities with its grill in the dining room, friendly atmosphere and fresh pasta dishes. Foligno is within easy access of the main historic and tourist sights in the attractive, verdant region o..


text: William And Kate: The Royal Wedding Royal Couple's Future Brighter Than Royal Family's? April 30, 2011 Even Brits who were ambivalent about the much-ballyhooed royal wedding still hold Prince William and Kate Middleton in relatively high regard. Guest host Linda Wertheimer talks with Simon Hoggart, a political columnist with The Guardian newspaper in London. Listen Loading… Playlist Download Embed Embed Close embed modal <iframe src="http://www.npr.org/player/embed/135867033/135867015" width="100%" height="290" frameborder="0" scrolling="no">


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Average Customer Review
Share your thoughts with other customersCreate your own review
32 of 32 people found the following review helpful
5.0 out of 5 stars Good offering
Bit nervous about buying this having read some adverse reviews on here about a lack of harmony and older artists recognising the signs and knowing when to give up, but all I can say is that those reviewers should perhaps approach their local health professional and request an investigation for the condition known as "Cloth Ears".
Emmylou's voice is different,...
Published on 21 Mar. 2013 by I.F.Coyle
3.0 out of 5 stars Worth buying
I am a great fan of Rodney Crowell and have all of his CDs and a fair few LPS Emmylou I enjoy and hoped together they would make the CD great. Don't get me wrong it isn't bad but seems to lack the spark I was expecting all the songs are good but nothing in my opinion outstanding enough to give it 5 stars. If Rodney had included a couple from his back catalogue to duet...
Published 22 months ago by Barry. C
Most Helpful First | Newest First
32 of 32 people found the following review helpful
5.0 out of 5 stars Good offering,
I.F.Coyle (Bolton, United Kingdom) - See all my reviews
Bit nervous about buying this having read some adverse reviews on here about a lack of harmony and older artists recognising the signs and knowing when to give up, but all I can say is that those reviewers should perhaps approach their local health professional and request an investigation for the condition known as "Cloth Ears".
Emmylou's voice is different, its not better or worse than it was twenty or thirty years ago, its just different. She's on a lower register, but still capable of a wide range of material (I'd love to hear her try a few slow Blues numbers). She is the finest harmony singer of her generation, just look at some of the artists she's worked with, Dylan, Orbison, Parsons, Young. I always think that if she sang with me she could even make ME sound good (and that, believe me would be some achievement!)
If I were an Amazon salesman, I would be writing "If you liked "Raising Sands", you'll LOVE "Old Yellow Moon". It has a similar wide-range of material, upbeat, standard Country, Rockabilly, ballard, and a very sad, wistful song "Back When we were Beautiful" that could bring a tear to the eye.
Loved it.
36 of 37 people found the following review helpful
4.0 out of 5 stars Past, Present And Future,
Angel Delta (Southsea Hants) - See all my reviews
With a remarkable 74 years of recording history between them Emmylou Harris and her former Hot Band member Rodney Crowell have reunited to record this album of country duets.
Produced by Harris' former husband, Brian Ahern, who also produced many of her earlier records, she and Crowell are also joined by other Hot Band members such as James Burton, Glen D Hardin, John Ware, Bill Payne and Emory Gordy.
After the acclaimed "Wrecking Ball" Emmylou's work continued with an adventurous alternative country style that culminated with "All I Intended To Be". Now she has returned to her Gram Parsons inspired roots with this collection of neo traditional material. While Crowell has always followed his own brand of progressive country he has remained a traditionalist at heart and so this album finds them both tied by an affection for things past.
Emmylou's finest moment comes with her passionate reading of Patti Scialfa's song of obsession, "Spanish Dancer". With mandolin, gut string guitar and Crowell's gentle harmony this is an inspired performance of a beautiful song to rank with her best.
The album begins with Hank DeVito's "Hanging Up My Heart", packed with Hammond B3, accordion and steel guitar with Harris and Crowell reviving that Hot Band sound. The black humour of Roger Miller's "Invitation To The Blues" is a smart piece of traditional country driven by steel guitar and fiddle.
The first part of Matraca Berg's beautiful "Back When We Were Beautiful" is sung by Emmylou to a simple piano accompaniment as she recalls the past with a perfect evocation of nostalgia and the sadness of growing old. But when Crowell joins her with the words
"But I still love to dance, you know we used to dance the night away
Back when we were beautiful",
the effect is absolutely stunning, a timeless duet with melody and lyrics framed by shades of perfection.
There is a a perfectly realised version of Allen Reynold's delightful classic "Dreamin' My Dreams" and "Black Caffeine", another DeVito number, is propelled by more of that Hammond B3. Other highlights include Crowell's "Here We Are" underpinned by steel guitar and piano and another Hank DeVito song, the reflective and poignant "Old Yellow Moon" which closes the album.
This is an album that finds Emmylou's voice at its crystalline best with Rodney Crowell equal to the task of duetting with a legend. With Brian Ahern back at the helm and a few former Hot Band members included in the mix this is country music where past and present come together to show that there will always be a future for this most enduring of musical genres.
7 of 7 people found the following review helpful
5.0 out of 5 stars Great long awaited album,
There is not one bad track on the whole album. Two quality songwriters and singers who have a long history have finally got back together to bring this CD. I have a couple of the songs on CDs by other artists, but these arrangements are worth listening to. Another bonus is the briliiant guitar work of James Burton, another long time friend.
