text:
Full detailed profile on Tabitha Lenox Played by Juliet Mills on Passions Daytime Soap Opera.
Juliet Mills
Birthday: November 21, 1941
In the kitchen, Kay tries to convince Pilar that Tabitha isn't a witch, as Tabitha worries Pilar will find out the truth. Pilar says that weird things have been happening in this house for years, but Kay explains it by saying Tabitha is just English. Pilar admits she may be wrong, but asks Kay to think about moving out because she doesn't want her granddaughter growing up around Tabitha. Pilar walks away and Miguel asks Kay what's going on. Kay fills him in and they both worry Pilar will find out she's a witch. Miguel says that shouldn't be a problem because both Tabitha and Kay took a vow to not use witchcraft, right?
Tabitha serves everyone sandwiches while Noah, Paloma, Theresa and Miguel plan their wedding. Noah suddenly says they can't get married and that the wedding is off. He says since Paloma broke up with him they aren't engaged anymore and they need to fix it. Noah leaves the room and Tabitha gets a headache from all the "icky, sicky love and romance." Noah returns with balloons, gets on one knee and proposes to her. Paloma agrees to marry him, as the demon's eyes show up and start popping the balloons. Tabitha realizes it's the demon, but tries to explain it to everyone by saying the heat in the kitchen caused the balloons to pop. Kay asks Tabitha what happened and she says she doesn't know. Kay doesn't buy it and asks if the elf is back. Miguel comes up behind them and asks, "What elf?" He demands to know if they are using magic again and the women swear they are not. Tabitha says Elf is a nickname she gave to one of Endora's pets. Tabitha walks away and Miguel suggests to Kay that they go down to the pier and get some cocoa. Pilar leaves and Miguel, Kay, Noah and Paloma head off to the pier.
Tabitha sends Endora off to bed and says out loud that she knows the elf is there. She tells him he can do whatever he wants to everyone else, but she and Endora are off limits!
Tabitha and Endora sit at the kitchen table, while Tabitha worries that the demon is still around. Unbeknownst to the witches, a trail of black slime flows along the floor. Miguel enters and Kay greets him saying Noah is coming over with news. They go into the kitchen and then Noah and Paloma enter together announcing they got back together. Endora thinks true love always wins out, but Tabitha isn't so sure. Tabitha asks if the double wedding is back on and Miguel and Paloma say they need to postpone it because of Theresa. Paloma says Pilar would think they were being disrespectful if they had the wedding too soon. Kay and Noah are disappointed they have to put off getting married, but understand. In the background, Tabitha continues to worry and thinks the elf wouldn't have left without leaving total devastation.
Pilar walks in Tabitha's house and asks everyone what's wrong. Tabitha tells her the foursome is talking about a double wedding again. Pilar is pleased and asks why no one looks happy. Miguel tells his mother they are delaying the wedding because they want to give her time heal regarding Theresa's death. Pilar hugs everyone and says she's touched that they would sacrifice their happiness for her sake, but after losing two of her children she's learned how short life is and they should enjoy every second they can with the people they love. She says Theresa would want them to go ahead with the wedding and she wants it too. They decide to keep their original date and Kay asks if Pilar is sure she's okay with it. Pilar says she'll be okay and they discuss how difficult it is to lose a child. Pilar says she feels Theresa close in her heart.
A motorized toy car comes into the room out of nowhere and Tabitha yells, "Everybody down! Elf attack!" Tabitha and Endora hide under the table and Noah realizes he sat on the remote control, which made the car move. Pilar thinks Tabitha's reaction was odd and wonders what she meant by elf attack. Endora thinks, "This should be good!" Tabitha makes up something about a game her and Endora play. She then tries to change the subject back to Theresa, but Pilar won't let it go saying she always heard about the strange things that happen in her house. Paloma says it's not just this house, but all of Harmony. Tabitha says she doesn't notice, but Pilar says it's like there's an aura around the entire property. Pilar keeps asking questions about Tabitha and the house and Kay tries to distract her by bringing up the wedding.
Over at Tabitha's, the monkeys continue to throw things around the kitchen while Kay and Tabitha hide. Tabitha eventually has enough and says she will use magic to get rid of the demon elf and the monkeys. Kay urges her not to, but Tabitha casts a spell and zaps the demon elf. He says every spell she casts will only make him stronger. He then zaps himself and the monkeys into the bowl and the kitchen is returned to normal. Kay and Tabitha think Tab's spell worked and that the demon elf is gone, but when they aren't looking, black slime oozes out of the bowl.
Kay leaves the house after arguing with Tabitha over using magic and the lights suddenly cut off. Tabitha looks around asking, "I'm not alone here am I?" The black slime turns into the demon elf who is dressed in black. Tabitha senses that he's gotten stronger and the demon tells her that he's been given new gifts because he's been instructed to make her pay for taking Endora back by using goodness. He says there's a price to pay and turns a photo of Endora into dust. Tabitha warns him not to harm Endora, but the demon doesn't need her permission and zaps himself away. The lights go back on and Tabitha thinks she must protect Endora and believes the whole town of Harmony could be in danger.
At Tabitha's, the witches discuss using magic and Kay points out that the last time she did, the demon elf popped up. They wonder if they've truly gotten rid of him for good, but he's revealed to still be hiding under the kitchen table. As Tabitha and Kay continue their argument, Noah enters and asks for help with Paloma. He explains that Paloma thinks he's cheating on her and that she doesn't trust him. He asks Kay and Tabitha to help him convince Paloma that he loves her and that the cheating was a result of the weird Harmony occurrences.
Kay tells Noah and Tabitha about Theresa just as Paloma enters and overhears. She cries asking them to tell her it's not true and Kay and Noah try to calm her down. Paloma rushes out of the house and Noah runs after her. Tabitha remarks that they saw Theresa's death in the bowl, but Kay says it's been wrong before. Kay and Tabitha then realize that Pilar's entire family is in danger.
« Back to Tabitha Lenox profile


text:
- Details
- Ingredients
- Nutrition Info
- Reviews
The perfect gift for the shooting star in your life! A sparkling gold bag of bite size solid dark (3) and milk (2) chocolate stars, each wrapped in festive silver (dark) and gold (milk) foil. 5 piece
Dark Chocolate (unsweetened chocolate, sugar, cocoa butter, soy lecithin [an emulsifier], vanilla), Milk Chocolate (sugar, cocoa butter, dry whole milk, unsweetened chocolate, soy lecithin [an emulsifier], vanilla).
Write a review
Fabulous Presentation
Mar 3, 2014 | By Lindsay
Everything was beautiful from the wrapping to the card inserted. Thanks!

subset: commoncrawl


text:
Charred Body Found in Nicosia
A burned body has been found by a Nicosia citizen in a field in Geri's industrial area, said police today.
The body is male, and unidentified as of the writing of this article. State medical examiner Sophocles Sophocleous is to carry out a thorough autopsy. A Nicosia resident found the body and alerted the authorities at 1.10pm this afternoon, according to police statements.
The exact cause of death will be confirmed by further investigations, said police. Nicosia crime investigators are in charge of the case. As the body is still unidentified, police have appealed for anyone who may have information to contact the police on the Citizen's Line 1460.
- Printer-friendly version
- Login to post comments


text:
Magic Chef
Magic Chef 1.1 cu. ft. Microwave - White
Model: MCM1110WF | Store SKU: 1000659154
Prepare a snack or a meal with the Magic Chef 1.1 cu. ft. Countertop Microwave in White. The microwave offers 1,000 watts of power and 10 power levels, along with five auto-cook settings, to help you quickly and easily prepare a variety of foods. The auto defrost feature helps you select the proper defrosting time and power level for a variety of foods, while choosing foods' optimal cook time and power level is made simple with the 5 auto-cook settings.
- 1000 Watts
- 10 Power Levels
- 8 Autocook Functions
- Auto Defrost by time and weight
Warranty Information
1yr parts and labor, 8yr magnetron www.magicchef.com
|Assembled Height (In Inches)
|Assembled Width (In Inches)
|Assembled Depth (In Inches)
|16.7 In.
|Assembled Weight (In LBS)
|31.8 Lbs.
|Microwave Type
|Countertop Microwaves
|Country of Origin
|Item Depth
|16.7 In.
|Item Height
|12 In.
|Item Weight
|32 Lbs.
|Item Width
|20.2 In.
Price and availability may vary by store.
|Find Stores Near YouCheck Other Stores
*Valid only on date printed
User Reviews
Get the inside scoop from users like you!
Thank you!
Your quick rate has been submitted.
Please note it may take up to 8 hours for your quick rating to appear.
Sorry we are currently experiencing technical difficulties. Please try and resubmit your Quick Rating.
The Home Depot offers more than 2,000 Eco Options products online and in store that can help you save money and are better choices for the environment.
Energy Star
The Home Depot offers close to 1,000 ENERGY STAR® qualified products, which meet or exceed the highest energy efficiency standards without compromising performance.
Shipping calculator
Shipping estimate is based on total order weight and destination. Actual shipping charges will be confirmed at checkout.
Remote areas may exceed this range.
Flat Rate Shipping
Some exceptions apply. Shipping rate is applied on a per product basis. Orders/deliveries to select remote locations will need to be placed through Customer Support where shipping rates will be provided prior to order confirmation/completion.
Shipping calculator
Shipping estimate is based on total order weight and destination. Actual shipping charges will be confirmed at checkout.
Remote areas may exceed this range.
We offer 250,000+ products through our in-store special order program. Please visit your nearest Home Depot location for details.


