text:
Journal of American Indian Education
Volume 34 Number 2
Gerry D. Haukoos, Leland Bordeaux, Dorothy LeBeau, & Shirley Gunhammer
Inservice education programs to strengthen the skills of practicing teachers are a common practice in education. In fact, most inservice programs are based on the assumption that learning new concepts and teaching skills will enhance the quality of education in the classroom. Such confidence in the process has lead to unprecedented interest in inservice education at all levels of schooling (Evans, 1987; Richardson, 1990; Spector, 1987). Additionally, the ongoing national advocacy for educational reform has brought about a constant stream of new curricula and strategies for classroom teachers. In spite of ongoing inservice practices, there is limited empirical evidence to demonstrate that teachers change their content and pedagogical knowledge or their teaching behavior as a result of inservice training (Berliner, 1989; Clermont, Krajcik, & Borko, 1993; Shulman, 1988). Cruickshank (1990) contends these circumstances arise from a lack of agreement among educational leaders on which variables constitute effective teaching.
More recently educational researchers have endorsed conceptual change theory for altering inservice teachers' knowledge and behavior (Hewson & Hewson, 1988; Wilson, Shulman, & Richert, 1987; Stofflett & Stoddart, 1994). Principles of this relatively new construct are based on Piagetian constructivism which emphasizes the role of personal experience in knowledge development. Through direct experience the learner has an opportunity to construct conceptual perspectives about the world through which new content can be filtered and combined with preexisting knowledge structures. When applied to inservice education, science teachers need an opportunity to develop new knowledge from personal experience, and then construct conceptual perspectives from which to confront their beliefs about the way they teach science. Constructivists argue that change will occur when teachers learn through authentic experiences that challenge their beliefs about the content or pedagogy being taught (Stoddart, Connell, Stofflett, & Peck, 1993; Stofflett & Stoddart, 1994).
The study described here is a follow-up study to assess long-term changes in content and pedagogical knowledge and teaching behavior that may have resulted from inservice education (Haukoos & LeBeau, 1992). Shulman (1986, 1988) referred to this combination of professional skills as pedagogical content knowledge-a blend of knowing how subject-matter topics are organized, adapted to student needs, and presented for instruction. The initial training and study were based on principles of conceptual change that challenged teachers in the way in which they taught science to American Indian children. More specifically, it confronted teachers with the need to (a) integrate science with culturally relevant materials and activities from American Indian culture, and (b) teach the newly integrated content using an inquiry approach with hands-on manipulatives. The initial study focused on integrated content knowledge and persuading teachers; the follow-up study examined classroom practices one-year later to determine if conceptual change had occurred as a result of the initial training. It was hypothesized that if teaching behavior could be changed through inservice training, then classroom practices would exhibit those behavioral changes one year later; that is, there would be a positive directional relationship between initial training and follow-up behavior variables.
Study Description and Methods
In the initial study, 154 teachers participated in a two-week science and mathematics education institute on the campus of Haskell Indian Nations University, Lawrence, Kansas (Haukoos & LeBeau, 1992). The institute was jointly sponsored by the Office of Indian Education Programs; Sinte Gleska University, Rosebud, South Dakota; and Haskell Indian Nations University. Participants were elementary teachers, kindergarten through 8th grade, representing Bureau of Indian Affairs (BIA) and BIA funded tribal schools from 23 different American Indian nations. Efforts were not made to distinguish national origins of either native or non-native teachers in this study. In addition, institute activities made no pretense of teaching language and culture or defining what science might mean to native peoples from the 23 different nations represented. It did however present science as a problem solving and inquiry-oriented enterprise used by all peoples. Novak (1964) described it best this way, "inquiry is the [set] of behaviors involved in the struggle of human beings for reasonable explanations of phenomena about which they are curious" (p. 25). Although teachers may interpret this process differently as they engage their students, the training process emphasized that it was necessary to involve students in the collection and interpretation of information in response to their wondering and exploring (Haury, 1993). Also, training activities emphasized that relevant cultural problems and materials of local interest be used to educate children about the problem solving and inquiry process of science. The science training portion was followed by a curriculum development phase where cooperative groups of participants constructed conceptual thematic unit plans which brought science and native culture together for their students.
Teachers in the original training session were asked to participate in an assessment process using the instrument, Toward a Philosophy for Teaching Science to American Indian Children (see Note 1). The instrument consisted of 30 different instructural strategies participants might use in teaching science to elementary children. Among the items the participants had to respond to were seven which specifically integrated science and American Indian culture. Items like:
Their purpose was to assess current practices and attitude regarding integration of science and native culture among participating teachers.
In the overall assessment process, participants were asked to appraise the value of each instructional strategy in light of their commitment of resources to the strategy (e.g., time, energy, money). The process consisted of physically distributing 60 value dots (small, red-punched pieces of card-stock paper) among 30 instrument items. All items were to receive at least one value dot, and none could receive more than five. A more comprehensive discussion of assessment procedures appears in Haukoos and LeBeau (1992).
One-year later, each institute participant was mailed an assessment instrument and again asked to assess the value they placed on the instructional strategies presented in the initial assessment. The purpose of the follow-up study was to determine the degree to which changes in teaching behavior had been sustained over a one-year period. Data from all instrument items (30 different instructional strategies) were grouped into three primary categories for analysis: (a) integration of science and cultural strategies, (b) content/teacher-centered strategies, and (c) hands-on/student-centered strategies. Remaining items were then combined to provide two separate benchmarks from which to contrast the primary categories. Those groups consisted of non-culturally-related strategies and all instrument strategies together.
Data analyses reported in the initial study focused largely on identifying pre-assessment to post-assessment changes in individual assessment items, and also grouped items-integration of science and cultural strategies, content/teacher-centered strategies, and hands-on/student-centered strategies. This study focused exclusively on changes in grouped items since they provided a more favorable measure for determining change in teaching behavior, and also effectiveness of the inservice training. Moreover, since the study used a causal-comparative analysis method rather than a cause-and-effect experimental method, these grouped items provided the primary elements for making comparisons (Borg & Gall, 1989). Change was determined by establishing a significance level of probability at p < .05. Additional follow-up analyses were completed at p < .10 level. In other words, observed differences between means would not have occurred by chance alone if they fell below this rejection region. Data were treated using descriptive statistics and Bonferroni multiple-comparison t-test to control for alpha values (Maxwell & Delaney, 1990).
Study results from the institute's initial pre-assessment and post-assessment observations showed that participants made important shifts in two of the three primary study categories (Table 1) (Haukoos & LeBeau, 1992). For example, grouped items related to integration of science and native culture changed from a mean point value of 1.73 to 2.78. These gains were contrasted with statistically insignificant changes in nonculturally-related strategies (2.15 to 2.35) and all strategies together (2.05 to 2.45) (Table 1). Such findings showed that institute activities were successful in persuading participants to change their understanding of how science and native culture could be integrated through relevant hands-on activities. Similarly, grouped items for hands-on/student-centered strategies showed mean point value gains from 2.48 to 3.25 while content/teacher-centered strategies showed off-setting declines (1.67 to 0.81). These data demonstrated that participants were persuaded to move away from teaching science using lecture-discussion and memorization strategies, and moved toward student inquiry and exploration activities using hands-on materials.
When data from the three assessment periods (pre-assessment, post-assessment, one-year later) were combined and analyzed in this study, mean point values for four of the five study categories returned to near pre-assessment levels (Table 2). For instance, grouped strategies pertaining to integration of science and native culture showed statistically significant gains between pre-assessment and post-assessment observation periods (1.73 to 2.78); however, mean point values one-year later were 2.04 (Tables 2 & 3). Similar changes occurred for both content/teacher-centered strategies and hands-on/student-centered strategies.
Changes in Pre-Assessment and Post-Assessment Grouped Item Value Points**
To illustrate, initial pre-assessment to post-assessment values for content/teacher-centered strategies showed significant mean point value declines (1.67 to 0.81), but one-year later mean point values were 1.58. Over the same period, mean point values for hands-on/student-centered strategies showed significant gains (2.48 to 3.25), but in the follow-up study those values were 2.88 (Tables 2 & 3). Only point values for nonculturally-related strategies remained the same.
Changes in Pre-Assessment to One-Year Follow-Up Grouped Item Value Points
If however the level for rejecting the implied directional hypotheses was set at p < .10, analyses would have shown that participants made meaningful pre-assessment to one-year later assessment gains in implementing hands-on/student-centered classrooms (p =.099). Similar gains under the adjusted rejection region would not have been attained for either culturally-related assessment values (p = .458) or content/teacher-centered assessment values (p = .873).
Analyzed data from the initial study showed that participants changed their pedagogical content knowledge as a result of institute training. However, follow-up study data indicated that gains in knowledge were not translated into statistically significant long-term changes in teaching behavior.
Data provided in this extended study showed that teachers could become constructivist learners through carefully planned training in science and American Indian culture (Haukoos & LeBeau, 1992). Yet, as a result of spending years in Eurocentric content and didactically taught science classrooms, the same preassessment misconceptions about content and pedagogy reemerged among participating teachers after one year. In essence, becoming a constructivist learner as a teacher differs from becoming a constructivist teacher. Research has shown that teachers' own experiences as nonconstructivist learners have a powerful overriding influence on teaching behaviors and practices (Stofflett & Stoddart, 1994).
Table 3
In this study, teachers showed they retained a degree of understanding that science was to be taught using hands-on/student-centered strategies, but at the same time they seemed unable to fully integrate science and cultural content or move away from content/teacher-centered strategies. Explanations for these outcomes emerge from different sources. First, in light of constructivist principles, which are the center of conceptual change theory, inservice teachers in training needed to (a) construct new science knowledge around their personal experiences, and (b) develop a conceptual perspective through which future content could be introduced and understood. Activities within the institute's training sessions consistently emphasized these principles through integrated science and cultural activities and a follow-up conceptual thematic unit plan to bring science and culture together. However, these experiences may not have been of sufficient duration for moving all participating teachers toward the institute's conceptual change goals. In fact, Wilson, et al. (1987) reported that knowledge growth related to change dynamics in inservice teachers is relatively slow, and greatly influenced by other factors within the individual.
Secondly, aspects of these findings are similar to current research in pedagogical content knowledge. For example, Clermont et al. (1993) found that teachers' pedagogical content knowledge was enhanced through intensive, short-term, content-specific training in science, but that growth of teachers' knowledge in evaluating learning conditions and selecting appropriate instruction to match those conditions lagged behind other forms of knowledge gained. Other investigators have reported similar pedagogical content knowledge findings in their studies of inservice education (Bethel, 1985; Joyce, Showers, & Bennett, 1987; O'Brien, 1987). In related studies, Smith (1987) and Tilgner (1990) have independently shown that teachers who are not subject-matter specialists with strong content knowledge in science have a tendency to use teacher-centered strategies and rely on expert sources such as textbooks or a known curriculum. Together these findings and this study show us that inservice teachers, like their students, need increased knowledge of science and cultural content. Such increased knowledge will: (a) allow them to see the roots of scientific knowledge in American Indian culture, (b) provide a foundation for personal experience and developing a conceptual perspective, (c) eliminate misconceptions related to knowledge development in both science and American Indian culture, and (d) allow them to build their own content knowledge base with confidence, rather than depend on outside expert sources for knowledge.
Success in moving teachers away from content/teacher-centered classrooms toward more culturally integrated content in hands-on/student-centered settings was achieved through the training activities described here. Teachers responded positively to the array of intercultural experiences which ultimately moved them toward understanding that it was possible to integrate science and American Indian culture through classroom activities. Moreover, anecdotal evidence recorded from participants during training also suggested they understood that it was important for children to see a connection between science and culture early in their education. This is especially important for children of color because researchers have shown that personal identities and perceptions of science are well defined before children reach adolescence (Clark, 1988; Damnjanovic & Kahle, 1993; Sumrall, 1995). If those perceptions haven't been structured around conceptions that accommodate for both science and culture in their early educational experiences, research has shown those students will lack the confidence to make decisions necessary for subject selection in secondary school and career choices that may include science (Barba, 1993; Eccles, 1987).
In conclusion, although long-term changes in pedagogical content knowledge and teaching behavior were not as discernible as had been expected, substantial underpinnings were provided so teachers could return to their communities with new content, a conceptual perspective on what needed to be done in the classroom, and an integrated thematic unit to share with colleagues and use with their students. Further study is needed, however, to go beyond the initial successes of the causal-comparative design methods used in this study. Although a relationship existed between training and certain follow-up outcome behaviors, other factors need to be identified that would more clearly point to persuasive mechanisms in the training that would change teachers' behaviors over time.
Gerry Haukoosis Professor of Science Education at Illinois State University, Normal. He has conducted various research studies and institutes on changing the perceptions of science among teachers of American Indian children. Gerry served as instructor in the Science Education Training Project at Sinte Gleska University, Rosebud, SD.
Leland Bordeaux is Director of the Science Education Training Project and other nationally funded science and mathematics education programs at Suite Gleska University, Rosebud, SD. In addition, Leland serves as instructor in science and mathematics and Chair of Secondary Education.
Dorothy LeBeau is Director of Title Programs for Todd County School District, Mission, SD. She serves Sinte Gleska University, Rosebud, SD, as instructor in the Science Education Training Project, and also as instructor in the graduate and undergraduate education programs.
Shirley Gunhammer is a second grade teacher at
Rosebud Elementary School, Rosebud, SD. She serves Sinte Gleska University,
Rosebud, SD, as instructor in the Science Education Training Project,
and also as instructor in the graduate and undergraduate education programs.
Barba, R. H. (1993). A study of culturally syntonic variables in the bilingual/bicultural science classroom. Journal of Research in Science Teaching, 30 (9), 1053-107 1.
Berliner, D. C. (1989). Implications of studies of expertise in pedagogy for teacher education and evaluation. In Proceedings of the 1988 Educational Testing Service Invitational Conference, New Directions for Teacher Assessment (pp. 39-65). Princeton, NJ: Educational Testing Service.
Bethel, L. J. (1985). Science teacher preparation and professional development. In D. Holdzkom & P. Lutz (Eds.), Research within reach: Science education (pp. 143-157). Washington, DC: National Science Teachers Association.
Borg, W. R., & Gall, M. D. (1989). Educational research (5th ed.). New York, NY: Longman Inc.
Clark, J. (1988). Black women in science: Implications for improved participation. Journal of College Science Teaching, 17 (5), 348-352.
Clermont, C. P., Krajcik, J. S., & Borko, H. (1993). The influence of an intensive inservice workshop on pedagogical content knowledge growth among novice chemical demonstrators. Journal of Research in Science Teaching, 30 (1), 21-43.
Cruickshank, D. R. (1990). Research that informs teachers and teacher educators. Bloomington, IN: Phi Delta Kappa Educational Foundation.
Damnjanovic, A., & Kahle, J. (1993, April). The effect of inquiry activities on elementary students' enjoyment, stereotypic perception, self-confidence, and ease in doing science: By sex and race. Paper presented at the meeting of the National Association for Research in Science Teaching, Atlanta, GA.
Eccles, J. (1987). Gender roles and women's achievement-related decisions. Psychology of Women Quarterly, 11, 135-172.
Evans, T. P. (1987). Guidelines for effective science teacher inservice education programs: Perspectives from research. In B. S. Spector (Ed.), A guide to inservice science teacher education: Research into practice, 1986 AETS Yearbook (pp. 13-56). Columbus, OH: Association for the Education of Teachers in Science. (ERIC Document Reproduction Service No. ED 288 722).
Haukoos, G., & LeBeau, D. (1992). Inservice activity that emphasizes the importance of the culture in teaching school science. Journal of American Indian Education, 32 (1), 1 -11.
Haury, D. L. (1993, March). Teaching science through inquiry. ERIC/CSMEE Digest, pp. 1-2.
Hewson, P. W., & Hewson, M. (1988). An appropriate conception of teaching science: A view from studies of science learning. Science Education, 72, 597-614.
Joyce, B., Showers, B., & Bennett, B. (1987). Synthesis of research on staff development: A framework for future study and a state-of-the-art analysis. Educational Leadership, 45 (3), 77-87.
Maxwell, S. E., & Delaney, H. D. (1990). Designing experiments and analyzing data: A model comparison perspective. Belmont, CA: Wadsworth Publishing Company.
Novak, A. (1964). Scientific inquiry. Bioscience, 14, 25-28.
O'Brien, T. (1987). A concerns-based field study of a chemical demonstration inservice program. Unpublished doctoral dissertation, University of Maryland, College Park, MD.
Richardson, V. (1990). Significant and worthwhile change in teaching practice. Educational Researcher, 19 (7), 10-18.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), 4-14.
Shulman, L. S. (1988). Knowledge growth in teaching: A final report to the Spencer Foundation. Stanford, CA: Stanford University.
Smith, D. (1987). Primary teachers misconceptions about light and shadows. In J. Novak (Ed.), Proceedings of the Second International Seminar: Misconceptions and educational strategies in science and mathematics. Cornell University, Ithaca, NY.
Spector, B. S. (1987). Overview: Meeting the needs of science teachers for continuing education. In B. S. Spector (Ed.), A guide to inservice teacher education: Research into practice, 1986 AETS Yearbook (pp. 1-12). Columbus, OH: Association for the Education of Teachers in Science. (ERIC Document Reproduction Service No. ED 288 722).
Stoddart, T., Connell, M., Stofflett, R., & Peck, D. (1993). Reconstructing elementary teacher candidates' understanding of mathematics and science content. Teaching and Teacher Education, 9 (3), 229-241.
Stofflett, R. T., & Stoddart, T. (1994). The ability to understand and use conceptual change pedagogy as a function of prior content learning experience. Journal of Research in Science Teaching, 31 (1), 31-51.
Sumrall, W. J. (1995). Reasons for the perceived images of scientists by race and gender of students in grades 1-7. School Science and Mathematics, 95 (2), 83-90.
Tilgner, P. J. (1990). Avoiding science in the elementary school. Science Education, 74, 421-431.
Wilson, S. M., Shulman, L. S., & Richert, A. E.
(1987). "150 different ways" of knowing: Representations of
knowledge in teaching. In J. Calderheard (Ed.), Exploring teachers'
thinking (pp. 104-124). New York, NY: Taylor and Francis.