4 of 4 people found the following review helpful
5.0 out of 5 stars Miss Emmy does it again!,
Roberta C. New "Ageing country fan" (Algarve, Portugal) - See all my reviews
Have been an ardent fan of Emmylou Harris for ever, more or less since she began her career, so I was eager to get this CD. Not disappointed - the two voices together are achingly evocative, and there is a nice choice of songs, no rehashed repeats of earlier work. The only criticism I would make ( and it is nit-picking ) is that on some tracks, the pitch is just a little too high for Emmylou, but as always, she handles this well. All in all, a great album which deserves to be played often. Long may this fab lady continue to entertain us, and Rodney Crowell is the perfect duet partner.
14 of 16 people found the following review helpful
5.0 out of 5 stars No Hokey Country Hokum - glorious harmonic heaven,
Christopher Lee (beverley - yorks) - See all my reviews
In a recent press interview Emmylou said that in her early formative musical career she considered country music hopelessly hokey and old fashioned.Her relationship with Gram Parsons thankfully changed all that and this new collection of songs with her old Hot Band guitar slinger and songwriter Rodney Crowell is a sublime record with Emmylou's distinctive fragile and haunting vocals counterbalanced perfectly by Crowell's tenor.
A number one album in the States ahead of Bowie and Hendrix it's easy to see why - intelligent and thoughtful lyrics occasionally sentimental but never maudlin married to beautiful melodies and hooks.
Selling country in the UK is a tough act and even expressing an affection for the genre can induce guffaws of mirth or distain from even the most liberal of musical souls.
Fully understandable if your only exposure to country has been line dancing or the many lamentable Nashville hat acts with their cheesy kitsch pop-country tunes I'm no fan of them either but if this record bypasses the general public because of the Country tag it will be a terrible shame as it's quality and beauty shines like a beacon through these troubled times.
The British can do this stuff well too just check out My Darling Clementines last record - simply wonderful.
21 of 25 people found the following review helpful
4.0 out of 5 stars Yesteryear brought up to date. Wonderful album.,
Musicfan (Somerset, UK) - See all my reviews
Emmylou has long been one of my favourite singers and there can be little doubt that the 70s and 80s was her best period. Rodney Crowell who has had a very good solo career was in her band when during part of this period. He is a great songwriter as well. With the exception of the superb "All I Intended to be", I have been disappointed with some of her recent albums ("Hard Bargain" being one of the low points). So I bought this album with some anxiety. However, I need not have had any. It is a great album. A proper duets album. Emmylou sounds re-energised and is in great voice. Crowell and Harris complement each other well. James Burton, Glen D Hardin and other former Hot Band members feature to provide some superb backing. The album is tastefully and sensitively produced by Brian Ahern who produced some of Emmylou's best albums in the past. If I have one gripe and that is covers of some of very well known songs such as Bluebird. Surely, there was no need to cover Dreaming My Dreams yet again? However, in fairness, Harris and Crowell make it their own with a superb cover. Emmylou's cover of Matraca Berg's "Back when we were beautiful" is stunning. Emmylou's albums of the 70s and 80s have stood the test of time well and this is a superb collection that stands well alongside them. It brings yesterday upto date. A wonderful album. Not sure I can believe it has taken them so long to do a duets album and I hope another one will follow. It loses one star because I would prefered fewer covers but they do not detract from this album. One of the albums of the year. Highly recommended.
1 of 1 people found the following review helpful
5.0 out of 5 stars A Review Old Yellow Moon.,
Old Yellow Moon.
I bought this album because I am die-hard Rodney Crowell fan, and in beginning I only like Hanging up my heart. But with every listening to the album I find that most of the songs are find. I think the combination of Crowell & Harris is just excellent. The album is just like good wine its gets better and better after each listening to it. I would recommend for people who like country and country-rock. If you like Rodney Crowell or Emmylou Harris or both I would recommend this album.
1 of 1 people found the following review helpful
5.0 out of 5 stars Back to her best.,
I was lucky enough to see Emmylou Harris and Rodney Crowell on their latest tour.
Naturally they played a lot of the album. Live the album tracks are tremendous. The pair played for a total of three hours! [are you reading this Mick Jagger.] and they were brilliant.
The album is no exception. I would class this as a grower, and as you listen to the lyrics the penny drops. The album is mainly about getting old, as we all are. But its not depressing, in fact I found it uplifting.
I particularly enjoyed the track written by Patti Scafila [ Bruce's missus] I didnt think she had that type of talent.
A really great album.
1 of 1 people found the following review helpful
4.0 out of 5 stars Still Sounding Good,
S. Williamson "The Quizman" (Gt. Yarmouth, Norfolk, GB) - See all my reviews
I had the privilege of seeing Emmylou live back in the 1970's, along with the famous Hot Band and Rodney Crowell made a guest appearance.
Nearly forty years on and neither have lost their sheer quality
This is an excellent album, perhaps not quite up to the standard of Emmylou's collaboration with Mark Knopfler a few years ago
but still first class.
1 of 1 people found the following review helpful
4.0 out of 5 stars ... whole folk and country music scene I had this wonderful cd recommended to me as the best country album ...,
as someone new to the whole folk and country music scene I had this wonderful cd recommended to me as the best country album ever.....i liked it, there is a really good variety of songs, and their voices are superb, both together and apart. I would certainly recommend it.