text:
Jun 01 2013
Using Cell Phones for Learning
My daughters, Emelie (16) and Meredith (13), both have smartphones. We set what we believe to be reasonable guidelines for use – most specifically, texting curfews at night and during school hours, but until I subscribed to The Innovative Educator, I did not consider how often the girls readily turn to their smartphones for more than just social interaction with their buddies.
While I admit my smartphone is rarely out of sight, and I consider it a valuable tool in my own personal social and information arsenal, I have not allotted my girls the same freedom with their own phones during school hours. Instead, I considered them a distraction, and required they both "unplug" until they finished their schoolwork. I also extended this same mindset to my middle school and high school homeschool Co-op classes this past year. It doesn't make logical sense that I aligned with this way of thinking since I use various apps on my own phone when my brain gets constipated with thoughts and ideas that need a temporary home while I sort them out.
I've read various online articles highlighting the benefits of, and methods for, using mobile devices to complement and even boost education. This, plus the research-based proof that students use cell phones for learning, has forced me to re-evaluate my mindset. I also added Lisa Nielsen and Willyn Webb's "Teaching Generation Text: Using Cell Phones to Enhance Learning" to my summer reading list. If you have read it and can offer a personal review, let me know.
As a home educator, it is my responsibility to pay attention to how my kids navigate the world around them – including how they choose to gain information and approach learning. So, I began watching, asking and listening. What I saw, and continue to see, is that the girls use their phones as a learning device JUST AS MUCH (if not more) than they do as a communication tool.
When I began writing this post I could only remember some of the girls' favorite apps, so I sent them a quick text (they were out of state with their grandparents) with the question, "What are you favorite apps and why?", and they responded with the following texts:
Emelie (who has had her iPhone for over a year): "Instagram – I enjoy social media, but want something visual, simplistic, not too wordy. iHeart – it's like Pandora, but better. I don't recommend it to people for selfish reasons. If it gets popular it'll have ads. Tumblr – it's.just.Tumblr. My virtual inspiration board. Kik – it's an IM app, really nice for international friends because it's free, no ads, simple. Snapchat – send videos/photos for up to 10 secs to other users. Then they disappear forever. Everyday – not free, but it's worth the money. Take a photo of yourself daily, watch yourself change over time in video format. MagicHour, Montage, Cat Wang, Pxl, whitegram, Picframe – best photo editing apps EVER. Feedly – Blog reader. Onavo Extend – compresses phone data like no other. Translate – again, those international friends. Then Skype, Twitter, etc…"
Meredith (who received her phone 1 month ago): "I like Instagram because I can socialize and make new friends. With Instagram I can post pics and friends leave nice comments (which is encouraging and I like). I like Sing because I can do karaoke on the phone with PEOPLE! I like Pandora because I can listen to free music and customize it to certain songs I like, and it opens doors for me to find new songs I like and can buy on iTunes. I like Wattpad because it's an app that I can use to write books and read people who have written books and want to become famous writers. And one day if they become famous I can be like, I remember when they were just starting off and I read their first book…"
Both of the girls knew how to navigate their phones within the first few days of receiving them. Unlike my generation, theirs embraces new devices and they are not afraid of making mistakes. When Meredith received her phone, Emelie taught her everything she knew, including tricks for how to save data, not exceed data, and most importantly, how to check her data plan. Jeff and I never taught her how to do this, but after paying $20 when she exceeded her limit one month, she showed her resourcefulness by investigating ways for it NOT to happen again.
Bottom line, today's students have already embraced mobile devices for learning. This is not new. More than 1 in 4 middle school students use smartphones for their homework, weekly or more. I homeschool for the freedom it affords. It is clear that mobile devices can help students expand their specific hobbies or areas of interests, but as a home educator I am interested in how I can expand upon this interest and integrate this technology more extensively throughout our school day – if only by setting more sensible boundaries for use.
Also, as a side note: The one thing my girls rarely use their iPhones for is to CALL someone. That has to be indicative of this generation as well, because if it were me I'd rather call than text.
Have you considered increasing mobile device usage in your homeschool or classroom? If so, what are you doing, planning? If not, what is holding you back?
About the Author: Tired of feeling overwhelmed, Heather Sanders and her husband Jeff faithsized their family into a 960 square foot lake cabin in need of renovation. She writes about faith and simplifying your desires so you can be content right here and right now.
26 Comments and 19 Replies
Katherine On Saturday, June 1 at 5:31 am
I think it's great! This is the way that public education is moving, albeit, painfully slowly. The truth is that kids learn better through hands on and technology and we can't afford to purchase devices for every students. Especially since they become obsolete almost as soon as they hit the shelves. To solve the problem, we are moving towards bring your own device. I'm excited by it.
Andi On Saturday, June 1 at 6:16 am
A heads up on snapchat – those pictures don't disappear forever if someone who receives it takes a screen shot of it. Just a reminder that anything digital can be forever.
Susan On Saturday, June 1 at 4:27 pm
Great link! Can't wait to show it to my daughter. A forensics technology team was actually used in that Ohio rape case to recover all of the texts/Tweets, etc for the prosecution.
I applaud your use of phones in homeschool and love that you aren't hiding your kids from technology. These kids of this generation are going to create some amazing things someday. Your oldest is so artistic and the sky is sincerely the limit on what artists are doing on the net and with app creation. Have you guys explored the visual engineering program at TexasA&M? I have some clients whose kids are in the program and these graduates are HEAVILY recruited by Pixar and Disney, etc.! What a blast that would be !! My daughter is only 14 and really wants to do that for a career.
Susan On Saturday, June 1 at 7:22 am
I will not allow Snapchat on my daughters phone. Period. She does not need to have conversations with anyone that will disappear that quickly before an adult or anyone else can really see them. And Andi is correct, a user can take a quick screen shot.
I recently required my 13 year old daughter to sit with her Dad and I and watch the 20/20 1 hr special on the Ohio rape case involving the football players who violated a drunk/impaired 16 year old repeatedly one night and then documented it with Tweets, Instagram pics and texts. The messages were many: drinking and impairment on judgement, social media, the legal ramifications and so on.
I have a sweet, honest, trusting 13 year old girl who has so far avoided any and all drama or inappropriate problems in regards to Instagram, Tumblr or texting. But I am all over her accounts and check them frequently.
Now back to the original subject:
Smartphones are now allowed in her school to use during the day. She has a great graphing calculator app she uses all the time and she is starting to use her phone to plot out assignments and take notes. I cannot wait to see how this generation starts to use this tech gear in the future.
Karin B On Saturday, June 1 at 11:06 am
What is the name of the graphing calculator app? Thanks!
Martha On Saturday, June 1 at 8:11 am
I think there are pros and cons to everything. Technology when used correctly can be invaluable. My concern is that people do not communicate with people anymore. I truly believe communication is the key to being successful in your career, your marriage, raising your children. When we close that door, we close the opportunity to understand what is going on in the lives of those who mean so much to us and possibly miss a warning sign if they need help. What happens in a major (or minor) blackout and your service is interrupted? There are children and young adults (maybe even older) that do not know how to look information up in a book. Just a note…I have had my children actually text me from their bedrooms while I was in the kitchen….really??? Who wants to guess if they got an answer?! Haha. From food to technology, the key word should be moderation. Everything is good when we use it responsibly.
Christine On Saturday, June 1 at 8:36 am
I'm not sure I understand the relevance of the study. The question seemed to be whether or not students use the device to do their schoolwork…and the results somehow morphed into students using their device to learn. The respondants answered they used their devices in the classroom. How? As a calculator? To text their friend for the answer? To google an answer? While any of these might be arguments for the fact that students used their devices in class, I'm not sure any of them actually "prove" learning. Your own daughters responses seem to be social media based usage. Don't get me wrong, I have nothing against social media per se, I'm just not sure I see anywhere that people learn by using their devices. My own experience has been the opposite, my children rarely learn anything from any "learning apps" – I consider those apps only slightly better than just plain fun games (the exception here is those games which drill – they seem to be fancy schmancy flash cards and get the job done).
I'm not a Luddite, we have all the devices and do use them. I suppose we even use them a bit to learn – my daughter watches YouTube tutorials for her hobby. But I'm not convinced of the study.
Dana On Sunday, June 2 at 9:26 am
I agreed with you until I got to the "prove" learning part. At age 7/8, my son played a game on my iPhone about Presidents. (Presidents vs. Aliens, I think.) I am continually astonished at how much he has retained. He's 9 now and anytime ANYTIME someone asks a question referencing presidents: which number they were, the sequence (before/after) he knows it! Really knows it! Now, we just automatically turn and say, "D- who came after Taft?" and he tells us. He's totally got his states/capitals down, too, which may be from Stack the States. Not that I don't teach these subjects but the memorization he gets from an app is way beyond what I require him to memorize. Seriously. And I'm practically Luddite (no TV, no internet, hand-built cabin – *almost* off grid) where I live! LOL. Now, if there was an app for learning Latin that was as fun as the Presidents, I think we might try harder to find money for an iPad.
kellymarie On Saturday, June 1 at 9:19 am
I really dont see it as a learning tool. even though my sons therapist use Apps with helping him, using the Ipad..I am not a big texting gal, my cell phone is never on and it annoys me when Drs Offices call my cell before my home.. I see my 18 and she is glued to her phone (she rather text then talk on the phone conversations)..I think todays kids/adults are more antisocial by relying on their phones… Just my opinion
Melissa A On Saturday, June 1 at 3:27 pm
My opinion is that kids are not antisocial — they are just social in a different way. Things change, and that is okay.
Abbe PB On Saturday, June 1 at 9:42 am
I think you're smart to restrict usage during school hours! I understand, to an extent, the ability to use apps for "good" – e.g. graphing calculator apps when one is required for school (those things are still insanely expensive!). It is extremely important, however, to talk to teens about respectful usage, especially if they're getting ready to head off to college – or if they're already there. Unlike most high schools or home situations, students cannot be mandated to leave their phones off or at home, teachers can merely request that they be put on silent or turned off (they can "require" it, but there isn't very much they can do to enforce it with university support). Most professors I know WILL dock participation points from students caught using their phones in class for non-academic purposes, and of course there is always a risk of getting in much bigger trouble if you are caught cheating on an exam, up to and including expulsion.
Cindy On Saturday, June 1 at 10:32 am
Your side note makes me feel young at heart because I rarely use my cell phone to call either. At least I can relate to the younger generation on that issue! I HATE using the phone to call. I'd rather text than call any day.
Sandi On Saturday, June 1 at 10:38 am
Although he asked for one around age 10, I did not let my son have a phone until he turned 13. That was his, "I'm a big bad teenager" rite of passage. It was not a smartphone, but it did have limited internet access. I discovered he used that a LOT. Not just for fun, but for googling answers to things he did not know. I'm all for the "look it up yourself" method of answers questions once they are old enough to do so. My only hesitation was that, IMO, things he should know and just could not remember were promptly looked up rather than cogitating on it to see if he could bring it out of memory on his own. When that contract was up, we both switched to smartphones and have used them for the past 5 years. Neither of us does the social media thing, but he likes to read up on current events via a news app. and he still googles for answers daily. I guess it is good that at least he does actually look it up rather than just blowing it off.
I'm a little surprised that you say your kids are using their phones for learning when it sounds like they use it heavily for social media. Chatting with ones friends and singing with music is a great part of life, but I would not have considered it part of book larnin' education such as for school.
Ally On Saturday, June 1 at 10:51 am
I honestly am baffled by the amount of teenagers who have phones…especially the younger ones. My husband and I don't have cell phones so I know there is no way it is a necessity. I can kind of see how it can be important when kids are driving, but I will never pay for it and I really don't like the idea of young kids having all that internet access.
Rebecca F On Monday, June 3 at 10:09 am
I had a much similar view as you, until the beginning of this school year. For the first time, my 10 y.o. daughter was required to start walking home from her public school (1 mile) by herself. Although she does start out with a group of friends the last 3 blocks, she walks alone. She was given a "pay-as-you-go" cell phone that allows for texts and calls so that Mom can be in communication with her while Mom is in transit from job and meeting her at home ("hey I'm stuck in traffic, will be a little late" stuff.) For us it became a safety issue. Now mind you it will be quite some time before she has internet access added in. My point is that you might not see the reason that a particular child was given a phone, which might not be reflected in how they are actually using it.
Laurie On Monday, June 3 at 12:04 pm
My daughter did not get a phone until she went to 6th grade (middle school). She is in a magnet program and takes two buses to get home (from the magnet school back to the school she is zoned to and then from there to our neighborhood). I wanted her to have a phone for safety reasons, though, of course she uses it for texting and taking photos (no Internet). She is going to high school inAugust. I am going to get an upgrade to my iPhone and she will get the iPhone I have now. We have spent a lot of time using an iPad to look up info for school (public school) and I think she is ready for a smartphone.
laurah On Saturday, June 1 at 12:14 pm
I have never had a cell phone and as the mother of ten children (14-33)–get along wonderful and am in contact with the kids when needed and am able to be reached continually by my employers for my on-call job.
The argument about phone usage in an emergency is a valid one because when there is a natural emergency (tornado two years ago) cellphones in our community did not work. We all had to use home phones of houses that still had electricity to communicate.
My middle school child (public school) uses a dictionary, books, magazines, etc. for all her projects and will use a laptop with no internet for assignments that have to be typed and then print out in school or will write out the essay.
With kids having to text, etc. constantly they are losing the skills necessary to communicate physcially with people and also depending on where they decide to pursue a secondary education–those phones will NOT be allowed anyway so they better learn the old-fashioned way of doing things like using a phone book, dictionary, map, and write properly. And be forewarned that texting language needs to be erased from their mind when they hit college because a paper turned in with it (college-age kids do) will get an automatic "F".
Susan On Saturday, June 1 at 4:23 pm
Texting language for papers turned in while in Jr.High is never permitted so of course it wouldn't be permitted for college, lol ! My 13 year old has not lost any skills necessary to communicate. She turned in amazing research paper on the role of music in the various concentration camps throughout Europe. Not a single texting word in the paper !
I have nieces and nephews in college and they are allowed and encouraged to take notes on their phone or tablet devices IN college. A few of them don't even purchase textbooks anymore..they all downloaded onto their iPad! Smartphones are here to stay for sure. With guided use they definitely have a great place and add a lot to your life.
Like anything, balance is the key!
Employers don't want employees who are doing things the old fashioned way. I am in healthcare and most large healthcare companies are using tablets for charting, e-learning and for use in the home health field. In fact, I just completed a phone interview and answered at least a few questions about my proficiency with using a smartphone AND a tablet for scheduling, downloading PDF's, keeping time sheets and for using various apps to teach patients. I haven't used an actual phone book in my house for years and thank goodness my daughter doesn't know how to use one! She knows how to use a map because I make her chart out our directions on a phone without the GPS dot guiding us along the way.
I would venture to say that any kid who grows up without having a firm grasp on technology today will be left behind in a lot of fields.
laurah On Sunday, June 2 at 9:53 am
Going to respond to: when texting language is used in middle school and high school papers in our district, the student is given a warning and able to do over—they are given three warnings in a grading period. Not until then are they docked a letter grade and that is their last chance to do that paper.
Asked professor at college I attended, and no electronic instruments are allowed in the classrooms so obviously it depends on where a person decides to go but would be wise to check this out before enrolling.
As for employers not wanting employees doing things the old-fashioned way, that depends on where you live because in rural area I am in; several co-workers do not have cellphones because of inconsistent coverage and a few like me just don't see the need.
While a basic knowledge of computers is recommended, common sense is necessary.
Laurie On Monday, June 3 at 12:09 pm
I am a university professor. A good number of students now use iPads and phones to take notes/read the textbook. I agree that some students at the college level do use texting language when they write. I find I now have to lead a discussion about informal vs formal language use. I also remember being college (before cell phones) and having professors talk to us about not writing the same way we spoke, which was also a formal vs informal language discussion. So, I guess it is the same discussion with some variations!
Betsy On Saturday, June 1 at 2:36 pm
Really can't see the difference between using a cell phone and Google for information, and looking it up in an encyclopedia (which is probably outdated).
Jen W. On Saturday, June 1 at 2:56 pm
At my house we use smartphones and tablets all the time for learning. It is wonderful to be able to answer my children's questions when they ask them. "Do giraffes sweat? and what plant is this?" are examples of questions we have been able to answer quickly while study things.
My children use their tablets to watch TED-Ed and to read all the time. I think it is great that they are taking responsibility for following up on something they are interested in.
Kate On Saturday, June 1 at 3:31 pm
I think I've go on about this before on is site, but I love my iPad as a language learning tool.
A few examples:
I can record myself speaking, and reading out loud in my new language, and replay it back.
I can build flashcards any way I want and the quizlet site will let me set them up a memorization game.
I can quickly research the roots of words and the history around them so I remember the context of them and therefore make me more likely to remember the word itself (maybe more helpful in a root language likeArabic, but probably also useful in other languages).
Easily portable games like Scrabble for reinforcing what I've learned- the current version I have has English, Foch, Spanish and a few others at least and automatically recalibrates the value of the tiles for the language in use.
Dana On Sunday, June 2 at 9:13 am
Okay, now I really want an iPad. Recording yourself in a new language? Building flashcards for memorization? Love it! I have an iPhone but just can't figure out when I'll be able to afford an iPad. Dang! One day…
Kate On Monday, June 3 at 6:46 am
Dana, it might work on an iPhone. For voice recording, use the record video feature. I suspect Quizlet will also work on an iPhone.
Melissa A On Saturday, June 1 at 3:33 pm
Thank you, Heather, for this relevant post! My husband and I feel that teaching teenagers to use technology appropriately is a life long skill for them to have. Our society is constantly evolving, so we want them to be in the position to deal with and adapt to change as much as possible. Part of that is learning to use new technology.
To that end, my oldest daughter has a smart phone, and my two younger children will when they turn 13. Like Emelie, our family uses Mac products and has really enjoyed the iphone. Besides the apps previous mentioned, History Channel has a "This Day In History" and a "This Day In Civil War History" app that both my husband and daughter have.
This has been really helpful in keeping history more alive and relevant for our kids.
Susan On Monday, June 3 at 6:50 am
Oooh…off to go download that app!
Michelle On Saturday, June 1 at 7:02 pm
Using Cell Phones for Learning…and INCREASING THEIR EXPOSURE TO CANCER! Before you try to educate your child through cell phone apps, educate yourself on the health risks involved in cell phone radiation.
Heather Sanders On Saturday, June 1 at 7:31 pm
This IS something I've researched, and not something I'm overly concerned about.
Here's one viewpoint: http://1.usa.gov/ZCsfrm
Nel On Sunday, June 2 at 9:52 am
My daughter is taking physics through coursera and uses an iPad to watch the lectures, take quizzes, and interface with other students from around the world on the class forum. She is also required to use the camera on her deviceto capture video for the lab portion of the class. They do calculations on motion based on the videos.
I wasn't convinced of the virtues of an iPad/smartphone until i saw my daughter learning Physics WITH lab from a Georgia Tech instructor for FREE!
Kimberly On Thursday, June 6 at 11:24 am
Wow, this is AMAZING! I graduated from college in 2000, but I took some "online" courses when it was just starting out. I could never have imagined doing labs via webcam! Almost makes me want to go back to school.
Kathy Jackson On Sunday, June 2 at 3:04 pm
I am a high school science teacher and I use something called the flipped classroom for much of my content. I make videos of what I would normally put in a lecture that the students are required to watch. Then we use class time to explore and expand on the basic information presented in the video. Right now I upload my stuff to a site and give the kids a link – but they are begging for me to do an itunes version or maybe a youtube ed version so it is easier for them to use their phones. Used to be that I controlled how kids got their information – now it is more important that I guide them to the destination. Some of my students use the book for info – some look things up on line – what difference does it make as long as they know and understand the material I think they should? Seems to me that this is a no brainer for homeschool applications, the challenge is to keep up with the new things that are being produced all the time.
Amy On Sunday, June 2 at 5:33 pm
I didn't notice anyone commenting on the use of smartphones and iPads for kids with special needs. Using traditional methods of paper, pen, writing, and using paper resources nearly destroyed my 14 year old's love of learning and his self esteem. He truly believed he was not "worth the oxygen". Homeschooling, online and home-based, has saved his life. I am so glad the commenter above has not had to deal with special needs and the challenges they bring. Forcing my child to learn the way her children have all learned was fast pushing him into an inpatient psychiatric unit for depression. Using technology in a supervised, responsible manner has expanded his horizons, lessened his anxiety, opened his head and heart to the fact that just because he learns in a different way from other people doesn't mean he isn't an intelligent, valuable member of society. Texting has been a wonderful gift for his communication, as has social media-he and the guys in his social communication group are "normal" online, and it is a gift beyond price. They joke, give each other support, learn about being responsible; it makes face to face communication not so anxiety promoting. Maybe one day he be able to do as well as my neurotypical children in the "old-fashioned way". In the meantime, he's done two years of school work in the five months he's been home-with an Ipad, smartphone, facebook, texting, and internet access. I don't know where my family would be if those things weren't here to help my son.
Donna H. On Monday, June 3 at 12:02 pm
We use iPod Touches for quite a few things. Two of my children are older and have jobs so they use their mobile banking app frequently for deposits. We also have used them for reading. Since I have two that were frequently reading the same book I would occasionally get the ebook (often free if it is an older book that is no longer under copyright) so they could read at the same time. It's also convenient for them to take the ebook along with them when traveling. We have frequently used audiobooks, to help keep pace or help with pronunciation. This was very handy for Story of the World and all our upper level Apologia Science materials. Interestingly, none of my children, so far, have been fond of using Facebook, texting, or email although we occasionally use these social media tools to keep in touch with distant family and church activities.
Debi On Monday, June 3 at 5:03 pm
We utilized our smart phones and facebook for my teens homeschooling experience. I set up a private group for us. Each evening I posted his work for each subject, then when he woke and completed his assignments he posted either video, messages, etc. to complete his assignments. It worked wonderfully and made it teen friendly without the "this is BORING!" teen melodrama.
paula On Tuesday, June 4 at 9:44 am
I don't know what research you have done, but check out BIOINITIATIVE 2012, the work
of Dr. Klinghardt and Dr. David Carpenter. Most research done by the wireless
industry is misleading. Electromagnetic radiation makes us sick, maybe not immediately
but will do great harm in the slightly longer term. It is predicted that by 2017 50% of people will be electrosensitive because of the proliferation of wireless technology. Children should not be using cell phones at least until the age of 16, and then with protection. Wifi,
cordless phones also causing devastating illness.
I know since I am electrosensitive, slightly so until 4 smart meters were installed adjacent
to my house that pushed my tolerance over the edge. Now all technology causes red burning face, tingling burning skin, eye stress, chest pressure, sharp pain in the breast,
buzzing of the body like a small electric shock, and predisposition to organ damage and cancers.
Believe it or not there are millions…yes, millions, of people sick like this. Do your research,
google smart meter danger, wifi danger. The World Health Organization has classified
these as carcinogens. But the wireless industry and utility companies are making
billions from this technology and won't be bothered by health problems…think tobacco.
Hard to hear, I know, but check it out.
Susan On Tuesday, June 4 at 1:35 pm
For those of you that like photography apps and Instagram, you NEED to try Tadaa. It is free and the editing, tilt shift feature, filters etc are A LOT better than IG or any other app. Try it and you will never go back to any other photography app.
Jolie On Tuesday, June 4 at 7:19 pm
I'm not tech savvy. I use email, check FB, can type a paper–that's about it. My husband is, therefore my children are. My oldest son had an iPod at 13 (that somehow had texting and could take/make calls, but it wasn't an iPhone). My oldest daughter scrimped and saved and bought a mini iPad at 11. In the past 3 months, they've both lost them. Yes, they used them for educational purposes, and my daughter loved reading on hers. However, the temptation to use social media inappropriately (one through texting, one through Instagram) was just that–too tempting. I can honestly say that obviously, I am relieved, but what is surprising is that they are both relieved. Keeping up with friends in a non face-to-face way, keeping up with people they will never meet face-to-face, etc, became a burden. I have serious doubts about how kids can keep up with school work and other responsibilities, even the "good" kids (which mine are) with the phones they have. And it seems that since then, I have met numerous parents who have had to take away their kids phones/iPads, too, for the same reasons. Flip phones when they drive? Yes.
Scott Harmon On Thursday, June 13 at 6:03 am
As a father of 5 that my wife homeschools we use the technology and have many devices. That being said none of my children have their own personal device. This may change when they start driving.
Our children do use moms iPhone and my iPad but mostly for fun, listening to music or playing an app game. I have recently started using Evernote to make assignments for them. I have assigned articles to read or videos to watch and place the link in an Evernote note that they can follow. There is a great add on called Skitch that allows you to take a picture and mark on it. I have used it for chores around the house such as taking a picture of a pile of leaves I wanted gone, writing on the picture "rake these and haul away". The kids know exactly what to do that way.
Some may say why don't you just show them? As a busy dad I forget many of the brilliant ideas I come up with so making assignments as I come upon them helps me remember to do it. The kids can also leave comments in Evernote for me to read.
Just an aside…I am an Occupational Therapist and I treat many kids who don't have boundaries with their technology and their limited experience in the physical world limits their capacity to learn. God wired our brain to learn through sensory experience especially at a young age. If most of that time is spent on a 4 to 8 inch screen the brain will not benefit as much as if it had a variety of sensory input. I treat kids who have these deficits everyday.
Lonny Paolucci On Tuesday, September 3 at 2:32 pm
Excellent study, I a minute ago voted for this on a friend who was doing approximately examine on that. And he actually bought me lunch as I bring into being it for him smile As a result consent to me rephrase that: Thanks for lunch! "Bill Dickey is learning me his experience." by Lawrence Peter Berra.