text:
Festival Menu
Posted: June 14, 2012|
GREAT news for all those who wish the Cornwall Food & Drink Festival could go on for longer than its regular three days on Truro's Lemon Quay each September.
This year organisers are introducing a new feature, the Festival Menu, which will run throughout the festival fortnight from Friday, September 21, to Sunday, October 7, and is open to all restaurants, cafés, hotels and pubs around Cornwall and on Scilly too.
The fixed price menus will be set at £15 for two courses and £19 for three and, as you would expect, the main feature on every menu will be the fine range of exceptional produce we have around us here in Cornwall.
Cornwall Food & Drink has just released details of this new festival concept and is inviting businesses to take part.
It's free for Cornwall Food & Drink members, but non-members are also very welcome to join in.
However, as numbers will be limited, Cornwall Food & Drink is urging businesses that do not want to miss out to act fast.
Director Ruth Huxley said: "We know that several thousand people visit Cornwall especially for the food and drink festival, so we wanted to create a way in which they can celebrate the best Cornish food and drink as much as possible during their stay.
"We also know that the tens of thousands who flock to Lemon Quay each year are loyal supporters who will relish the opportunity to make the most of this special price menu, perhaps trying out new places to eat or grabbing the chance to visit a restaurant they might otherwise feel was out of their price range. We anticipate that this will be a popular promotion and demand from businesses wanting to take part will be high."
One business already committed to taking part is Tides Restaurant at The Mariners' pub in the village of Rock.
Tom Scade, head chef, explained why: "We have been members of Cornwall Food & Drink for some time and like to support all their initiatives. We have also recently refurbished Tides Restaurant and this will be an excellent opportunity to get new customers to pay us a visit and see the changes we've made. People who come to the food and drink festival travel all over the county and it seems only right that they should see Cornish produce being promoted everywhere."
If you run a restaurant and would like to take part in this promotion, you can find all the details and an application form at www.cornwallfoodanddrink.co.uk – alternatively e-mail firstname.lastname@example.com or call 01872 865101.
Tom Scade – public should see Cornish produce promoted everywhere during the festival.