Most Helpful First | Newest First
Old Yellow Moon by Emmylou Harris & Rodney Crowell
Buy MP3 Album: �8.99


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HCA 230 week 8 DQ 2 I had a conflict lately when my 5-year-old daughter fell and fractured her elbow. We had to spend the night in the pediatric ward and have surgery on her arm the following morning. She had two pins inserted in her arm to fuse the bones back together. After she was taken back to her room she had to go for x-rays. I was allowed in the x-ray room with her and the x-ray technicians assistant was very rude and pushy with my daughter. Now to remind you she is 5, just had surgery, on pain med's, and still groggy from being under anesthetics. The assistant wanted her to bend her arm a certain way to get the picture. I noticed that this was causing my daughter pain and the x-ray tech said that the way she had it was fine. I proceeded to speak up and inform this person that she was causing my daughter pain and could she please stop. I believe that the reason we had a conflict was because the women was older and
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Find Events
Carbon Dioxide as Feedstock for Chemistry and Polymers
October 07-09, 2013
Essen Germany
Haus der Technik
Haus der Technik e.V. Hollestr. 1
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Carbon Dioxide raw material of the future
A new paradigm for the industrial chemical production has arisen over the last few years: the CO2 economy. According to this vision, CO2 is no longer seen as a waste product with dangerous environmental effects but increasingly as a feedstock for chemicals, fuels or polymers. This vision has been gaining momentum and is now emerging from the research laboratories as a serious alternative path to securing the constant supply of carbon atoms the industrial chemistry sector will continue to need for their production cycles, even in a world where fossil resources are completely depleted.
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A collection of news and information related to Sandy Hook Elementary School published by this site and its partners.
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Why is Obama giving up on gun laws?
America's do-nothing response to mass shootings
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A Rebel Who Built A Life Of Service To Others
Butterfly-themed party honors life of Sandy Hook studentStory | Jun 14, 2015 | 12:03 AMAs soon as Catherine Violet Hubbard was born, her parents gave her a gift that ignited a passion she carried throughout her entire, and short, life. "When we first brought her home from the hospital, we gave her this little purple mouse— it was a...
Man linked to Dallas police HQ shooting had violent past
Proposal To Close School Stirs Emotions In Newtown
Relatives: Man tied to Dallas shooting was mentally unstableStory | Jun 15, 2015 | 8:27 AMJames Boulware told family members that he had foreseen a deadly Japanese tsunami and the Newtown, Connecticut, school shooting in his dreams. Police say he choked his mother. And he seethed at police, blaming them for the lost custody of his son....
Correction: Dallas Police Headquarters-Shooting storyStory | Jun 15, 2015 | 9:50 AMIn a story June 14 about a shooting at Dallas police headquarters, The Associated Press reported erroneously that the mother of James Boulware, who authorities have preliminarily identified as the gunman, is named Jeannine Howard. Her last name is...


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Rummage Sale, May 29-30
Parish pre-sale
If you have large items like furniture, please call to arrange pick-up. Bring all other items to the parish hall beginning Sunday, May 24, following church. Evening drop-offs are by appointment only.
—Oksana Snow (492-2278)
Welcome to St. Francis Episcopal Church! We are a diverse and inclusive Christian community, conveniently located in NW San Antonio near I-10 & Wurzbach. We practice Jesus' call for compassion and faithful stewardship. St. Francis is committed to Celebrating God's Love with Everyone. Come join us for fellowship and growth in our walk with God!
Ministries & Activities
- Fellowship & Inclusion
- Christian Formation & Discipleship
- Compassion & Service
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What it means to be an Episcopalian
We are a community of Christians bound together by our belief that Holy Scripture contains the very core of all Christian faith.
Upcoming Events
Christian Formation for all ages
parish hall/youth building/room 3
July 5, 2015 Time: 10:10AM - 11:05AM
Food Pantry open
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July 6, 2015 Time: 9:00AM - 11:30AM


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Article ID: 925343 - View products that this article applies to.
This article has been archived. It is offered "as is" and will no longer be updated.
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When you use the code coverage tool to analyze the number of lines of code in Microsoft Visual Studio 2005, you see incorrect assembly information in Visual Studio 2005. Additionally, the highlighted code does not match the tested code.
This problem occurs because an error occurs in the code coverage tool when Visual Studio 2005 generates and uses mismatched debug symbols.
A supported hotfix is now available from Microsoft, but it is only intended to correct the problem that is described in this article. Only apply it to systems that are experiencing this specific problem. This hotfix may receive additional testing. Therefore, if you are not severely affected by this problem, we recommend that you wait for the next Microsoft Visual Studio 2005 service pack that contains this hotfix.
To resolve this problem immediately, contact Microsoft Product Support Services to obtain the hotfix. For a complete list of Microsoft Product Support Services telephone numbers and information about support costs, visit the following Microsoft Web site:
http://support.microsoft.com/contactus/?ws=supportNote In special cases, charges that are ordinarily incurred for support calls may be canceled if a Microsoft Support Professional determines that a specific update will resolve your problem. The usual support costs will apply to additional support questions and issues that do not qualify for the specific update in question.
PrerequisitesNo prerequisites are required.
Restart requirementYou do not have to restart the computer after you apply this hotfix.
Hotfix replacement informationThis hotfix does not replace any other hotfixes.