text:
- Books → Practical art → Craft
Heart Felt Knits
written by Tamara Mello
Chronicle Books | ISBN 9781452102528
Hardback – 156 pages
Member's price: $31.46
Usually ships within 2–11 business days.
Heart Felt Knits offers twenty-four gorgeous knitted and felted projects. From darling nesting bowls and handcrafted trays to elegant hats, cozy wraps and chic hair accessories, each project is artfully knitted and then felted for stunning results. Step-by-step knitting instructions, easy felting techniques, helpful how-to-photographs and lavish shots of the finished projects make it a cinch to create irresistible accessories and keepsakes to last a lifetime.


text:
This building is listed under the Planning (Listed Buildings and Conservation Areas) Act 1990 as amended for its special architectural or historic interest.
Name: GARDEN WALLS OF VINE HOUSE
List entry Number: 1387710
The building may lie within the boundary of more than one authority.
National Park: Not applicable to this List entry.
Grade: II
Date first listed: 22-Mar-1974
Date of most recent amendment: Not applicable to this List entry.
The contents of this record have been generated from a legacy data system.
Legacy System: LBS
This list entry does not comprise part of an Asset Grouping. Asset Groupings are not part of the official record but are added later for information.
Legacy Record - This information may be included in the List Entry Details.
NESTON SJ2977 PARKGATE ROAD, Neston Town
794-1/6/85 (North side)
22/03/74 Garden Walls of Vine House GV II Wall enclosing the garden of Vine House on the north and west
sides. C18. Red brick, lower courses in English garden-wall
bond, upper courses in random bond, with coping of bricks on
edge. Wall is of the crinkle crankle type, approximately 3.5m
high, consisting of concave bays separated lengths of straight
walling approximately 3.7m and 0.9m long respectively.
Listing NGR: SJ2904177569
National Grid Reference: SJ 29041 77569
The above map is for quick reference purposes only and may not be to scale. For a copy of the full scale map, please see the attached PDF - 1387710.pdf - The pdf will be generated from our live systems and may take a few minutes to download depending on how busy our servers are. We apologise for this delay.
This copy shows the entry on 01-Aug-2015 at 12:32:56.


text:
The Rt. Rev. Michael Curry, Bishop of the Diocese of North Carolina Episcopal's, will be the preacher and celebrant at the 11 a.m. service at Galloway Memorial Episcopal Church located at 310 Main Street in Elkin, according to church officials. The service will take place on Sunday, January 13th.
Rev. Gaye Brown, Vicar for the Galloway Memorial Episcopal Church, said a visit by a bishop can take up to two years to happen.
"It takes a lot to schedule a bishop, but we're ready for his visit," said Rev. Brown. "Not only is it exciting for us, but Bishop Curry is such a dynamic, powerful and gospel-based preacher, that his visit is inspirational for us.
A pot luck lunch will follow in the parish.
Bishop Curry was elected eleventh Bishop of the Episcopal Diocese of North Carolina on February 11, 2000 and ordained bishop on June 17, 2000, at Duke Chapel on the campus of Duke University in Durham, North Carolina.
According to church officials, Bishop Curry is best recognized for being the first African American bishop to lead a southern diocese of the Episcopal Church, he has a national preaching and teaching ministry, has been featured on The Protestant Hour and is a frequent speaker at services of worship and conferences around the country.
"He's very concerned about the one's Jesus spoke about, the marginalized people, the one's who feel powerless," Reverend Brown revealed to The Tribune. "Our bishop invites us to focus our ministry toward those who are really in need, people who are living in the shadows."
Reverend Brown indicated that the Episcopal Church pivots and remains highly motivated from appearances and messages from church hierarchy. A focus of the church, according to the Reverend, is to "help the unfortunate, and in local cases, assist undocumented immigrants who also need Jesus."
Reach Anthony Gonzalez at 835-1513 or email at email@example.com.