subset: commoncrawl


text:
By Rudi WilliamsAmerican Forces Press Service
GULFPORT, Miss., Oct. 3, 2003 A former Navy SEAL said he likes the Armed Forces Retirement Home here so much, "They would have to drag me kicking and screaming to get me out of here. They treat people so well here it's amazing. They treat you so well, it makes me feel guilty sometimes."
John B. Childress III, 68, said one of his primary concerns when he was contemplating applying for residency at the home was the quality of long-term care it provided.
"One of the first things I did on a visit here (was) to tell the person who was escorting me, 'I want to see the long-term care area,'" said the retired Navy chief petty officer, who became a resident in January 2002.
"He said, 'OK,' and we went back there, walking around, and he asked, 'What are you doing?'
"I said, 'I'm smelling.'
"He said, 'What are you smelling?'
"I said, 'I'm not smelling anything, and I like that. My grandfather was in a home in Georgia, and the stink of urine when you (went into) that place was just almost overpowering," Childress said.
The care at the Armed Forces Retirement Home is excellent, he said, and residents who need specialized care receive it either from the Veterans Affairs hospital or from a private physician in the civilian community.
Born on July 3, 1934, in Marietta, Ga., Childress joined the Navy in July 1951, "because I wasn't doing well in school and wasn't very happy. I wanted to do something different and see the world."
After boot camp in San Diego, Calif., he was assigned aboard the destroyer tender USS Dixie as a boatswain's mate. His job was maintaining motor launches, ferrying sailors to and from shore for liberty and picking up stores for the ship.
When the Dixie sailed to waters off Korea, Childress was the first loader on the 5-inch gun mount.
"I'd put the bullet in, and another man put the powder container in," he said. On Jan. 31, 1951,the Dixie fired 208 rounds of 5-inch shells on railway installations at Kosong, Korea.
After the war was over in 1953, Childress said he "got adventurous and applied for underwater demolition team training."
He said he was lucky in that he never had to use his UDT training during wartime. But he noted that team members were always training -- running on the beach, swimming and doing "a lot of interesting things."
Childress, who has two sisters, said his mother was dying in 1955 and the Navy allowed him to go home on humanitarian shore duty. His enlistment expired while he was caring for his mother, and he got out for about 17 months and worked as a construction electrician. When he returned to active duty, he took the General Educational Development test and earned his high school graduate credentials. The high scores the son of an electrician attained on the test qualified him for electronics technician school at Treasure Island, Calif.
But, after graduating, he returned to his first love, underwater demolition. The adventurer became adventurous again in 1962 and opted for airborne training with the Army Special Forces while working with UDT on Okinawa. Then in 1968, he joined the SEALs, the Navy's elite special operations outfit.
Childress retired from the Navy in July 1972 at an unusual place for a sailor - - Fort Bragg, N.C., home of the Army's 82nd Airborne Division.
"I was in the Naval Advisor's Office at Fort Bragg," he explained. "We provided advisors to the commanding general of the Special Forces there."
The retired chief petty officer said even with all of his specialized training and expertise, he never made it past E-7 because he had difficulty with the Navy's promotion system.
"Being an electronics technician, that's what I was tested on," he pointed out. "But I wasn't working in electronics. I was either in UDT, EOD (explosive ordnance disposal) or on a SEAL team. A lot of people were successful at beating that system by doing a lot of home study, but I didn't."
But, Childress said, "I enjoyed almost all my time in the service. And was lucky enough that 90 percent of the time I was where I wanted to be and doing what I wanted to do."
After retiring, he worked as an electronics technician for a company in China Lake, Calif., in the middle of the Mojave Desert, building mini-submarines for naval special warfare. He also was able to use the diving skills he learned in the Navy.
"Can you believe that one day I was diving for a submarine in a lake in the Mojave Desert in a snowstorm?" Childress asked with a loud laugh. "The safety boat was following the bubbles coming up from the submarine, but it was snowing so hard I had to give the coxswain my sunglasses, because he couldn't see the bubbles."
After eight years on that job, Childress retired again in January 1995. His wife was still working, but was diagnosed with cancer and had to quit.
"I wasn't working, so I was able to stay home and take care of her," he said. "That worked out very well until she died in May 1998."
Left alone and lonely, Childress started traveling to help maintain his sanity, he said. He visited his son in Germany, another son in Phoenix, his daughter in San Francisco and his sisters and his wife's sisters and other family members in Virginia and up and down the East Coast.
His wife's death left him alone in a three-bedroom, two-bath, two-story home in Ridgecrest, Calif., near China Lake Naval Weapons Center, where he used to work.
"I was becoming something of a recluse," he said. "It just wasn't a good way for me to live. So I checked out the Naval Home on the Internet 1999."
To end his reclusive living, Childress spent three years using his motor home to pick up his three granddaughters in Phoenix and haul them to the East Coast and Gulfport to visit friends and relatives.
"Each time we would come through Gulfport and I'd come up here and look at the Naval Home," said the father of three sons and a daughter, who have given him three granddaughters and four grandsons. "And I got a tour, and one time, I just went out to the gazebo and talked to people. I ended up visiting here four times before I made the application to come in."
Childress still has his motor home, which he pays $30 per month to park in a Gulfport recreational vehicle park.
"When I get ready to go on a trip, I just gas it up, check the tires and take off," he said. "There's lots of places around here to go. But I like to just park alongside the river. But sometimes it seems a little strange if you have a motor home parked just anywhere. People tend to visit you when you don't want business."
When he isn't traveling or sitting by the river in his motor home, Childress keeps busy on his computer reading newspapers on the Internet, checking the weather report and e-mailing friends and family all over the world.