File informationThe English version of this hotfix has the file attributes (or later file attributes) that are listed in the following table. The dates and times for these files are listed in Coordinated Universal Time (UTC). When you view the file information, it is converted to local time. To find the difference between UTC and local time, use the Time Zone tab in the Date and Time item in Control Panel.
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Microsoft has confirmed that this is a problem in the Microsoft products that are listed in the "Applies to" section.
For information about performance tuning for CRM 3.0, see the following white paper:
Optimizing the Performance of Microsoft Dynamics CRM 3.0 White PaperFor more information, click the following article number to view the article in the Microsoft Knowledge Base:
(https://support.microsoft.com/kb/824684/ )Description of the standard terminology that is used to describe Microsoft software updates
Article ID: 925343 - Last Review: January 15, 2015 - Revision: 2.0


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Discussion in 'Fly Swaps' started by Eric Denny, Jan 5, 2014.
Eric, I would be honored to be in your Fly Swap. Am I too late???
Nope you look like you are just in time.
Awesome, I will start making my flies.
Well you might give it just a sec and let me go through and see how many we still have who want to get in it.
still in
So I sent messages out to make sure everyone still want to be a part that have said something. If I didn't send you one it's because you asked to join in the last few days and I figure you still want in. We should have between 8-10 ppl I will wait to see who all gets back to me.
Fly swap guide lines:
As soon as I find a exact number of ppl we will go for a month after that. I figure that gives everyone enough time with there lives to not feel rushed.
Flys can be any style if TROUT fly. You make x number of the same fly. Toe tag them with what the fly is, size, and who made it.
They will be sent to me after that month with a self address return envelope so I can return to you your flys from the swap. If someone drops out I will let everyone know and we can take it from there. Maybe someone will want to step up or maybe I can depending on how fast I knock mine out.
Everyone please remember that most of us are some what new to tying and this could be are first swap. I will also check in with everyone from time to time to see how things are going and please feel free to do the same. I am trying to make this fun for everyone and a enjoyable experience for everyone.
So I'm just wanting to get word from everyone and we will kick this off!!!!!
I'd like to give it a go if there is a spot open.
If there is a level before 'beginner,' that is the level I'm at. I just started taking a class this month.
Yeah we got a opening nothing's set in stone and not everyone has gotten back to me.
I'm still in and I'll tie up some hopper patterns.
I am Good to Go . 4 done and 6 more to go. Hopefully total of 10 flies for the swap.
Nice but some ppl won't make them at the same speed and it will be between 8-12 ppl in the swap
looking for to seeing plaegreid's cat-hair dubbing with a touch of cigar ash and tag he designed at his last biz meeting
Thanks for stepping up Eric
So someone brought up the point that since there is not that many of us if you guys would like to make two different bugs and swap?? I'm game but felt I would bring it up with the rest of you and see if anyone else like this idea or if anyone feels it's to much? If you feel it's two much please pm me and let me know that way know one is singled out.
I am still in. Even though I have been tying for a couple of years I still don't tie the best flies. We all began with that first fly.
The thing to remember is have fun and enjoy the camaraderie.
Eric, I just noticed your thought regarding two different bugs. I like the Idea. Are you thinking about doubling the number of flies (2 flies for each person)?
I am fine with that as well. Some people think I'm easy.
I'm game for tying two sets of flies. Lets get this thing going though, I'm a lot less into two sets if it means I have to crank out a ton of flies because 15 people are part of this.
Did we get a final count in for this puppy?
I'm going to go through it tonight and will have a count for everyone tomorrow
This would be my first swap, I would like to try it.
And I'm ok if I'm too late, I can wait for next time. Just let me know.


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Supported Hardware
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- The Linux Hardware Compatibility HOWTO lists most of the hardware known to be either supported or unsupported under Linux.
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Martin Luther King Jr Day finds our movie houses filled with people seeing the film "Selma." I never met Dr King but I did meet his wife Corretta and their son Martin Luther King III in Johannesburg at the then famous Carlton Center Hotel across the street from my office and the congregating point for the leaders of the struggle against Apartheid in the waning days of that sad chapter. I understand the hotel is now closed but if one wanted to see how the struggle was going all you had to do was have coffee at the Carlton.
The other major venue for celebrating the end of Apartheid was "Soccer City" formally known as the First National Bank Stadium which was the dream of, and inspired by, my friend Cyril Kobus the managing director of the National Soccer League, the most successful black owned enterprise at the end of that era. Soccer City was the venue chosen by Nelson Mandela to make his first public appearance in Johannesburg after being released from jail. The stadium is actually located in Soweto but the two megapoli are now joined.
I saw the film "Selma" and found it to be a well made film giving the background and events behind the historic march from Selma to Montgomery, Alabama. My nephew who makes films panned the film on three major points - first, it did not use American actors, apparently the actor portraying Dr King is English, second, it broke all the canons of film making, and third it was historically inaccurate. On closer discussion the historical fault is a mistaken portrayal of President Lyndon B Johnson who is shown to be an opponent of King and not the supporter and collaborator that indeed he was.
A niece who is an archivist and worked several years at the King Memorial Library in Atlanta commented on the lack of the most memorable lines from Dr King's speeches in the film. She said the King Foundation closely controls the use of his speeches, which are all copyrighted, and exact royalties for use. In fact it is illegal to use his most famous lines without paying for their use and in view of that I will refrain from using them here.