text:
Lodging near Abbotsford Airport are provided in the list below in the order of their distance (closest at the top). Explore our hotel guide to find lodging near Abbotsford Airport in Aldergrove BC for your leisure or groups trips.
Abbotsford Airport is located at 30440 Liberator Ave.
We list the best motels and hotels close to Abbotsford Airport so you can review the discounted Aldergrove BC hotels + motels below and uncover the perfect hotel. Need 5+ Rooms for a group? Find a Aldergrove BC group discount
Lodging/Accommodations close to Abbotsford Airport
Next 20 Hotels > [1 - 20 of 25]
Next: Show All Available Abbotsford Airport Hotels with Pricing >


text:
Full detailed profile on Marcus Walton Forrester Played by Texas Battle on The Bold and the Beautiful Daytime Soap Opera.
Texas Battle (CBS)
Marcus Walton Forrester
Actor: Texas Battle
Who played Marcus Walton Forrester over the years
Texas Battle (May 14, 2008-present)
Useful information on Marcus Walton Forrester
* Tracked down his biological mother, Donna as an adult.
Current: Executive at Forrester Creations
Past: Shipping and Receiving Department at Forrester Creations
Marcus came to town shortly after Donna and Eric's wedding. He revealed to Donna that he is the son she gave up for adoption and they began working towards a close relationship. Fearing Eric would be upset that she kept her son a secret from him, Donna wanted to wait to tell him until Eric and the family got to know Marcus better. To do this, Donna got Marcus a job in the shipping and receiving department at Forrester where he has caught Eric's interest, as well as Ridge's daughter Steffy's eye.
Marcus eventually told Steffy he was Donna's son and she agreed to keep it a secret. Unfortunately, the rest of the family found out and told Eric, hoping that he would leave Donna. However, Eric surprised everyone by welcoming Marcus with open arms. With that situation behind him, Marcus found a new challenge when Owen, the man who helped him find Donna, came to town. Fearing Owen was an opportunist, he tried his best to get him to leave town, but Owen had other plans.
Owen ingratiated himself into Donna's life and was hired to be her assistant. Marcus tirelessly tried to get Donna to kick Owen out of her life, but when Eric fell into a coma, Donna leaned on Owen when she was forced to fight Eric's kids for control of Forrester Creations. With Donna in control of the company she promoted her son to head of the shipping and receiving department.
Marcus and Steffy continued their romance, falling deeper in love, despite Ridge's warning that he stay away from his daughter. Marcus then remembered that Owen gave Eric a bottle of gin right before his heart attack and convinced Bridget to run a toxicology report on Eric. It was revealed that Eric had been poisoned and Owen was arrested, but it was later learned that Pam had been behind the attack. Upon witnessing Marcus' detective work regarding Eric, Ridge relented and allowed Steffy to date him.
With Pam on the loose and out to get Donna, she sent a cobra in a crate to attack Eric's wife. However, Marcus was the one who opened the crate and was bitten by the snake. He was rushed to the hospital, but no major damage was done.
Steffy and Marcus' relationship ended when Rick and Steffy became close after Phoebe's death. Marcus became more of an integral part of Forrester Creations and Eric wanted to adopt him to make him an official member of the Forrester family. Marcus loved the idea, but then met his biological father he never knew: Justin Barber. Even though he wanted to get to know Justin, he still wanted Eric to adopt him so he became Marcus Forrester.
Marcus became closer with his biological parents and they remarried. Marcus went to work at Forrester International for a while, and when he returned had a fling with Amber Moore which produced his daughter Ambrosia (Rosie). Marcus married Dayzee, but didn't tell her that he hit her friend Anthony with his car while texting and driving until the day after the wedding. She was devastated and Marcus is in trouble. Marcus was later exonerated when it came to light that a hit and run driver had actually hit Anthony, and Marcus had only hit a pothole. Marcus was released from custody and continued on with married life.
Dayzee Leigh (wife)
Amber Moore
Steffy Forrester
Donna Logan (mother)
Beth Logan (grandmother)
Stephen Logan Sr. (grandfather)
Brooke Logan (aunt)
Katie Logan (aunt)
Storm Logan Jr. (uncle - deceased)
Bridget Forrester Marone (cousin)
Rick Forrester (cousin)
Hope Logan (cousin)
R.J. Forrester (Infant) (cousin)
Jack Hamilton Marone (cousin)
Ambrosia (daughter with Amber Moore)
There are no additional images yet
At Forrester, Hope thinks about Wyatt. Rick appears. She is enthusiastic about the line and muses that she could get used to all this attention. Rick tells Hope that he and Caroline are on again. She asks about Maya. He says it's complicated - she left him and the line. He says he blew it. Rick asks about Liam. Hope says everything is fine and talks about Wyatt moving out. Pam ushers in Thomas, Marcus, and a couple of models wearing accessories to go with the designs. They look at jewelry. Hope wants to go with a signature line. She finds some she likes - they're from Quinn Artisan Jewelers. Hope says she has to go.
By the runway, Pam tries to entice the buyers into trying lemon bars. They are pleasantly surprised. Rafael tells Carter he saw Maya giving him the eye from the catwalk, and urges him not to give up. Carter flashes to their kiss. Marcus, Dayzee, and Othello discuss whether it might be Rick's last day as president. Marcus says running the company means a lot to him. Marcus gets a call and learns the truth - the orders are pouring in.
Click Here To Read Previous Related Archives On Marcus Walton Forrester »


text:
Welcome to the First Step in Home Ownership!
Are you looking to buy a home in the Central Georgia area?
No matter what type of home you are looking for, I can help you find the home of your dreams!
Thinking about selling real estate in the our area? My marketing programs and experience can help sell your house fast!
Are you looking for more details on the local Houston County and surrounding area? Please let me be your resource person.
You only need one REALTOR® in our area to find the right home for you. I hope you will select me to be your REALTOR®.
Thank you for visiting TrudieMarzig.com!
About My Services
Find out more about the advantages of my service and how I work to make your home buying and selling experience better.


text:
must login
Body Solid Tools - Dual Grip Medicine Balls. Don't worry... you can handle it. Body Solid Tools Dual-Grip Medicine Balls can be used for both one-handed and two-handed exercises and are ideal for replicating a number of sports movements. They are also very efficient when used in conjunction with exercises targeting the abdominals and obliques. Body Solid adds durable rubber, easy-grip handles to offer you a sure-handed solution to your daily workout routine. Body Solid Tools. A good fit for your life. A great fit for your space.
9 Weight options, 6-25lbs.
This item is usually shipped via . Handling time is 1-2 days business days, plus shipping time from Chicago. Please review our FedEx shipping terms below.


text:
great video loved jimmy and what he talked about concerning the music business and partners i think apple made the right choice regardless of what folks say.
Watch Eddy Cue, Jimmy Iovine talks Beats, product pipelines, and more at Code Conference
Re/code has posted the video of Apple's senior vice president of services Eddy Cue and Jimmy Iovine's interview with Walt Mossberg and Kara Swisher at Code Conference on Wednesday night. Cue and Iovine discussed Apple's recent acquisition of Beats, how Beats will fit in at Apple, and how excited Cue is for upcoming Apple products.
Check out the video above, and tell us what you would like to see Apple and Beats do together. Also, don't forget to enter to win a pair of Beats headphones from iMore.
Source: Re/code
Have something to say about this story? Leave a comment! Need help with something else? Ask in our forums!