text:
Forgot password?
Thank you for submitting this poll.
Search thousands of documents on OneMine - the online global mining and minerals library:
Find the industry products
and services you need.
Monday 7/27
Economic Evaluation and Investment Decision Methods
Tuesday 8/18
SME Twin Cities Annual Conference
Sunday 8/23
Show All
List an Event
The 2009 Syd S Peng Ground Control in Mining Award
Awarded To: Anthony Iannacchione
In recognition of his tenacious and tireless ground control research efforts to protect the safety and health of miners around the world.
Dr. Anthony Iannacchione is currently the director of the mining engineering program at the University of Pittsburgh where he teaches mining engineering and conducts research. Prior to this appointment in 2008, he worked for the U.S. Bureau of Mines (USBM) and National Institute for Occupational Safety and Health (NIOSH) for approximately 33 years. His educational background is split between civil engineering (PhD and MS) and geology (MS and BS). Currently he is taking courses in mineral industry risk assessment from the University of Queensland. Minerals industry risk assessment and management is one of his current passions and Dr. Jim Joy at Queensland is a principal reason for this interest.
At the University of Pittsburgh, Anthony has helped to set up three mining engineering certificate programs for undergraduate, graduate and post-baccalaureate students. The University of Pittsburgh had a mining engineering department until the mid-80's and its students are still sought after by companies, manufacturers and government agencies serving the minerals industry. Anthony teaches three mining courses: Strata Control Engineering, Mine Ventilation Engineering and Environmental Controls in Mining. He is also assisting Dr. Dirk van Zyl in jointly offering a new course with the University of British Columbia entitled "Sustainable Development in Mining: Economics, Society and Environment." Other courses in the mining engineering program are taught by industry experts Daniel Su and James McCaffrey. Currently, Anthony is the Principal Investigator of a 2-year contract with the Pennsylvania Department of Environmental Protection entitled "Report on the Effects of Underground Mining for the Period 2003-2008." Pennsylvania law requires that an assessment of the surface impacts of underground bituminous coal mining be made every five years. This project is in the process of examining land disruptions, structural damage and water source impairments in areas were mining has occurred.
Anthony has participated on numerous advisory committees. Most recently, he has served on several National Science Foundation committees associated with their Deep Underground Science and Engineering Laboratory (DUSEL). In 2007 he served on an expert panel convened by Richard Stickler, Assistant Secretary of the Mine Safety and Health Administration, to recommend a course of action after the second fatal accident at the Crandall Canyon mine.
Anthony's expertise in ground control engineering started with research projects in the mid-80's sponsored by the USBM and later by NIOSH. These efforts were largely aimed at developing controls for hazards associated with coal mine bursts, high horizontal stress and inadequate entry, pillar and roof support performance. Many of these products are reported on in research papers and were featured in numerous technology transfer events, seminars and workshops aimed at transferring products and methodologies to the mining industry. The research team that Anthony was associated with at the USBM and NIOSH represents some of the finest collection of ground control experts in the world including: Thomas Mucho, Gerald Finfinger, Christopher Mark, Keith Heasley, Joseph Zelanko, Thomas Barczak, Stephen Tadolini, Al Campoli, Gregory Molinda, Gabriel Esterhuizen, Matt DeMarco and Floyd Varley. This group was also influenced by other international experts including Syd Peng, Miklos Salamon, Ken Barron and Winton Gale, to name a few. Unfortunately, space limitations prevent listing all the exceptional people Anthony has had the pleasure and honor to know and work among. Considering the collective talent of these individuals, it would be difficult not to be excited about ground control issues and, harder still, not to participate in developing new and important tools and techniques for the mineral industry.
In the mid-90's, Anthony helped to initiate a series of research projects aimed to curb raising ground fall fatalities in the underground stone industry. He and Leonard Prosser initiated the popular underground stone safety seminars in 1996. This year the 14th stone safety seminar was held and represents the seminal health and safety event for this industry. It should be noted that the underground stone industry has enjoyed several years of zero fatalities. Perhaps the stone seminar and the other research products produced during the last 10 years may have had a direct bearing on this statistic. Lastly, Anthony would like to recognize individuals who have shown great patients in mentoring him through the years. They include Maurice Deul, Gerry Finfinger, Thomas Mucho, John Murphy, Lew Wade, Larry Grayson, Jeffrey Kohler, Stephen Tadolini and Jack Parker. To view his nomination click here:
About The Syd S Peng Ground Control in Mining Award:
The purpose of the award is to provide recognition to individuals that have demonstrated technical and scientific excellence in advancing the understanding of ground control technologies or approaches by either publication or direct applications in the mining industry.
Download Acrobat Reader
© SME · PH: 303-948-4200 and 800-763-3132 · FAX: 303-973-3845
12999 E. Adam Aircraft Circle, Englewood, CO 80112 -
SME is a member society of
, the
SME Foundation
, and the
American Institute of Mining, Metallurgical, and Petroleum Engineers (


text:
In the closet gay celebs! Who are they? (Part 2)
View Single Post
25-10-2012, 23:38
Forum Member
Join Date: Jul 2005
Location: England
Posts: 2,971
Originally Posted by
does anyone know who the rumoured gay member of a girl band is something appeared years ago around 2008.
Something along the lines of which girl band member and lads mag favourite has just come out to her family.
Alot of people are saying cheryl but if she was why would she mention about getting tested for an STI after ashley?.
I'm wondering if it's sarah harding as far as I know none of the spice girls were lads mag favourites except geri.
And i'm pretty sure if she was she would have come out by now any other suggestions?.
Ha, that's really odd you mentioned that as I thought of that blind item the other day after seeing a new pic of Girls Aloud. I always thought Cheryl, but maybe it's Kimberly. Kimberly has been with her boyfriend for a really long time though.
View Public Profile
Find More Posts by *Clem*


text:
Buy Item $10.99 Retail:
Save 21% ($3.00)
Add To Cart
Add To Wishlist
|Format: Paperback
Number of Pages: 160
Vendor: Beacon Hill Press
Publication Date: 2009
|Dimensions: 8.50 X 5.50 (inches)
Availability: In Stock
This resource is a gold mine for those who find themselves speaking, making a presentation for school, leading a class at church, giving a demonstration at work, or introducing a public event.
Stan will share his own proven methods as well as tips gathered from fellow speakers to help overcome the fear of public speaking, inspire listeners, and effectively convey the message.
An entire section is devoted to entertaining stories, inspirational quotations, top 10 lists, and amusing job descriptions that can be used to make your speech humorous, witty, and memorable. Turn a fear into an asset by spicing up your speech with these fabulous stories.


text:
The arrival of the SS Empire Windrush in June 1948 at Tilbury Dock, Essex, in England, marked the beginning of post-war mass migration.
The ship had made an 8,000 mile journey from the Caribbean to London with 492 passengers on board from Jamaica, Trinidad and Tobago and other islands.
Most of the passengers were ex-servicemen seeking work.
This marked the beginning of post-war mass migration.
When they walked down the gangplank onto British soil they could not have imagined that their journey would begin an important landmark in the history of London and the rest of country.
The passengers on board the Windrush were invited to come to Britain after World War Two, to assist with labour shortages.
Many of the passengers had fought for Britain during the war.
They later became known as the 'Windrush Generation.'
Later, Enoch Powell, the Tory Health Minister from 1960-1963, was to invite women from the Caribbean to Britain to train as nurses.
It was he who several years caused an uproar with his anti-immigration 'rivers of blood' speech.
In reality the response to the call for labour was minimal and by 1958 only 125,000 workers had arrived in Britain from the Caribbean islands. However, there were also other factors at play.
USA 'preferred destination'
There was an increase in prosperity in the Caribbean, mainly from tourism and bauxite mining, meaning that there was more money available for the passage overseas.
The USA had always been an attractive and preferred destination. The Farm Work Programme had given people from the Caribbean islands the opportunity to work for American farmers, and many wished to return when the war ended.
However, the 1952 McWarren-Walter Act passed in the USA considerably restricted the number of Caribbean people who could settle there.
With this door closed to them, many looked to Britain, which until restrictions on entry were imposed by the Commonwealth Immigrants Act of 1962, gave all Commonwealth citizens the status of British citizenship.
Settlement patterns seem to suggest that people from particular Caribbean islands, and even from particular parts of those islands, often came to the same towns and cities.
This was because they could join others who had arrived earlier and so were able to offer valuable help in finding jobs and accommodation. Many of the early 'pioneers''were also able to provide financial assistance for the overseas passage.
Those who arrived on the Empire Windrush in 1948 had been housed in Clapham South Deep Air Raid Shelter, before being dispersed across the country to areas in which their labour was needed.
In the Midlands, semi-skilled workers were needed to work in the furnaces and forges of the manufacturing industries which were expanding.
The new arrivals also went to areas where the cost of living was high. There they were needed as porters, cleaners, drivers and nurses – jobs paying so badly that few whites wanted them.
On the 11th February 1990, Nelson Mandela was release from Robben Island Prison after 27 years
Wangari Maathai - first African woman to receive the Nobel Peace Prize
Charlie Williams - first black British comedian to experience mainstream success
Robert Adams the first black actor to play a leading dramatic role on British Television.
Ottobah Cugoano the first African to demand total abolition of slavery
Sir Trevor McDonald OBE, the first black news' reader in the UK
Vaughan Gething -first black President of the National Union of Students Wales.
Diane Abbott - The first black woman to be elected to the House of Commons.
Calling the West Indies
'Calling the West Indies', how people from the Caribbean supported the war effort in World War 2. Constantine speaks about factory workers, and introduces some war-workers,