Do see the film "Selma," a great way to celebrate Dr King on his day.


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Luxe Holiday Recipes
From creamy scalloped potatoes to a chocolate truffle layer cake, here are luxe holiday recipes.
Foie Gras-Steamed Clams
More ∨
Jonathon Sawyer uses a little bit of foie gras to create a luscious sauce for clams. "It's such a simple recipe," he says. "I just put the clams, foie gras and vinegar in a pot and just let them get to know each other for a while."


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What is simple interest?
The interest rate on a credit loan—such as a home mortgage, car loan, or personal loan—is the amount charged by a lender to borrow the money. When evaluating your loan options, be sure to note whether the rate is simple interest or compound interest. Simple interest is calculated only on the remaining unpaid principal amount. Compound interest adds any interest accrued to the principal. Both are legitimate practices, but loans with compound interest can be more expensive, so it's important to know what you're agreeing to before you sign anything.
NetCredit personal loans only use simple interest. At NetCredit, we are committed to a clear and simple fee structure. In fact, the only fee you will ever pay us is the daily simple interest accrued on your loan.
Personal Loans Designed for You!
- Easy online application
- Less-than-perfect credit welcome
- Instant eligibility decision
- Friendly customer service
- Funds deposited to your account


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- OSI-Approved Open Source (24)
- Public Domain (3)
- Other License (2)
- Linux (22)
- Windows (22)
- Mac (18)
- Grouping and Descriptive Categories (16)
- Modern (6)
- Embedded Operating Systems (1)
History Software
- Status: 1 - Planning ×
MIM:InfiniX Manuale Intermediale della Modernita': Infinite Info in Xml PHP-XHTML-XML-XSL-CSS-AJAX-RDF. Design your CMS and store data in XML files and/or MySQL database. It's a multisite and multilanguage CMS. Flexible form with RDF on the database.3 weekly downloads
Orbiter Combat Addons
Orbiter Combat Addons provides a set of addons--spacecraft and utility plugins--to enable the use of Dr. Martin Schweiger's Orbiter space flight simulator to simulate potential space combat systems.1 weekly downloads
RiP1 weekly downloads
AncesTree Genealogical Tree Management
AncesTree is a genealogy management application which is used to build and manage GEDCOM formatted files in an easy to use, open-source application0 weekly downloads
Atomic Deluxe
A strategy based game about modern warfare,first person shooter/stratagey with futuristic, Modern day and prehistoric weapons. You work and gain respect to become the leader of the colony, then the world.0 weekly downloads
This project aims to provide tools for Numismatic research. In addition with classical Database Management functionalities, Geographical data mining's features would play a central part in this project.0 weekly downloads
Cantillizer performs distributional analysis of Hebrew Bible cantillation marks. The DB provides statistics showing the structure of the signs. Cantillizer supports two interpretations of cantillation marks, syntactic or semantic theory and music theory.0 weekly downloads
Clio Knows
A research corpus for knowledge representation and reasoning, with problems drawn from the domain of history.0 weekly downloads
Core OS
HTTP conformance tests, mainly aimed at enforcing baseline HTTP functionality for the SimpleTest web test client.0 weekly downloads
Family tree
This project is to develop a C++ family tree program on Windows.0 weekly downloads
Geovision is a system for collaboratively maintaining and viewing geographical data, especially data over time. Other types of historical data and its visualization also lie in the project's future.0 weekly downloads
HistoryLoc is a practical system to track place names over time.0 weekly downloads
Linux Ancestral File
I strongly recommend that, instead of creating a new project along these lines, that people check out gnuology. I would much rather see efforts go into building up one great project than split between many (for now, anyway :) ).0 weekly downloads
NOTDOS - It's not DOS, but what if...?