text:
An apparatus for modifying an exhaust stream of a diesel engine is provided. The apparatus includes a muffler arrangement having an exhaust inlet and an exhaust outlet in construct and arrange for sound attenuation therein. The apparatus also includes a catalytic converter arrangement positioned within the muffler arrangement between the exhaust inlet and exhaust outlet. During operation, the exhaust flow is directed both through the muffler arrangement and the catalytic converter arrangement, to advantage.
1. An exhaust treatment apparatus comprising:
an outer shell having a core mounting location;
an inlet pipe for directing an exhaust stream into the outer shell and an outlet for allowing the exhaust stream to exit the outer shell, the inlet pipe including a pipe wall;
a core positioned within the outer shell, the core including a substrate defining a plurality of longitudinal channels that extend at least partially through the substrate, the core also including a catalyst, the core having an upstream face positioned within about 1-6 inches of the inlet pipe;
a flow distribution arrangement located at an end portion of the inlet pipe for distributing the exhaust stream across the upstream face of the core; and
an open region extending from the inlet pipe to the upstream face of the core, the open region being free of any obstructions to exhaust gas flow.
2. The exhaust treatment device of
3. The exhaust treatment device of
4. The exhaust treatment apparatus of
5. The exhaust treatment apparatus of
This application is a continuation of application Ser. No. 09/945,383, filed Aug. 31, 2001 now U.S. Pat. No. 6,550,573, which is a continuation of application Ser. No. 09/178,905, filed Oct. 26, 1998, now abandoned, which is a continuation of application Ser. No. 08/743,516, filed Nov. 4, 1996, now U.S. Pat. No. 5,828,013, which is a continuation of application Ser. No. 08/294,198, fiIed on Aug. 22, 1994, now abandoned, which is a continuation of application Ser. No. 07/889,949, filed Jun. 2, 1992, now U.S. Pat. No. 5,355,973, which application(s) are incorporated herein by reference.
The present invention relates to muffler assemblies and in particular to muffler assemblies of a type used to dampen exhaust noise produced by internal combustion engines. The invention specifically concerns such an arrangement having a catalytic converter therein.
Catalytic converters have been widely utilized with internal combustion engines, typically gasoline powered engines. In operation an oxidizing catalytic converter comprises a post combuster through which emissions from the internal combustion process are directed. The catalyst promotes the conversion of carbon monoxides and hydrocarbons in the emissions to carbon dioxide and water vapor.
In a typical application, the catalytic converter is located in the exhaust system as close to the exhaust engine manifold as practical. In this manner, advantage is taken of available heat in the exhaust gases to minimize the time lag in reaching the desired operating (reaction) temperature. The typical catalyst is a noble metal such as platinum or palladium.
As indicated above, typically catalytic converters have been utilized with gasoline powered internal combustion engines, rather than diesel engines such as truck engines. There are numerous reasons for this. For example, trucks typically have very limited space for the placement of catalytic equipment in the exhaust system. The largest space available is occupied by the muffler, leaving little if any room for effective placement of a catalytic converter. It is not generally reasonable to reduce the size of the muffler to allow for placement of a converter assembly. This is because reduction in the size of the muffler will generally lead to less sound attenuation and higher backpressure.
In addition, in a diesel powered truck system the acceptable amount of resistance to flow in the exhaust stream is strictly limited. More specifically, an effective muffler system for a diesel engine truck typically provides a backpressure close to the maximum backpressure allowable for efficient engine use. The added backpressure which would be introduced by placement of a conventional catalytic converter arrangement in the exhaust stream (in addition to the conventional muffler) would typically be unacceptably close to (if not over) the maximum backpressure allowable and would reduce fuel efficiency.
Nevertheless, there are reasons why it may be desirable to introduce a catalytic converter into a diesel exhaust flow stream. In particular, the catalyst allows for the oxidation of hydrocarbons in the gaseous phase, thereby reducing the concentration of hydrocarbons in the exhaust stream. Due to the concentration reduction, a lower amount of hydrocarbons would be adsorbed onto the surface of carbonaceous particles or soot in the stream. Thus there will be a mass reduction in the tailpipe emissions, if a catalytic converter can be efficiently utilized.
According to the present invention an apparatus is provided for modifying an exhaust stream of an engine. Herein the term "modifying" in this context is meant to refer to the conduct of at least two basic operations with respect to the exhaust stream: sound attenuation (muffling); and, catalytic conversion (catalyzed combustion of hydrocarbons in the exhaust gas stream). In typical preferred applications the apparatus is utilized for the modification of an exhaust stream of a diesel engine. In most typical applications, the apparatus is utilized as a muffler arrangement for the diesel engine of a vehicle, such as an over-the-highway truck.
The preferred apparatus according to the present invention comprises a muffler arrangement, a catalytic converter arrangement and flow direction means. The muffler arrangement generally has an exhaust inlet, exhaust outlet and means for sound attenuation. That is, exhaust gas is passed through the muffler arrangement from the inlet end through to the outlet end, with sound attenuation occurring within the muffler.
The catalytic converter arrangement is preferably positioned within the muffler arrangement between the exhaust inlet and the exhaust outlet. In general it is operatively positioned such that as exhaust gas is passed through the muffler arrangement, then passed through the catalytic converter. The catalytic converter is constructed and arranged such that in use it will effect a catalyzed conversion in the exhaust gas flow stream, i.e., oxidation of hydrocarbon components in the exhaust gas flow.
The means for flow direction generally comprises means directing the exhaust gases through the catalytic converter arrangement whenever the gases operably flow through the muffler arrangement from the exhaust inlet to the exhaust outlet. In a typical system this means comprises appropriate construction and configuration for the apparatus so that gas flow cannot bypass the catalytic converter arrangement while passing through the muffler.
A variety of arrangements may be utilized as the means for sound attenuation. Among them are included arrangements utilizing one or more resonating chambers for sound attenuation, within the muffler. Resonating chambers may be positioned both upstream and downstream of the catalytic converter arrangement. In typical constructions, substantial use would be made of downstream resonating chambers (or other downstream acoustic elements) to achieve substantial sound attenuation.
In one preferred apparatus, the means for sound attenuation includes a "sonic choke" arrangement operably positioned within the muffler arrangement, as part of the downstream acoustics. A detailed description of a sonic choke arrangement is provided hereinbelow. In general, a sonic choke arrangement comprises a tube having a converging portion to a neck, with an expanded flange on an end thereof. The expanded flange is positioned on the most upstream end of the sonic choke, with the shape of the choke or tube converging rapidly from the flange to a narrowest portion in the neck, and then with a relatively slow divergence in progression from the neck toward the exhaust outlet.
In selected arrangements according to the present invention the catalytic converter arrangement is operatively positioned between an exhaust inlet and the downstream acoustics. The catalytic converter may comprise a metal foil core having an effective amount of catalyst dispersed thereon. In this context the term "effective amount" is meant to refer to sufficient catalyst to conduct whatever amount of conversion is intended under the operation of the assembly. The term "dispersed thereon" is meant to refer to the catalyst operably positioned on the catalytic converter core, regardless of the manner held in place.
When the catalytic converter arrangement comprises a metal foil core, generally the core comprises corrugated foil coiled in arrangement to form a porous tube having an outer surface. In preferred arrangements, the outer surface is generally cylindrical and an outer protective sheet such as a metal sheet may be positioned around the core outer cylindrical surface. Preferred metal foil cores have a cell density, i.e., population density of passageways therethrough, of at least about 200 cells/in2 and more preferably about 400 cells/in2. Such an arrangement can be formed from corrugated stainless sheeting of about 0.0015 inches (0.001-0.003 inch) thick.
A variety of catalysts may be utilized in assemblies according to the present invention including platinum, palladium, rhodium and vanadium.
In certain alternate embodiments the catalytic converter core may comprise a porous ceramic core. A typical such core will be formed from extruded cordierite (a magnesia alumina silicate) and have an effective amount of catalyst dispersed thereon. Preferably the cell density of passageways through such a ceramic core is at least about 200 cells/in2 and preferably at least about 400 cells/in2.
In preferred arrangements wherein the catalytic converter core comprises ceramic, the ceramic core is provided in a generally cylindrical configuration, with an outer cylindrical surface. The ceramic core is preferably protected by the catalytic converter arrangement being provided with a flexible, insulating mantle wrapped around the core outer surface. The insulating mantle will preferably be secured in place by the positioning of an outer metal wrap therearound. In preferred arrangements the outer metal wrap is provided with side flanges, operably folded over upstream and downstream faces of the catalytic converter core. Preferably a soft, flexible insulating rope gasket is positioned adjacent any such folds or flanges, to inhibit crumbling of the ceramic core during the manufacture and installation process and to provide a seal for the less durable insulating mantle materials.
Preferred arrangements according to the present invention include a flow distribution arrangement constructed and arranged to direct the exhaust flow substantially evenly against the catalytic converter. In particular, the catalytic converter core member may be described as having a most upstream face. Preferably the flow distribution element is constructed and arranged to direct flow relatively evenly across the upstream face of the catalytic converter core member. In one preferred embodiment, which is described and shown the flow distribution element comprises a porous tube having an end with a "star crimp", i.e. a type of folded end closure, therein. In another, a domed, perforated baffle member positioned between the exhaust inlet and the porous core member upstream face serves as a flow distribution element. In still another, curved surfaces are used to generate a radial diffuser inlet.
It has been determined that there is a preferred positioning of the porous core member between the flow distribution element and the downstream acoustics. More specifically, preferably the porous core member is positioned within about 1 inch to 6 inches from the flow distribution element; and, preferably the core member is also positioned within about 1 inch to 6 inches from the re-entrant tube inlet for the downstream acoustics. Also, a preferred open area fraction for the flow distribution element can be defined. Detailed descriptions with respect to this is provided herein below.
In addition, according to the present invention an apparatus for providing a relatively even fluid (typically gas) flow velocity across a conduit (typically having a substantially circular cross section) is provided. In general the apparatus is adapted for generating even flow in a situation in which gases pass into an arrangement through an inlet tube having a first diameter (cross-sectional size) to a chamber having a second diameter (cross-sectional size) greater than the first diameter. Typically, a domed perforated diffusion baffle having a second diameter greater than the first (inlet) diameter, is located downstream from the inlet tube. What is needed, is an arrangement to provide for direction of gases against the domed perforated diffusion baffle in such a manner that as the fluid or gases pass therethrough, an even flow distribution (i.e. velocity of gases or volume of gases directed against any point in cross section) is provided. This is accomplished by positioning a bell shaped radial diffuser element upstream from the domed perforated diffusion baffle and downstream from the inlet tube. The bell shaped radial diffuser element generally comprises an expanding bell having a shape similar to the bell of a musical instrument. Preferred sizes and curvatures are described herein. In general the bell allows for expansion of the gases as they approach the dome perforated diffusion baffle for even flow distribution. Such arrangements may be utilized in a variety of muffler constructions including ones having catalytic converters therein.
The invention also includes within its scope a method of modifying the exhaust stream of a diesel engine for both sound attenuation and catalytic conversion. The method includes a step of conducting catalytic conversion within a muffler assembly. Preferred manners of conducting these steps are provided herein below.
As required, a detailed description of preferred and alternate embodiments is presented herein. The description provided is not intended to be limiting, but rather to serve as a presentation by example of embodiments in which the subject matter claimed may be applied.
The General Configuration of the Overall Assembly
The reference numeral 1,
Herein a unit 10 which is constructed with no cross seams, i.e., as a single longitudinal unit, will be referred to as an "integrated" unit. To a certain extent, it may be viewed as a muffler assembly having a catalytic converter positioned operably therein. A unit constructed in segments aligned coaxially and joined to one another along cross seams will be referred to as a "segmented" arrangement. It will be understood that to a great extent the principles of the present invention may be applied in either "integrated" or "segmented" units or arrangements. It is an advantage of the preferred embodiment of the present invention, however, that it is well adapted for arrangement as an "integrated" unit.
As will be understood from the following descriptions, the muffler assembly 1 according to the present invention is constructed to operate effectively and efficiently both as an exhaust noise muffler and as a catalytic converter. With respect to operation as an exhaust noise muffler, many of the principles of operation are found in, and can be derived from, certain known muffler constructions. With respect to these principles, attention is directed to U.S. Pat. Nos. 3,672,464; 4,368,799; 4,580,657; 4,632,216; and 4,969,537, the disclosure of each being incorporated herein by reference.
Still referring to
Outlet tube 26 is positioned within outlet aperture 18. Outlet tube 26 includes a generally cylindrical portion 27 aligned with a central longitudinal axis thereof extending generally coextensive with or coaxially with longitudinal axis 20.
In use, the exhaust gases are directed: (1) into assembly 1 by passage through inlet tube 22 as indicated by arrows 30; (2) into the internal region or volume 31 defined by casing or shell 11; and, (3) outwardly from assembly 1 by passage outwardly through outlet tube 26 as indicated by arrows 33. Within assembly 1 both sound attenuation (muffling) and emission improvement (catalytic conversion) occurs.