text:
Posted at: 08/21/2013 9:39 AM
Updated at: 08/22/2013 2:22 AM
If you travel on the New York State Thruway, be prepared for temporary road closures and slow traffic on Thursday and Friday due to President Obama's visit.
According to our affiliate in Buffalo, twelve exits between Buffalo and Syracuse will all likely be impacted during the President's 2 hour and 15 minute trip. As the motorcade goes through each exit, traffic will be stopped from getting on the Thruway.
State Police say be ready for last minute changes in travel plans.
President Obama is expected to visit the Buffalo, Rochester and Syracuse areas as well as other parts of upstate. News10NBC has not confirmed where he will be stopping in Rochester, if at all. We will continue to track this story and post any updates on our website.
The Thruway Authority is advising motorists to visit Thruway.NY.gov for real-time traffic updates or follow it on Twitter @ThruwayTraffic


text:
ATLANTA -- A federal grand jury has indicted four people in a 2009 salmonella outbreak linked to a Georgia peanut processing plant.
The indictment unsealed Wednesday in federal court in Georgia charges four employees with Virginia-based Peanut Corp. of America. The charges include conspiracy, wire fraud, obstruction of justice and others related to contaminated or misbranded food.
Order Reprint Print Article
Interested in reusing this article?
Custom reprints are a powerful and strategic way to share your article with customers, employees and prospects.
The YGS Group provides digital and printed reprint services for Daily Herald. Complete the form to the right and a reprint consultant will contact you to discuss how you can reuse this article.
Need more information about reprints? Visit our Reprints Section for more details.
Contact information ( * required )
Success - request sent close
The company's filthy processing plants were blamed for the outbreak that killed nine people and sickened hundreds. The company later went bankrupt.
Named in the indictment were company owner Stewart Parnell, vice president Michael Parnell, Georgia plant manager Samuel Lightsey and Georgia plant quality assurance manager Mary Wilkerson.


text:
Connect with Us
Podcasts & RSS Feeds
|All Content
|View all podcasts & RSS feeds
Now Playing
Loading stream...
Now Playing
Loading streams...
Most Active Stories
2:26 pm
Thu February 20, 2014
Latitudes: International Music You Must Hear Now
Originally published on Wed March 25, 2015 8:31 am
Globally, it's been a very busy month for music, especially at the intersection of art and politics. There's the brand-new Pussy Riot video from Sochi published Wednesday, as well a real groundbreaker of a video released on Valentine's Day by the Iranian legend Googoosh — one that celebrates LGBT relationships and apparently has already been widely viewed illegally within Iran itself.
But there is a lot of other great new music to hear — politically topical and not — plus the curious case of a years-old, Balkan-flavored track that's made its way to the heights of the American charts in a slightly different guise. Come take a listen.
Copyright 2015 NPR. To see more, visit http://www.npr.org/.


text:
You are here
Can Castro's Communism Contain the Entrepreneurial Spirit of its People?
Kay Zekany, PhD, CMA
The purpose of this paper is to explore Fidel Castro's communist and socialist beliefs - as articulated in his most public international speeches -- juxtaposed against the experiences of the Cubans he rules, all in an effort to begin to understand how the Cuban economy, with all its restrictions and mandates, works or fails to work. In particular, it explores Castro's fear of the free market ... as he calls it some kind of a "wild and crazy beast." And it explores his solution to capitalism which is to "socialize poverty" and "centralize global decision-making" to ensure that the world's resources are distributed to all according to their needs. This paper also presents a discussion of both legal and black market enterprise currently existing in Cuba. The final conclusion is that the entrepreneurial spirit of Cubans, despite being severely limited and meagerly compensated, persists, albeit with many obstacles.
(Presented at the Association of Private Enterprise Education Conference, Orlando, Florida, April


text:
VIDEO/PHOTOS: Ghostbird hopes to soar with debut production of "Pumpkin Grower"
FORT MYERS - hjP1R0WApi8
What: Inspired by Ovid's "Metamorphoses," a young husband deals with his failed marriage by growing prized pumpkins - and attracts a neighbor's attention.
When: 8 p.m. Wednesday - Sunday; doors open at 7:30 p.m.
Where: Sidney & Berne Davis Art Center, 2301 First St., downtown Fort Myers
Cost: $10
Information: 239-333-1933 or sbdac.com
Something Else: Contains adult language and themes
On the Web: Sign up to receive more theater news from the Stage Door blog via email.
Brittney Brady named her new theater company "Ghostbird" after the Ivory-billed Woodpecker, a cypress swamp denizen thought to be extinct despite tantalizing sightings over the past decade. The recent FGCU graduate hopes to capture that same "elusive" quality in her work.
She wants Ghostbird, which opens its first season with original play "The Pumpkin" in downtown Fort Myers this week, to be inspired by "the legend of this totemic bird."
"With [you] the audience, we seek those deeper spiritual woods," Brady said of her potential viewers, "where there may be beauty, loss, communion, reconciliation, and hope, all in a flash of wing and feather, or rooted in the dark and fecund earth.
The Cape Coral native has had two of her original plays, "Paler than Grass" and "Monty and the Bat Shaman," produced at FGCU. She also directed last season's "Mud" at the Sidney & Berne Davis Art Center.
Ghostbird joins three other theater companies in downtown Fort Myers. Florida Repertory Theatre sits across the street, while the Laboratory Theater of Florida and City Scenes share space at the Kiwanis Hall about six blocks away. Just four miles north, Theatre Conspiracy and Broadway Palm sit at the edge of Colonial Boulevard just before the Midpoint Bridge.
"You can never have too much theatre," Brady said. "The companies that are producing work in Southwest Florida have all made very important contributions to the community and I look forward to joining in the conversation."
For Ghostbird's first show, Brady nabbed an attention-getter.
Drawn from Ovid's "Metamorphoses," "The Pumpkin Grower" tackles the story of siblings Caunus and Byblis. If you're unfamiliar with your mythology, Byblis fell in love with her brother and pursued him across Greece before dying of a broken heart.
"It is a tragic love story," Brady said of the work. "Audiences will be confronted with the tensions created by beauty and taboo."
In this update, written by FGCU professor James Brock, Caunus (Jake Scott-Hodes) is a young husband who deals with his failed marriage by growing prized pumpkins in his suburban backyard. Byblis (Rachel Bennett) is a helpful neighbor. Mythological nymphs become friends, roommates and other characters.
"There are moments that feel contemporary and moments that are timeless," Brady said. "One last thing: look for the shadows, look for the reflections, look for the dreams."
The play also features dance, poetry and unique soundscapes created especially for the performance by Philip Huebeck.
"It is important to define a world both visually and aurally," Brady said, "… it is a great added dimension."
Brady also wrapped the story in dance, working with Dana Lynn Frantz and Dayanira Lopez to create sections of movement, grace and beauty.
"Dana and Daynira play … the same nymphs in the story of Caunus and Byblis that comfort Byblis in her sorrow," Brady said. "The story resonates in their movements."
"The Pumpkin Grower" plays at 8 p.m. Sept. 26-30 at the Sidney & Berne Davis Art Center in Fort Myers. Tickets are $10, and doors open at 7:30 p.m. For more information, call 239-333-1933 or sbdac.com.


text:
Concordia Bible Institute is pleased to welcome Dr. John Warwick Montgomery, esteemed lawyer, professor, and Lutheran theologian, as the presenter for an exciting One-Day Bible Seminar on September 27, 2014. The conference will be held from 8:30 a.m. to 2:15 p.m. in the Pharmacy Building on the campus of Concordia University Wisconsin. Dr. Montgomery will speak on three topics:
1) God's Existence and the Problem of Evil
2) The Historical and Legal Case for Jesus Christ
3) The Case for an Inerrant Scripture
Click below for the registration form and a detailed schedule of the day.
2014 Montgomery Registration Forms