NOTDOS is, well, NOT DOS... but what could have been created back in 1980, to run within 200Kb on an original PC. It is a project for fun - it's definately not trying to be "compatible", but better! Multi-treaded, real-time responses, better file syst0 weekly downloads
A Coins and Banknotes collection management software. Allows to build and browse a database of exisiting coins and banknotes, and to manage a collection made of a subset of the former database. Qt based GUI.0 weekly downloads
OpenBible Project
Open Bible Why pay for a Bible? A scientific Bible Programm in Open Source. Maybe the best Bible Programm ever.0 weekly downloads
OpenCase is a social worker case note taking software. This is a standalone java application that will be developed using mostly opensource tools. The developers will collabarate using open source tools.0 weekly downloads
Republican Date Library
LibRdate is a small C library to manage French republican dates and decimal time fully compliant to historical decrees that established the French Republican Calendar in revolutionary France.0 weekly downloads
Tethra - a cemetery data manager
Tethra is a program meant for genealogists and genealogical societies to record, store, manage and publish cemetery data and tombstone inscriptions.0 weekly downloads
The Prognatus Project
Prognatus is a cross-platform genealogy project. But it is more than just genealogy. Prognatus will provide routines for maintaining general historic information, searchable thru different view angles, and more!0 weekly downloads
The THOTH Enter-prise
THOTH SEEEN ALIVE A STUDY of the Character of THOTH, Egyptian god. Extraordinary amounts of mathematical interplay. Lots of pictures to see, already developed. It's worth a Look, I believe.0 weekly downloads
Web graphic presentation of events over time0 weekly downloads
Universe App
The Universe App is a 4D representation of the planet's known history. It's a 3D model of the world with time added in, so you can view "the absolute entire collective recorded history of mankind". Users can submit new material to a panel of judges.0 weekly downloads
XCCD Desktop Edition
XCCD is the name of a project regarding a set of open source softwares useful to create, edit and manage documentation responding to ICCD's standards. ICCD is for "Istituto Centrale per il Catalogo e la Documentazione".0 weekly downloads
Web-based tool for viewing publicly-available documents and annotating and analysing them semantically and syntactically.0 weekly downloads


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Select Local Merchants
Miami Hang GlidingRead MoreSightseeing and adventure are one and the same while soaring through the air on one of Miami Hang Gliding's aircrafts. This company curates treks through the clouds by equipping their clients with hang gliders controlled by experienced pilots. Weather permitting, the pilot and passenger are towed to flight altitude before flying through the air; the pilot takes responsibility for steering, leaving the passenger free to soak in the scenery from high above and spot his or her house, office, or lost car keys. The experience typically lasts about an hour, with 10?20 minutes of that time spent in the air.12671 E State Rd. 80Clewiston, FL US
USA Martial Arts FloridaRead MoreClassic meets modern at Finish Strong Martial Arts. Traditional hand-painted scrolls and a handwritten nafuda kake student roster board greet guests when they walk in, and the walls are hung with photos of past and current instructors. But the studio also has two professional-size karate rings, a spacious area for parents to watch and wait, locker rooms, and a pro shop. The MMA classes cover techniques such as aikido, judo and jujitsu, and karate.1111 Homestead Rd NLehigh Acres, FL US
UASTAR PromotionsRead MoreA far cry from the photo booths of yore, UaStar's version snaps pics of prop-wielding revelers with the push of a button, with images made available through immediate prints and an online viewing gallery. Attendants ferry photo booths to weddings, birthdays, or other events, and remain on hand to ensure sessions go smoothly.4205 12th Street WestLehigh Acres, FL US
Silver Lining AviationRead MoreEngines start to roar, propellers spin, and a large parachute expands into the sky, carrying a light aircraft and its passengers toward the clouds. Silver Lining Aviation's certified instructors create adventures like this every day as they teach visitors to soar behind the controls of sport aircrafts such as powered parachutes, weight-shift trikes, and gyroplanes. Led by licensed FAA flight instructor Craig Ewing, Silver Lining's team takes prospective pilots on introductory flights that allow them to experience aircrafts such as the Airwolf 912 and nibble on different flavors of clouds. The aviation experts also sell sport aircrafts, which patiently wait onsite as customers work through custom ground- and flight-training programs. In most cases, the flight instructors prepare their pupils for aerial navigation in as little as two weeks. They also assist new pilots with replacement parts, provide 24/7 support, and cook oil soup to feed hungry aircraft.15191 Homestead RoadLehigh Acres, FL US
The Florida Ridge Sports Air ParkRead MoreLocated on 50 acres of land in Clewiston, The Florida Ridge Air Sports Park gives guests unlimited opportunities to indulge in airborne activities. Winds from the Atlantic Ocean and Gulf Coast converge to create favorable soaring conditions for hang-gliding, paragliding, and controlled umbrella flights. The park also offers pilot-training programs and equipment rentals for expert windsurfers.12671 E State Road 80Clewiston, FL US
SportationsRead MoreSportations connects amateur adrenaline jockeys to certified professional adventurers, drawing from a nationwide network of aeronauts and speed demons to introduce habitual pedestrians to the wonders of skydiving, ballooning, hang gliding, and stock-car racing. Thrill seekers can zipline across a forest canopy, hollering like Tarzan or taunting nearby birds until they agree to race. Helicopter tours ferry patrons skyward over landmarks and cityscapes, whereas paragliding adventures get up close and personal with blue skies and clouds. For most sports, Sportations accommodates groups of any size, from physics classes empirically proving gravity's existence to solo ballooning supervillains declaring dominion over all they see.12671 East State Rd. 80Clewiston, FL US


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Update: Upgrade was not completed due to vendor issue. Another date will be scheduled.
The network and server teams will be upgrading our network firewalls on February 10, 2015 between 7 pm and 8 pm.
There is no expected impact to the community.
Update: Upgrade was not completed due to vendor issue. Another date will be scheduled.
The network and server teams will be upgrading our network firewalls on February 10, 2015 between 7 pm and 8 pm.
There is no expected impact to the community.
Update, 4:50 PM: The Netstorage has been resolved.
There is currently an issue with uploading files back to the server from Netstorage.
Downloading files via Netstorage is functioning properly.
Server administrators are working with our vendor to fix the issue.
We are pleased to announce that FXB G11 has opened for the spring and summer semesters as a computer laboratory with seating for 38 students. Each seat is equipped with a laptop, hardwired network connection, and the full suite of software available in any computer laboratory. A laser printer has been added to the room.
The room is available both as a computer classroom and for general student use between scheduled classes.
This room replaces Kresge 213 which has gone offline for renovations along with Kresge 201, 210, and 212. This is the first of a two phase complete renovation & redesign of all the second floor classroom space in Kresge building.
This morning, beginning at approximately 8:30 am, there was a power issue in a network closet that caused a network interruption to select locations in Building 1, Building 2, and 1643 Tremont Street.