Referring to region 5, and in particular inlet tube 22 positioned therein, the inlet tube 22 is positioned and secured in place by end cap 13 and internal baffle 35. Preferably baffle 35 is constructed so as not to be permeable to the passage of the exhaust gases therethrough or thereacross. Thus, baffle 35 in cooperation with end cap 13 and shell 11 define a closed volume 37.
For the embodiment shown in
The portion 42 of inlet tube 22 which projects inwardly of baffle 35; i.e., which extends over a portion of the volume between baffle 35 and outlet end cap 18 operates as a flow distribution construction or element 44. The flow distribution element 44 generates distribution of exhaust gas flow within volume 45, i.e., the enclosed volume of shell 11 positioned immediately inwardly of baffle 35, for advantage. Portion 42 of inlet tube 22 includes previously defined end portion 24.
Positioned immediately downstream of inlet tube 22 is catalytic converter 50. Catalytic converter 50 includes a substrate 51 having catalyst appropriately positioned thereon. The substrate 51 is gas permeable, i.e., the exhaust gases pass therethrough along the direction of arrow 53. The catalytic converter 50 includes sufficient catalyst therein to effect the desired conversion in the exhaust gases as they pass therethrough. Herein this will be referred to as "an effective amount" of catalyst. The substrate 51 is sized appropriately for this. Greater detail concerning the preferred catalytic converter 50 is provided hereinbelow.
Preferably the flow distribution element 44 is sized and configured appropriately to substantially evenly distribute exhaust flow against the entire front or upstream surface 55 of the catalytic converter 50. In this manner, lifetime of use in the catalytic converter 50 is enhanced. Also, the more effective and even the distribution, the less likelihood of overload in any given portion of the catalytic converter 50. This will facilitate utilization of a catalytic converter minimal or relatively minimal thickness, which is advantageous. By the term "substantially evenly" in this context it is meant that flow is distributed sufficiently to avoid substantial "dead" or "unused" volume in converter 50. Generally, as even a distribution as can be readily obtained, within acceptable backpressure limits is preferred.
In general, the catalytic converter 50 provides for little or no sound attenuation within the muffler. Thus, the space utilized by the catalytic converter is space or volume of little or no beneficial effect with respect to muffler operation. Under such conditions, minimal thickness or flow path catalytic converter will be preferred, so as not to substantially inhibit muffler (attenuation) operation.
It has been determined that there is a preferred positioning of the catalytic converter 50 relative to the flow distribution element 44, for advantageous operation. In particular, most preferred operation occurs when the catalytic converter 50 is not positioned too close to the flow distribution element 44, but is also not positioned too far therefrom. Discussion of studies with respect to optimizing the position of the catalytic converter 50 relative to the flow distribution element 44 are provided hereinbelow, in detail.
For the arrangement shown in
The portion 60 of the muffler assembly 1 in extension between the downstream surface 61 of the catalytic converter 50 and the outlet end cap 14 is referred to herein as the downstream acoustical or attenuation segment or end 7 of the assembly 1. It is not the case that all sound attenuation which occurs within the assembly 1 occurs within this region. However, the majority of the sound attenuation will occur in this portion of the assembly 1.
In general, the downstream acoustical segment 7 comprises structure placed to facilitate sound attenuation or sound control. In typical constructions, resonating chambers or the like will be included therein. One such construction is illustrated in FIG. 1. The particular version illustrated in
Referring more specifically to
In general, sonic choke assembly 65 comprises a tube member 75 mounted coaxially with outlet tube 26 and, together with outlet tube 26, supported by baffles 66 and 77, and outlet end cap 18. In certain constructions such as that shown in
For the embodiment shown, the tube member 75 defines a central longitudinal axis positioned generally coextensive and coaxial with axis 20. In some constructions, a tube member 75 with a longitudinal axis off-set from alignment with the inlet axis may be used.
Still referring to
Between baffles 66 and 77, and externally of tube member 75, a volume 85 is defined within shell 11. An extension 88 of the combination of tube member 75 and outlet tube 26 extending through volume 85 is perforated as shown by perforations 84, to allow for expansion of gases into volume 85. Volume 85 will operate as a resonator or resonating chamber for attenuation of sound, in particular continued attenuation of low frequency and much of the medium frequency attenuation. The size of the volume 85 may be selected so that it is tuned for preferred sound attenuation including some high frequency attenuation as well.
Similarly, between baffle 77 and end cap 14 chamber 90 is defined, externally of tube member 75 and outlet tube 26, and internally of shell 11. The portion 91 of outlet tube 26 extending between baffle 77 and end cap 14 is perforated, to allow expansion of gases (and leakage of soundwaves) into volume 90. The size and configuration of volume 90 may be tuned for selected medium and high frequency sound attenuation.
Still referring to
In general, a portion of the soundwaves existing in the gaseous medium of volume 31 are inhibited from passing through the tube member 75 by increased acoustical impedance encountered at the narrow neck 94. Such waves are reflected back, which serves to attenuate the sound level.
The Construction of the Catalytic Converter
As indicated generally above, a variety of constructions may be utilized for the catalytic converter 50. One such construction is illustrated in
For the embodiment of
A ceramic cylinder having a large plurality of longitudinal channels extending therethrough is a somewhat brittle configuration. It is therefore preferably mounted such that it will be dampened from the shocks and vibrations generally associated with a muffler assembly in a diesel powered vehicle. For the arrangement of
For the preferred embodiment the mantle 101 is retained against the core 100 by retaining means such as a cylindrical casing 105 of sheet metal. Preferably the casing 105 is provided not only in extension around the outside of the mantle 101, but also with a pair of side flanges bent toward the front face 55 and rear face 61, respectively, of the core 100 to contain the mantle 101. That is, casing 105 has first and second side lips or rims 106 and 107 folded toward opposite sides of the core 100. Preferably a circular loop of rope or O-shaped gasket 109 is provided underneath each of the rims 106 and 107, to facilitate secure containment of the core 100 and mantle 101 within the casing 105, without damage.
Referring to
In a typical system, it is foreseen that the ceramic core 100 will comprise an alumina magnesia silica (crystalline) ceramic, such as cordierite, extruded from a clay, dried and fired to a crystalline construction. Techniques for accomplishing this are known in the ceramic arts. In many, crystalline ceramics are prepared as catalytic converter cores by application of a wash coat thereto and then by dipping the core into a solution of catalyst. In some, the wash coat and catalyst are applied simultaneously. Typical catalysts utilized would be noble or precious metal catalysts, including for example platinum, palladium and rhodium. Other materials such as vanadium have also been used in catalytic converters.
In general, for use within a diesel engine muffler assembly, it is foreseen that the core 100 should be extruded with a cell density of longitudinal passageways of 200 cells/in2 to 600 cells/in2 and preferably at least about 400 per square inch of front surface area.
As indicated above, alternate constructions for the catalytic converter may be utilized. One such alternate construction would be to construct the core from a metallic foil substrate, rather than a ceramic. This will be understood by reference to
Alternate Constructions for the Flow Distribution Element
As indicated generally above, it is foreseen that alternate constructions and configurations for the flow distribution element may be utilized in assemblies according to the present invention. First, second and third such alternate configurations are illustrated in
Referring to
Referring to
In the arrangement shown in
It will be understood that flow distribution arrangement 160 operates by allowing gas expansion through apertures 174 into volume 175. The distribution of apertures 174 (and the distribution of apertures in domed cover 173) may be used to define a preferred, even distribution of gas flow in region 175 and thus toward surface 176 of catalytic converter 156.
As indicated above, still another alternate construction is illustrated in FIG. 5. Similar to
Referring to
For the construction of
Radial Diffuser Inlets
In general a radial diffuser inlet directs and guides the inlet fluid (typically exhaust gas) into the muffler. The result of this is a relatively uniform fluid (gas) velocity distribution across the diameter of the muffler shell (i.e. the face of the converter for an arrangement having catalytic converter therein) in the region downstream of the inlet baffle. A uniform velocity distribution is highly desirable at the inlet, especially of a catalytic substrate or core. In general, it is foreseen that a catalyst core would preferably be located within about 2 to 4, most preferably about 2 to 3, inches of the inlet baffle.
The radial diffuser construction may be utilized at the inlet end of an arrangement similar to that previously described with respect to
End cap 203 defines an aperture 210 through which air inlet member 201 projects. Air inlet member 201 includes an inlet portion 211 and a flow distribution portion 212.
Flow distribution element 202 is generally curved in cross-section (preferably radial) with a concave side thereof directed toward downstream acoustics. The member is sufficiently perforated (preferably evenly) to allow desired gas flow therethrough. The extent of curvature should generally be sufficient to avoid "oil canning" and achieve desired distribution of flow.
The unique construction of radial diffuser inlet 200 is greatly attributable to diffusion flange 212 (or bell-shaped flange) which extends outwardly from inlet tube 211, as a bell, around curve 225 to obtain a bell portion spaced from and generally juxtaposed with the concave side of member 202. The bell portion of member 212 is generally indicated at 230.
Radial diffuser inlet construction 200 generally allows for a good even flow of air against porous distribution element 202, with effective flow distribution over the cross-section of shell 205, for efficiency. It will be understood that highest efficiency can be obtained from modification of various dimensions and parameters. From the following recited example, general principles of construction will be understood.
Assuming a shell having an inside diameter of 11 inches (27.4 cm) and a radial diffuser intended to operate across the full diameter of the shell, the inside diameter of the inlet portion 211 would be about 4 inches (11 cm). Curve 225 to form bell 230 would be constructed on a radius of 1.5 inches (3.81 cm). The overall length of the straight portion of inlet tube 211 would be about 3.75 inches (9.4 cm). The distance between bell 230 and diffusion element 202, if measured as illustrated at "A" would be about 0.38 inches (0.96 cm).
If the catalyst substrate downstream from the radial diffuser inlet is substantially smaller than the muffler body, a design similar to that indicated in
The arrangement shown in
Operation of the radial diffusers was tested. In particular, flow through an 11 inch diameter shell fitted with a resonator generally corresponding to the design illustrated in
From these examples of dimensions, one of skill can create a variety of sizes of radial diffuser inlets for utilization in a variety of muffler constructions.
Size of the Catalytic Converter and Its Positioning Relative to the Downstream Acoustics and Flow Distribution Element
In general, catalyst activity is a function of temperature. That is, a catalytic converter generally operates best when it is hottest (within design limits). Thus, since the inlet end of a muffler assembly is hotter than the outlet end, it is generally preferable to position the catalytic converter toward the inlet end of the arrangement to the extent possible. Thus, for the arrangements shown in
However, if the catalytic converter is positioned too close to the flow distribution element, inefficient use will result, due to inefficient spread of flow across the front surface of the catalytic converter. In general it is foreseen that for diesel engine truck muffler assemblies according to the present invention, the catalytic converter will be generally preferably positioned within a distance of about 2-4 inches (5-10 cm), preferably about 2.0-3.0 inches and most preferably around 2.0 inches (5.0 cm) from the flow distribution element. The results of some simulated modeling and calculations with respect to this are presented hereinbelow.
Also, in general the catalytic converter takes up space in the muffler assembly otherwise utilizable for low-frequency sound attenuation. Since the catalytic converter does not facilitate sound attenuation and since sound attenuation will not generally take place in the space occupied by the catalytic converter, a problem with the catalytic converter positioning is that it interferes with sound attenuation. It is desirable, therefore, to render the catalytic converter as short as reasonably possible. This is facilitated by assuring good flow distribution across the front surface of the catalytic converter, as indicated above, and also by positioning the catalytic converter where it will operate at the hottest and thus most efficient. In general it is foreseen that a catalytic converter utilizable in assemblies according to the present invention (as converters in muffler assemblies for diesel trucks) will need to be about 3.0-8.0 inches (7.6-20.3 cm) long and generally preferably about 5.0-6.0 inches (12.7-15.2 cm) long. It is foreseen that, therefore, in preferred constructions according to the present invention (for diesel engine mufflers) the muffler assembly will be about 5.0-6.0 inches (12.7-15.2 cm) longer than would a muffler assembly not having a catalytic converter positioned therein but utilized to achieve the same level of sound attenuation in a diesel engine exhaust stream.
To improve efficiency, and thus shorten the length of core needed, it is also preferred that the population density of pores through the core be as high as reasonably obtainable. Thus, high porosity (with a large population of very small pores) is generally preferred.
As indicated generally above, it is preferred that the catalytic converter be integrated with the muffler assembly, i.e., positioned therein, rather than positioned simply in a flow stream in series with a muffler assembly. The reasons for this include that it is foreseen that less overall backpressure will be generated by such a system.
To examine the importance of the distance between the converter element (core member) and the flow distribution element, computer models were developed. The models were based upon an arrangement corresponding generally to that shown in FIG. 5.
In the following table the value of X is the distance (in inches) between the end of inlet element 193 and domed distribution element 197. Y is the distance (inches) between the center of dome distribution element 197 and the upstream face 198 of core member 185. Z is the distance (inches) between the core member 185 and the re-entry port of the downstream acoustics 190. A is the open area fraction (in %) of the flow distribution element.
The substrate for the purposes of the experiment was a 10.5 in. by 6 in. substrate comprising a ceramic with a platinum catalyst. It was 400 cells/in2 with a wall thickness of 0.0065 inches. The conditions assumed for the computer modeling were 938° F., 637 standard cubit feet per min (SCFM).
The flow distribution analysis indicated that the distance X and the open area A have a strong influence on flow distribution and the distances Y and Z have weaker but correlated affects on flow distribution. Thus optimization is feasible.
Citas de patentes
Citada por
Eventos legales
Imagen original