text:
This weekend, we were surprised to see that Basketball Wives star Royce Reed announced she was deleting her Facebook and Twitter accounts. We saw her Saturday at the taping of the reunion show to ask her why, and she briefly explained that it was to rid herself of negativity. After some thought, she decided to write a post for us to elaborate and explain that she's not gone forever, but her presence online will be more for business than pleasure. Here's what she has to say.
I'm writing this blog in reference to my recent deletion of Twitter and Facebook. I've been asked why by quite a few people I'd seen in LA while shooting the reunion as well as friends. My purpose was personal. The reason my twitter is reactivated is business. My problem was mixing the two because I've been giving away too much of my life. Sometimes you have to put your hand in the fire to know that it burns. We live in world that thrives off of pretending to be someone else just to chastise another person.
We live in a time where people don't communicate vocally anymore but through fingers. I'm part of that problem. I hardly pick up the phone and speak to people anymore because I claim to be too busy and its "easier" to text or email. The problem with that is there is no tone and many things are misconstrued when reading vs. hearing. My Twitter was becoming toxic, and not because of negativity. It was starting to consume hours of my life. I was trying to respond to everyone like I was on a paid job. If I didn't respond I got called everything in the book at times. Although most comments were positive it was always the one or two that rubbed me the wrong way. I realized I didn't really NEED a twitter. Most of the people who follow me I'll never meet so why does their opinion of my life, my relationship, my career, etc. matter? It shouldn't…it doesn't. Deleting the account was extremely easy for me to do. There was no reluctance, there was no question…I just did it. Once I did I was happy. No more checking @ replies to see if someone was talking trash to me or searching a page to see what someone else was saying or doing…DON'T FRONT WE HAVE ALL DONE IT! Go ahead and laugh. We've all checked to see who our Boo was tweeting, and/or following or if a friend or ex friend we've had an argument with was "talkin' ish". All the searching just to start or continue an argument that could've been hashed out and squashed if it wasn't being said thru fingers. Ratchet and reckless for NO REASON! One thing I've learned is the reason things were different back in the day was because people were forced to talk. I'm going back to that. I'm going old school. Imma pick up the phone and use the English language verbally. There are some things I need to fix with certain people in my life and I will…soon.
Twitter, at this point is business. Its not about how many followers I have. Its not about how many times I retweet or respond to someone without hurting another's feelings because I didn't say Happy Birthday or Thank you. Many have called me immature but what makes me immature? Because I have feelings and I show them? I guess I'll just have to be immature then. For the past few years I've kept in so many tears and so many emotions because I didn't want to appear weak. Me doing that, I became angry and unhappy. This season you have seen me smile and glow and most think it's because of Dezmon. Although he definitely brought out a light in me it was mostly because I expressed myself instead of holding it in to save face. Social networking has taken on a whole new life than it was meant to. There are kids committing suicide over twitter, over Facebook, over WORDS! It's not worth it. I teach young girls ages 5-17, and the best accomplishment is seeing them gain confidence and self esteem. They have a pledge written by me they say every rehearsal. I refuse to set a bad example or be a hypocrite. My fans don't know Royce…they know a piece of me they see on TV. I'm not perfect but I'm ME. I couldn't bare the thought of hurting someone's feelings to the point they wanted to end their lives and I've seen it happen many times. At some point it needs to stop…that point is NOW! Ask yourself if you're a part of the problem or part of the solution. I'm deciding to be part of the solution. Some will continue to think it's funny to chastise another and belittle or degrade them. Some will find it funny to post things that can compromise someone's career. I admit in the past I've said some things I'm NOT proud of, I've responded or reacted in a way not becoming of a woman. I've let things get to me I never should have but like I said before…It's NOT what they call me, its what I answer to. My name is Royce Lyndsay Reed. Anything else is merely AN OPINION…
I'm outtie!!!


text:
The largest and most comprehensive Wizard101 Wiki for all your Wizard101 needs! Guides, Pets, Spells, Quests, Bosses, Creatures, NPCs, Crafting, Gardening and more!
As part of the largest Wizard101 Community and Wizard101 Forums online, this is a community wiki that anyone can contribute to!
Location:Library Archives
From Wizard101 Wiki
Wysteria - Pigswick Academy - Library Archives (This is an Instance)
Click here for area pricing for Wysteria and its locations.
Wizards are sent here to find a missing student by the librarian, Hugo Chatterly, during the side quest In the Stacks. The archives also contain a book for the quest The Pigswick Papers and a wallflower for the quest The Wallflowers.
Map Location
Connects ToPigswick Academy
Reagents Harvested Here
|No harvested Reagents are reported here
Locked Chests Here
|No Locked Chests are reported here
Fish Caught Here
Hints, Guides and Discussions of the Wiki content related to Library Archives should be placed in the Discussion Topic.
If the topic isn't already created (i.e. the link brings you to an empty search) then you must create the topic, using the topic naming convention explained here.
For Documentation on how to edit this page see Template:LocationInfobox/doc.


text:
University of Tennessee at Chattanooga head football coach Russ Huesman announced the rosters for the 2011 Blue & Gold Spring Game today. Presented by the soon-to-be opened Downtown Hampton Inn & Suites, the Blue & Gold Spring Game is set for Saturday, April 2, at 3:00 p.m. (E.D.T.) at Finley Stadium.
The Mocs wrapped up their last practice of the spring on Wednesday and are hosting their annual Football Alumni Golf Tournament at Valleybrook on Friday. Action begins on Saturday at 1:00 p.m. with a FREE Kid's Clinic open to all youth ages 14 & under.
"I like to make this a gameday atmosphere as much as possible," commented Huesman on the Spring Game. "That makes it fun for the fans and also gives our guys some gameday experience. Playing in front of 2,000 people in more of a game-like situation is important for our younger guys."
Chattanooga drew nearly 2,500 fans for the 2010 Blue & Gold Spring Game and had a crowd of 1,200 at the 2009 spring game.
The Blue team will consist of the No. 1 offense and the No. 2 defensive unit. A link to the .pdf of the Blue & Gold Spring Game rosters is available at the top of the page.
Senior B.J. Coleman will lead the Blue offense at quarterback. He will be joined in the backfield by junior running backs J.J. Jackson and Chris Awuah and senior fullback Thomas Green.
"Between J.J. and Chris, they both battled throughout the spring," added Huesman. "We have been pleased with Awuah and how he has run with the ball. We think he can be more of a true tailback. We have always thought the world of J.J. because he can do so many things well."
The Blue offensive line consists of senior Omre Harris, juniors Adam Miller, Austin Wilson, Nick Gipson and Will Hewitt and freshman Taylor Dodds. Miller will start at right tackle with Gipson at right guard and Wilson at center. Harris and Hewitt are rotating at left guard while Dodds is penciled in at left tackle.
"Up front, the guy who has come a long way is Nick Gipson," said Huesman. "He played some for us last year, but he has really come along and done a nice job during the offseason."
Junior Sean Stackhouse will be the tight end on the Blue team while seniors Joel Bradford and Sloan Allison and junior Brian Sutherland make up the receiving corps.
"Obviously, at wideout you start with Joel Bradford," continued Huesman. "Hopefully Joel makes some big plays. I hope we can get some deep balls to those guys."
The White team is made up of the Mocs' No. 1 defense and its second offensive group. Senior Jordan Tippit leads a group of five defensive backs, including fellow senior Chris Lewis-Harris and sophomores Kadeem Wise, D.J. Key and Chaz Moore.
"We are really dinged up defensively, but we have everybody in the secondary healthy," stated Huesman. "The two corners, Chaz Moore and Kadeem Wise, can be as good as any in this league. They have all had good springs and are quality, quality players."
Senior Ryan Consiglio, junior Shane Heatherly and sophomore Wes Dothard make up the linebacking trio. Senior Nick Davison and De'Markus Lee and freshmen Zach Rayl and Keyon Reed are on the defensive line.
"Our four down guys will look a little different in the fall,' concluded Huesman. "If Nick Davison continues to practice and do the things the coaches are telling him, he can be a first-team all league tackle."
Hampton Inn & Suites Downtown Opening April 12
Come see everything that we have to offer at the new Hampton Inn & Suites Downtown! Opening this April 12th, the Hampton Inn & Suites is located in the heart of downtown Chattanooga within a few blocks of the Tennessee Aquarium, Creative Discovery Museum, and over 30 restaurants! Facilities and services to include 124 guestrooms and suites, 100% non-smoking rooms, complimentary hot breakfast with fresh made waffles, complimentary 24-hour Business Center, complimentary wireless and wired high speed internet, fitness center, and more!