The issue was resolved in all locations by 9:40 am.
Early this morning beginning at approximately 2:30 am, the HSPH main website began experiencing intermittent outages. Our vendor had scheduled an overnight maintenance window to upgrade our cloud database solution. The upgrade both took longer than expected and had a greater impact than expected.
As of 8:10 am, the issue was resolved. All websites are fully operational.
In February and March, all faculty and staff email accounts will be upgraded to Microsoft Office 365 as part of a broader University-wide project.
The upgrade schedule has been released and may be found on the email website. This site also contains FAQs about Office 365 and the upgrade process.
The Department of Information Technology is scheduling meetings with administrators and other key departmental personnel to answer any questions and verify staff listings.
UPDATE: All updates were successful and systems are fully operational.
On Thursday, January 15th, we will be performing our normal monthly system maintenance to all servers and network gear.
The maintenance window will last from 7PM to 1AM.
The following services will be unavailable from 7:30PM – 8:00PM:
The following services will be unavailable from 7PM – 1AM:
The following services will have one or two small outages:
(You can continue to work, but may have brief pauses while services restart)
The following services will be unaffected during the maintenance window:
Please contact our Helpdesk at (617)432-4357 or email firstname.lastname@example.com for any questions or concerns you may have regarding this information.
Upcoming maintenance dates:
UPDATE: The Helpdesk has been relocated back to Kresge LL15.
Due to to maintenance in the Kresge Lower Level, the IT Helpdesk will be temporarily located in FXB G2 tomorrow, Wednesday, January 14th, from 8:00 AM to 6:00 PM.
FXB G2 is at the foot of the main stairs going from the FXB atrium to the ground level.
All walk-in, phone and email will be handled from this location.
The IT Helpdesk will be back in the Kresge LL15 suite at 8:00 AM on Thursday, January 15th.
Update: updates were successful and Mediasite is fully functional.
On Saturday, January 10, our course capture partner will be making upgrades to our course capture server between the hours of 1 am and 5 am.
Access to HSPH course videos (Mediasite) may become unavailable for brief periods during this scheduled maintenance window.
The Department of Information Technology will be providing phone support hours to assist the community with computer issues during the winter break.
Phone support hours are as follows:
Wednesday, December 24: closed
Thursday, December 25: closed
Friday, December 26: 10 am to 1 pm
Monday, December 29: 10 am to 1 pm
Tuesday, December 30: 10 am to 1 pm
Wednesday, December 31: 10 am to 1 pm
Thursday, January 1: closed
Friday, January 2: 10 am to 1 pm
Emergency phone number:
Walk-in service will not be available from December 24th through January 2. The Helpdesk will reopen for walk-in service on Monday, January 5 at 8:00 am.
Please note that all core systems (e.g., email, network, web servers, server rooms) are monitored throughout the break by IT staff. These systems are monitored 24/7/365.
We wish everyone a happy and safe holiday break and look forward to working with you in 2015.
Thank you,
HSPH Department of Information Technology


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GRAND RAPIDS, MICHIGAN -- Our two dining chairs were broken accidentally, so I called Guardsman and sent them pictures of broken chair. On March 7, someone from Guardsman called me and asked the reason for broke chairs. I said it don't know when it happened and exact reason. Based on my statement without listening or giving me chance, representative told me that "this is not accidental damage so your claim is declined."
I asked how to do know that this is not accidental damage. The person told me that I have told him. I argued with person that I told that I do not know the exact time and reason. It might be my kids broken it. Person was not ready to accept my any reason and was so rude and do not want talk to me. I guess at last he hang up on me. I feel person was rude and unprofessional. I have spoken to manager also regarding this and Guardsman had assumed that this is not accidental damage and not defect also.
My question to Guardsman as this is not manufacturing defect then how chair has broken itself. Manager has some funny reason to support claim for this logic. If chairs are broken it should be covered, it does not matter who broke it, when it was broken. I do not have video camera at home to record events how was chair broken, what time it was broken, who broke it. It is broken and Guardsman needs to cover under accidental warranty.
ROCHESTER, NEW YORK -- We bought a soft from Bassett Furniture. We were extremely pleased with the sofa. It was exactly what we ordered. However, we did take out an extended warranty on the sofa. On December 21, 2014, a child had an accident on one of the sofa cushions. We called Guardsman (who covers the extended warranty), and were told someone would come out and inspect the furniture (even after sending pictures). They came, and said that someone would come to clean the sofa for us.
Late January, someone did show up. He cleaned the sofa cushion HOWEVER, we splattered some of the cleaner on the second cushion leaving spots all over it. He spilled some cleaner on the decking portion and left a huge stain. We were told to wait a day until it dried. We did .... now the two cushions are streaked with white and the decking is still soiled from them. We called again... another gentleman came out and said that we will have to have the two cushions and the decking replaced. This was in February. Now we are told that Guardsman does not have anyone to replace decking and will NOW order the cushion covers.
It is now March 20, 2015 with no resolution. Guardsman said it will be another 4-6 weeks before we will get new cushions. And did not know what they were going to do about the decking. They are extremely slow to respond or act upon any issues. CAUTION: before taking out this warranty, make sure who you are dealing with. Guardsman is not a good choice unless you are willing to wait 6 months for a resolution to a problem that THEY created.