text:
I'm going to devote this brief post to a trend that I see up close and personal way more than I'd like. Keeping the ugly ass stickers on your fitted cap.
Keeping the stickers on the top of the brim, is some sucker shit and its just not for me. Why not also keep the plastic covering on a beef patty? or price tag displayed on a car at a dealership after you purchase it? There's no sense in keeping overbearing and pointless tags on clothes and hats, just as it makes no sense on cars and food.
When People see me without my hat's sticker, there's often a sudden urge on their part to state/ask "well, how do you know that your hat's official?" At the point of hearing this, I grow more concern for their future or current children, than I already for them. Their brains have already been farted on by popular culture.
Why do you need to keep an ugly sticky on a hat to "certify" it? Since when did leaving the tag on anything boost the legitimacy? Most people don't even know why they keep the stickers on the top, they just see it in music videos and follow suit.
The irony in this is, when you purchase a fitted in a store, you own it, you're allowed to take that ugly shit off. Rappers in the videos do not own the caps, and will give them right back to stores for consumers to place on their shrunken heads, desperate to emulate their heroes in the music industry. It makes no sense to follow the lead of somebody who isn't fully immersed in what they're doing. You're basically a pawn (chess term for the simple folks).
Wearing a fitted cap is fine and a great way to show allegiance to a city or team or just to complete a wardrobe. Do yourself a favour, take the damn stickers off, it only makes the hat dirtier and its official the stamps of the not only 59/50 but also "the follower". Nobody needs to see the tags to believe you own the cap or you need to verify its "realness", its on your head, that's enough. Don't be afraid to be an individual just for a bit.