text:
Global utilities:
Audience menu for:
Section: Academics
Academics menu:
Students who major in history are prepared for transfer to continue their studies in liberal arts at four-year colleges or universities.
Students in the program gain an understanding of their political, social, economic, intellectual, scientific and artistic heritage.
The study of history helps prepare students for careers in teaching, government service, journalism, editing and other writing fields. Many employers hire history and other liberal arts majors for entry-level management and sales positions.
According to the Bureau of Labor Statistics, employment for historians will grow 11% from 2008-2018.
Dr. James Karmel
Advising, Career, and Transfer Services
© 2014-2015 Harford Community College
Harford Community College
401 Thomas Run Road
Bel Air, MD 21015
443 412 2000


text:
A provocative article written by a renowned Journalist, Gary Taubes has argued that sugar is toxic as its consumption increases the risk of heart disease, high blood pressure and many common cancers.
According to him, sugar begins to damage the liver first. Whereas, the nutrition experts said that sugar found in fruits is good for health if eaten in reasonable proportion. Moreover, it has been found that sugar present in glucose is not at all evil.
For an average person, the recommended daily allowance of sugar is about six-to-nine teaspoons of sugar a day. American's consumption of sugar has alarmingly increased to about 90 pounds per year.
It has emerged that the consumption of sugar stimulates one's pancreas to release insulin. It also stimulates the liver. Sugar that is not burned by our body gets turned into fat. Too much consumption of sugar can also lead to diabetes. Meanwhile, a new research has suggested that insulin triggers the growth of tumor cells.
It has been recommended that sugar should be replaced by artificial sweeteners so that the risk of developing disease could be reduced. Meanwhile, the sugar association has said more research is needed to prove the verdict of the article.
Product Launch
- Samsung signs deal with Amazon.in to sell Galaxy K Zoom handset in India
- GE unveils smart LED light bulb – 'Link'
- Report: iPhone 6 likely to be launched one month earlier than expected
- Huawei officially unveils its new high-end Ascend P7 smartphone
- Samsung launches its 'Galaxy K zoom' camera specialized-smartphone


text:
Tosa East Towne Neighborhood Association distributes a newsletter to residents and businesses four times a year — February, May, July and October. The newsletter is produced for approximately 2,300 recipients who represent an active, educated and diverse family community. East Towne provides local advertisers, particularly those in the neighborhood business area, direct access to a loyal and ideal market.
If you are interested in advertising in the Tosa East Towne newsletter, view our Newsletter Rate Card here.
For more information about advertising in our newsletter, contact our Advertising Sales Coordinator, Robin Luther at email@example.com or the Newsletter Editor, Renee Fensin at 232-0735 or email@example.com.


text:
Summer Programs 2014
office of international programs
Details for the following courses are forthcoming. This list is subject to change. Contact firstname.lastname@example.com with any questions.
Mussoorie, India
Creative Writing Workshop: Writing Out of Place (3 credits)
Copenhagen, Denmark
Ethics, Existentialism and the Good Life (3 credits)
London, England
Contemporary Theater and Drama in London (3 credits)
Bordeaux, France
France: Culture, Civilization, Literature and Film (3 credits)
Intensive Intermediate French (6 credits)
Paris, France
Food Writing in Paris (3 credits)
The Twentieth Century and the Tradition in Paris (3 credits) (Applicants must be in the Honors Program)
Berlin, Germany & Istanbul, Turkey
Economic Policy Analysis in Turbulent Times: Europe and Turkey (4 credits)
Dublin, Ireland
Biological Chemistry (3 credits)
Business, History & Politics of Sport (3 credits)
Business and Society (3 credits)
Joyce in Digital Ireland (3 credits)
Florence, Italy
Art & Architecture of Renaissance Florence (3 credits)
Parma, Italy
Intermediate Italian I & II (6 credits)
International Law of Food (3 credits)
Rome, Italy
Rome Revisited: Catholicism and Culture, Yesterday and Today (3 credits)
Venice, Italy
Globalization, Culture and Ethics (3 credits)
The Imaginary City: Why Writers Love Venice (3 credits)
Madrid, Spain
Contextos: Introduction to Literary Analysis (3 credits)
Introduction to Law and the Legal Process (3 credits)
Spanish Art History: from Al-Andalus to Picasso (3 credits)
Santiago, Chile
Through the Eyes of Service: Social Justice in Chile (4 credits)
Quito, Ecuador
Global Health Perspectives (3 credits)
Cusco, Peru
Andean Culture and History (4 credits)
Israel/Palestine, Various Cities
Health and Human Rights [Canceled for Summer 2014]
Kuwait City, Kuwait
Kuwait: Politics and Oil in the Gulf (3 credits)
Istanbul, Turkey & Berlin, Germany
Economic Policy Analysis in Turbulent Times: Europe and Turkey (4 credits)
Summer Internship Programs Abroad
Dublin Summer 2014 Internships
Madrid Summer 2014 Internships
For additional International Internship opportunities, visit the Career Center page.
Quick links
Latin America
Middle East
The Office of International Programs reserves the right to update, change, or cancel any BC Summer program without notice due to unexpected events abroad, curriculum, or enrollment issues.


text:
Complementary and Alternative Medicine
In this article, found in the April APA Monitor on Psychology, the authors describe 14 CAM modalities in the order of their frequency of use as reported in a large national survey conducted for the National Institutes of Health (Barnes, Bloom, & Nahin, 2008) and additional use data.
Part of the APA Monitor's CE Corner article series.
Describe the 14 most frequently used CAM modalities.
Explain the ethics standards relevant to integrating CAM into psychological practice.
Explain the training needed to integrate CAM into psychological practice.
List the CAM modalities potentially appropriate for psychologists to integrate into practice with their clients.
The CE Corner programs are in collaboration with the APA Monitor on Psychology Office.
Online Tests
This exam is available online and can only be purchased online. Phone orders will not be accepted.
You cannot purchase two or more of the same online exam.
A valid email address or your UserID and a password are required during the ordering process. When the order is complete, you will receive an email notification with instructions on how to retrieve the exam. The exam is available immediately.


text:
SkinTyte Review
What You Should Know
Click Here To See Our Highest Rated Review
SkinTyte is a diuretic supplement designed to help the dieter reduce water retention. Before a big competition, bodybuilders typically take diuretics to force out water collected in the muscle while using creatine. This extra water rests between the muscle and skin, so bodybuilders need to reduce water retention dramatically before competition. It is important to drink lots of water when taking SkinTyte. Diuretics cannot transport water out of the body if the user does not use the bathroom often.
It is important to seek medical advice before taking a strong diuretic. Diuretics can reduce potassium stores and cause negative side effects, including heart problems and death. Several bodybuilders have died after using diuretics to cut before and during competition.
List of Ingredients
- Vitamin B6
- Calcium
- Magnesium
- Potassium
- Dandelion Leaf Extract
- Uva Ursi Extract
- Green Tea Leaf Extract
- Juniper Berries
- Horsetail
- Buchu Extract
- Parsley Leaf
- Apium Graveolens
- Cornsilk Stylus
- Hydrangea Root
Product Features
Every ingredient in this supplement is included for one purpose, to force water out of the body. Water stores are located beneath the skin, so all that work the bodybuilder does in the gym is useless as long as the body is holding onto water. Creatine is designed to force water retention and it is widely used to promote muscle growth, so diuretics are just part of the bodybuilding game. Ideally, the bodybuilder would use diuretics for a short length of time before a competition. The diuretic is typically paired with a fat burner, reduced carbohydrate diet and cardio exercise. All these combine to reveal the ideal physique.
No matter how widespread diuretic use may be, products like SkinTyte are not safe for everyone. If you are currently taking a prescription diuretic, this supplement could cause negative side effects. People with kidney disease or reduced kidney function should not take SkinTyte because it increases burden on the kidneys.
- SkinTyte is available online.
- The supplement contains proven diuretics.
- Will reduce water retention.
- All ingredients are clearly listed in the product description.
- Available from the manufacturer.
- Not safe for all dieters.
- Not designed to promote weight loss.
- Not safe for bodybuilders with impaired kidney or heart function.
- May cause potassium loss.
- May cause negative side effects like constipation and dehydration.
Taking creatine to build muscle before a competition means taking a diuretic to force out extra water. No bodybuilder would go into competition with a water-logged physique, but there are dangers associated with diuretics that should be watched carefully. Increased water intake is crucial for overall health and combining diuretics can lead to death, in severe cases. Diuretics like SkinTyte should not be used for extended lengths of time.


text:
Forensic Science is the applications of a broad spectrum of sciences to answer questions of interest to a legal system. This may be in relation to a crime or a civil action. The word forensic comes from the Latin forÄnsis, meaning "of or before the forum."
Please Rate this Instructable and Follow me if you liked it. :)
Dedicated To Daniel Haidermota, HaAn Nguyen Thi, Sahr Jalil and Waliyah Sahqani.
Made by Manish Kumar
Step 1: Foot Print Analysis : Find a Foot Print
Step 2: Foot Print Analysis : Materials Needed
- Disposable Plastic Cups
- Plaster of Paris
- A Water Supply
- A Ziploc Bag
- A Shoebrush


text:
Learn more about Cliffside White Wine Trio:
Manufacturer: Wine Country Gift Baskets
Mfg Part#: 794
Sku: 230224264
See more in Gift Baskets
|Cliffside fruity chardonnay, crisp pinot grigio and herbal sauvignon blanc are brought together for this fine basket. Nonni's rosemary olive oil crackers, Sonoma Jacks garlic herb cheese spread, Lily O'Brien's chocolate chip cookies, Mama Mellace's fruit and nut mix, Brown and Haley almond roca, dark chocolate wafer cookies, pomegranate puffs, brownie cookies, fruit hard candies, fruit flavored lollipops, brownie brittle chocolate chip, cheese straws and a wine stopper complete this gift assortment. Gift Size: 17" x 8" x 13" - Item 794


text: Kevin Minter doesn't produce a big shadow. Not even when the Arizona skies, glowing with reds and oranges, start to set making everything look taller and longer. As a person, Minter, who is 6-feet tall and 246 pounds, doesn't take up much space. As a football player it's quite the contrary.