EDMONTON, CALIFORNIA -- We have purchased leather furniture with Guardsman. SCAM warranty. The dust covers are pulling apart and the couch cushions are torn apart from using the recliner. We had a service man in today to repair dust cover but won't repair cushion. He also told us the cushion is not repairable even if it was covered under our extended warranty, after calling Guardsman they said the warranty only covers an incident that was caused by human error like burns or cutting furniture. The dust cover is torn by using the recliner but they will warranty that but not the cushions.
Trying to deal with furniture store and warranty no answers the store told us that if we bought name brand furniture they might have been able to help, nobody will cover warranty. Dealt with hauling to garbage dump and buying once again new furniture. Watch out anyone that is purchasing GUARDSMAN GOLD PLAN, they do not cover what you are paying for..
GRAND RAPIDS, MICHIGAN -- I wish I would have looked them up before buying the insurance. We have purchased insurance in the past on other furniture from another company and actually used it and didn't have a problem. This place is such a sham! Really? Who has the time to respond in 5 days?
I wrote and complained yesterday and said that I didn't want the insurance anymore and I wanted a refund. Can't have that either! You must cancel in most states in 20 day, in 20 days how would I know that I wanted my money back because they are so bad? I wouldn't have any interaction with them by then. In addition, the process to report it takes so long and you have to do a report for each damage to each piece so if there are 2 items damaged in the same piece you have to process 2 reports. You also have to have photos so it took me 1 1/2 hours to fill out the reports for them to tell us nope! Then they also said nope as easy as pie to getting our money back! Bad business!!!
GRAND RAPIDS, MI -- SCAMMERS! SCAMMERS! SCAMMERS! SCAMMERS! First of all, visit the Grand Rapids, MI Better Business Bureau (BBB) and "enjoy" the 956 COMPLAINTS AGAINST THEM! This means, THEY DON'T CARE!
They will do everything they can to confuse you on the claims process to "cheat" you of the timeline! My idea? I will research every single furniture store that offer their Protection Plan Services and I will "inform, educate and WARN" customers on those companies' websites and review boards. Once these furniture companies learn they can't sale this protection plan package to their customers, they will simply dump them for someone less toxic!! Sounds like a plan? Join me!
GRAND RAPIDS, ILLINOIS -- I discovered a tear on one of the sofa cushions so I followed all of the requirements as far as taking several pictures, filing a claim on line, printing and signing the required documents and mailing it to the company.
We were told that they would not cover rips on seams, any damage more 5 days old, and, even though I purchased a 5 year plan, they said they would only cover the furniture for two years.
This was a complete rip off and a huge waste of money. I will also complain to the Better Business Bureau but I'm sure that won't help either. If I can save one person from wasting their money then it will be worth it.
I was sold this plan by Jerome's furniture. I was told that it was a wise investment because if ANYTHING ever happened to the outdoor furniture set I purchased that I was covered 100%. I filed a claim after discovering that all the seat cushions were full of water & mold a couple weeks after one of the few rain storms we have here in California.
My claim was denied because it was deemed an act of God & was therefore not covered by their plan. So, outdoor furniture that I can't leave outdoors & a protection plan that denies my claim. Give me a break. I am working with someone at Jerome's who is trying to get the manufacturer to replace the cushions. We'll see.
TEMECULA, CALIFORNIA -- Paid $130 for their protection, might as well not have spent the money...A year after I bought the couch that was covered, and I needed the frame replaced after an accidental break, they refused my claim. I went through all the hoops, took photos, filled out paperwork and mailed it in. I was told that after all that work for the claim, that I would have to wait 2 weeks for their decision. They decided that "Sectional-Left Arm Facing Sofa - Frame Cracked - The damage reported is not covered under the terms of the protection plan. Please refer to your manufacturer warranty for coverage and terms that may apply."
Will never use them again...they are difficult to work with and dishonest...
Reading other reviews I was very weary that my claim would be accepted after finding a mysterious crack on the marble top of my buffet. The process was very formal and it took a few weeks to get processed, but eventually Guardsman had the furniture store where I made my purchase (Haverty's) replace the entire piece. Of course, that ended my insurance with Guardsman, but I was very satisfied.
While in form to file the claim it asks very specific questions about when and how the damage was done, I still was made whole even though I could not answer those questions.
UNKNOWN (US) -- Bottom line, they will not come out and clean the couch for any reason. despite the fact that their web site paints a utopian scenario where this warranty seems worth purchasing (http://www.guardsman.com/en/furniture_services/protection/). I urge you not to spend a dime with this company.
Here is what I wrote in my feedback on their site:
The claims I have made for the service have been almost fully denied. outside of the customer service representative being totally out of line, the warranty I have purchased is also not being fulfilled. You are 'denying' the body oil and dirt stains on the couch and chaise lounge, when the warranty verbiage on your own web site states "Human and pet bodily fluids" explicitly. Clearly your customer support team has not been trained to provide any level of actual customer service, and does not care about what they are doing to the (per internet reviews) strongly declining reputation of Guardsman. I will be reporting this issue to the Better Business Bureau due to the blatant breech of this warranty. I also plan to make rounds on several web sites to highly discourage anyone from being coerced into this scam of a warranty (which will be easy by simply writing up my terrible experience). I will also be contacting Ashley Furniture to make sure they are aware of the illicit business practices of Guardsman.
Please refer to your web site for a full understanding of the false coverage of the warranty: http://www.guardsman.com/en/furniture_services/protection/