text:
Locals 2012: Heritage
Locals 2012: Heritage. Published yearly by the Valencia County News-Bulletin (Number Nine Media, Inc.). For information, please call (505) 864-4472. Copyright 2012
Check out the second of our four Locals sections! Click on the link below for the web version or go page-by-page using our Scribd version.
Heritage 2012


text:
Following yesterday's news that the Nintendo 3DS is nearing one million unit sales in the United Kingdom, we now learn of its resounding success in Japan.
Japanese gaming magazine Famitsu reports that, as of May 20th, the handheld has exceeded sales of six million units.
In total Japanese sales now sit at an impressive 6,017,206, which isn't surprising since the Nintendo 3DS has sat atop the hardware chart for a lengthy consecutive period.
[Thanks Kotaku]
Alex Seedhouse+ Alex's early adoration for Nintendo began with a Yellow Game Boy and a copy of Donkey Kong Land. This developed over the years, later peaking when he hid in his room to play The Legend of Zelda: Ocarina of Time one Christmas. Nowadays, his enthusiasm is shared through Nintendo Insider, a place in which he can document his thoughts regarding the big N.
No comments yet. Be the first!


text:
Ginger Baker
View Single Post
Platinum Member
Join Date: Jul 2009
Location: Wenatchee, WA
Posts: 4,545
Re: Ginger Baker
Originally Posted by
He pushed those drums out front...not down in the mix
Not to hear him on most of Cream's earliest stuff... as summed up by Bruce Eder in the
AllMusic Guide
What happened initially was "Wrapping Paper," a pop-style single released in late 1966 that didn't impress too many people although even there, one could hear a swing element to the group's sound, reminiscent of '40s jazz, that showed off one (albeit minor) component of what went into their sound. Baker was barely audible in the mix, though what one could hear of the drumming did have a signature of sorts, a loose, jazzy element that was unusual.
Also, keep in mind for
Disraeli Gears
, the band was playing live - and
- in the studio. Tom Dowd, who produced the session, recalled:
When they were playing, the room was up around 125, 130 dB. It was deafening. I would come out into the studio wearing headphones, and they thought I was listening through them, but I was just protecting my ears. But I couldn't say anything. As far as they were concerned, I was a foreigner.
The studio was large, but Dowd saw the futility of attempting isolation for any instrument, let alone vocals, which were mostly sung live with the basic tracks. My big job was protecting Ginger from the double stacks, he says. They were 45 feet away, but no way could you isolate them meaningfully. It was pure bedlam.
Al Parrott
"Jus suum cuique"
View Public Profile
Send a private message to alparrott
Visit alparrott's homepage!
Find all posts by alparrott


text:
Sony Style is offering the PS3 with 2 Classic Games of your choice, for a low $299.99 Free Shipping (Exp 12/11). Tax in Most.
Some games of note: God Of War Collect, Gran Turismo 5 Prologue, inFAMOUS, Killzone 2, MAG, and Little Big Planet.
Your email will never be shared.


text:
- Attorney General Brad D. Schimel
- Fighting Crime
- Victim Assistance
- Consumer Protection
- Media Center
- About Department of Justice
- Topical Index
This Google™ translation feature is provided for informational purposes only.
The Office of the Attorney General is unable to guarantee the accuracy of this translation and is therefore not liable for any inaccurate information resulting from the translation application tool.
Please consult with a translator for accuracy if you are relying on the translation or are using this site for official business.Contact the Department of Justice
Criminal Illegal Gang Members Arrested in Northeastern Wisconsin
All In Federal Custody
GREEN BAY – Attorney General J.B. Van Hollen announced today another successful criminal illegal alien arrest operation in partnership with the United States Immigrations and Customs Enforcement (ICE) undertaken in cooperation with and assistance from Wisconsin Department of Justice Special Agents and agents from the Lake Winnebago Area Meg. The recently concluded operation which was conducted during the past three days resulted in 24 arrests of individuals who are now in federal custody. This operation expanded over the majority of counties in Northeastern Wisconsin.
"This latest operation undertaken throughout Northeastern Wisconsin continues to demonstrate the depth and breadth of the threat to Wisconsin communities, big and small, urban and rural, posed by criminal illegal immigrants," Attorney General J.B. Van Hollen said. "Our cooperative efforts are yielding results that make our state safer. I am grateful to our law enforcement partners in local law enforcement and the attention and leadership of our federal partners in ICE. I am pleased, as well for our citizens and law enforcement, this concludes another safe operation," said Van Hollen.
Operation Cross Check Midwest targeted individuals with violent felony or felony drug convictions.
Other successful ICE-DOJ-Local Law Enforcement operations have been undertaken in Milwaukee, Kenosha, Racine, Waukesha, Dodge, Jefferson, Taylor, Marathon, Eau Claire, Shawano, Lincoln, Langlade, Portage, Clark and Walworth Counties.
Additional information will be released by ICE and is available from Gail Montenegro at (312) 347-2210.


text:
Cancer Control Research7R21CA140766-03
Bruner, Deborah W.
DESCRIPTION (provided by applicant): Endometrial cancer is the most common gynecological malignancy in the United States, with 68 percent to 83 percent of women (treated with adjuvant vaginal brachytherapy (VBT) for Stage II or III) surviving 5-years. Vaginal stenosis or shortening may occur in up to 65 percent of patients treated with VBT and interfere with normal sexual function. This R21 pilot study will provide preliminary data on the feasibility of recruiting women to participate in a trial of vaginal dilator use (an instrument used to break up adhesions in the vagina after VBT) and test a method to increase compliance with the intervention. Feasibility and compliance are necessary prerequisites to future studies of the effectiveness of vaginal dilators in maintaining vaginal length post VBT and possibly sexual health. This study will also provide effect size calculations for a larger randomized trial of the use of vaginal dilators to maintain vaginal length after VBT. It is imperative to study vaginal dilatation after VBT since it is an invasive, long-term intervention that is a common recommended practice, but is based on little empirical evidence. The findings of the proposed study would provide the groundwork for future research that could have clinical implications for behavioral and device interventions to maintain sexual health after cancer therapy. The preliminary data from this study will inform future research in one of two ways: 1) if this study indicates that the intervention is feasible, the next trial will assess the association between prescribed dilator use and vaginal length and will further assess the association between vaginal length and sexual function post VBT; 2) if the preliminary data identifies feasibility problems, especially in the area of adherence to the intervention, then this study will inform a future trial of alternate methods to address protocol adherence. While this R21 and the subsequent work will focus on endometrial cancer, the methodology will be useful in continuing the principal investigator's program of research in sexual function after VBT or pelvic radiotherapy (RT) for both gynecologic malignancies and other malignancies that require pelvic RT such as rectal or bladder cancer.