text:
A passionate, multifaceted fitness professional, Angie Miller's background in counseling and education has given her the tools to motivate clients and understand the critical role emotions play in helping them achieve their fitness goals. A leading fitness expert, respected educator, and published writer, Angie's mission is to share her knowledge and inspire a healthier community. Through her highly acclaimed exercise DVD's, "Kettlebell Bootcamp," "Core and Strength Fusion," and her recent release, "Angie Miller's Crave Results," you can learn from her unique style in realizing your own fitness potential. Read More…
Bedroom Body™, by Angie Miller, is a core focused total body conditioning program that uses combination exercises to train your heart and tone your muscles. Three targeted workouts are included: Buff Body Blast, Booty Burner, and Core & Pelvic Floor.
You crave a night out, a relaxing vacation, or a day off work, but you'd trade it all in for the ultimate craving... the head turning body you've always wanted. Angie can't guarantee that vacation, but with Crave Results she can help you shape, sculpt, and sweat your way to a new you.
... that exercise can boost your brain power?
Exercise builds and conditions your brain, stimulates brain cell growth, and is one of the most effective, proven methods of keeping your brain healthy.
Angie is a leading fitness specialist focusing her research, workshops, and consulting services on exercise and brain health.


text:
My colleague Kevin Baron reports:
Winslow Wheeler is moving to the Project on Government Oversight (POGO), joining one of Washington's most renown defense spending watchdogs with one of Washington's most renown defense spending watchdogs.
"There are few people whose research and writing on national security carries as much weight and respect in the defense oversight community as Winslow Wheeler's," POGO executive director Danielle Brian said.
That may be true, but these are not watchdogs barking to increase defense spending. POGO is a nonpartisan group, but tell that to conservative hawks who oppose POGO's claims that the Pentagon could afford to cut billions more in spending.
Wheeler long ago was Senate staffer and worked for the independent General Accounting Office (GAO), but he spent the last decade issuing missives on defense spending - usually deftly spotting weapons acquisitions waste -sent from the liberal-leaning Center for Defense Information.
POGO announced on Tuesday that Wheeler "will maintain his editorial independence in writing periodic columns for Time's Battleland Blog, the Huffington Post and AOL Defense."
Don't Miss Today's Top Stories
Rick, Executive Director for Policy
Concise coverage of everything I wish I had hours to read about."
Chuck, Graduate Student
The day's action in one quick read."
Stacy, Director of Communications
I find them informative and appreciate the daily news updates and enjoy the humor as well."
Richard, VP of Government Affairs
Chock full of usable information on today's issues. "
Michael, Executive Director


text:
Childcare Office
Childcare: School Age Children (4+ years)
- State School Enrolment
- Family Holidays During Term-Time and Extended Visits Overseas
- Term Dates
- Uniforms
- Independent Schools
- Academies and Free Schools
- Tutoring and English Language Tuition
- Children with Special Educational Needs and Disabilities
- Out of School Childcare and Holiday Playschemes
- Nannies and Au Pairs
State School Enrolment
In England you are required by law to make sure your child begins education from the beginning of school term after he or she turns 5 years old. However, children normally start Reception class in a state school from the September after their 4th birthday.
State schools in England are non-fee paying and maintained by the Local Authority (LA), with the exception of academies and free schools which deal with their own admissions. Every child is entitled to a free education, and every child resident in Cambridge will be offered a school place. It is wise to plan ahead for your child's enrolment at school, particularly if you are new to the Cambridge area. Your child is given priority for a place in your catchment area state school (i.e. the age-appropriate school in the area where you live) as long as there is a vacancy. You can use the My Cambridgeshire service to look up catchment area schools for your address.
You can choose to send your child to a school other than your catchment area school if there is an available place, but priority for places will be given to children in that catchment area. If you do choose to send your child to a school in a different catchment area, you will be responsible for any travel arrangements unless you are sending your child to a Roman Catholic school for religious reasons. There is also no guarantee that a younger brother or sister will be allocated a place at the same school in the future.
Primary schools take children from ages 4–11. Some primary schools have attached nursery units that accept 3 year olds. Children begin in Reception class, then move up through Year 1-6. Some primary schools are split into Infant and Junior schools. Secondary schools take children from 11–16; or Year 7–11. If a secondary school has an attached Sixth Form for studies in Year 12 and 13, they will accept children that choose to stay on beyond the age of 16.
You can research your options and download admission guides to Cambridge schools from the Cambridgeshire County Council webpages. Parents can apply for a place in the school year before their child is due to attend. See the County Council webpages for admission deadlines for applications to schools; although you can apply after these deadlines for remaining vacancies.
Contact the County Council Admissions Team for further information. See the County Council website.
Ofsted, the Government's Office for Standards in Education, Children's Services and Skills, inspects and reports on state schools and you can browse Inspection Reports. The Department for Education publishes school and college performance tables.
Family Holidays During Term-Time and Extended Visits Overseas
School-age children, who are registered at a school must, by law, attend that school regularly. In particular, parents need to avoid taking their children out of school during term-time in order to go on holiday. All schools have a policy which discourages parents from arranging family holidays during term time and will state that such leave will not be granted unless there are 'exceptional circumstances'.
Extended visits to family overseas (more than 10 days) maybe unavoidable, and if so, parents will need to discuss the educational impact on their child(ren) with the school.
Further information can be found on the Cambridgeshire County Council webpages.
Term dates
See Cambridgeshire Schools Term Dates.
Most secondary schools and a few primary schools have a school uniform. In cases of financial hardship the Local Authority have some provision for covering the cost of a uniform for pupils aged 11 and above. For more information, contact Cambridgeshire County Council. This service can also help with free school lunches as well as provide information on the Learner Support Fund, which helps with the cost of books, equipment and travel.
Independent schools
Independent schools are privately owned and not maintained by the Local Authority. They are registered with the Department for Education but make their own arrangements concerning staffing numbers, qualifications and curriculum. Independent schools obtain most of their finances from fees paid by parents and some of the larger independent schools are known as public schools. Most boarding schools are independent.
There are a number of independent schools in the Cambridgeshire area for all age groups up to Sixth Form Colleges for 17 and 18 year olds. These schools deal with their own enrolment and can ask children to sit entrance exams before they are considered for a place. You will need to contact the individual school to find out more.
To search for independent schools in the area, see the Independent Schools Council or the Independent Schools Directory. Schools that are members of the Independent Schools Council are inspected by the Independent Schools Inspectorate.
The Department for Education publishes school and college performance tables, including exam results for independent schools.
Academies and Free Schools
Academies are state-funded (non fee-paying) independent schools. They are inspected by Ofsted but have opted to be independent of local authority and national government control and deal with their own admissions so you need to contact the school directly. For more information as well as an updated map and list of academies in the area see The Department for Education.
Free Schools are new state-funded, independent schools set up by communities in response to local requirements. The first free schools in the country open in September 2011. For more information see The Department for Education.
Should your child need extra tutoring outside school, schools may have suggestions for people who can help. If you feel your child needs extra help contact the school for advice/recommendations.
You can also advertise for a student to tutor your child. Students, like other tutors, will expect payment for their services. The Graduate Union and the University Centre have notice boards on which students, other members of the University and some private individuals advertise their services — the vast majority of these tend to be for language tutoring. Cambridge Student Community Action (SCA) may also be able to help provide student volunteers to work with children.
English Language Tuition
For children whose first language isn't English, TESL or TEFL tutors or language schools may be of help. Speak with your child's school — they can usually refer you a teacher in your area whose job it is to make sure children who are speakers of other languages get help with English. You can also advertise on College and University notice boards: students are often willing to tutor for an hourly rate. The Graduate Union Bulletin has adverts offering a variety of English language services. If your child is really struggling at school owing to problems with English, the volunteers at Student Community Action may be able to help. There may be a waiting list for SCA's popular TESL service, but it's worth enquiring.
Children with Special Educational Needs and Disabilities
If your child has special needs it is important to ensure that you get all the support and assistance you need. For state schools, contact the Cambridgeshire County Council Admissions Team before enrolling your child to discuss what support is in place for children with special needs. See also the County Council's Special Educational Needs and Disability pages. For information on special needs provision at independent schools, you should contact the individual school.
For information and support for children with dyslexia, try Dyslexia Action.
For children with disabilities and their carers see Disability Cambridgeshire. Student Community Action run the Big Sibs scheme for vulnerable children, including those with disabilities or with a disabled family member. This programme, for which there may be a waiting list, matches the child with a big sibling — a student from Cambridge or Anglia Ruskin University — for weekly walks, games, visits and chats.
Young Lives can provide local special needs contact details. Call 0345 04 54 014.
Out of School Childcare and Holiday Playschemes
See also the section on Childminders.
Out-of-school or after-school childcare providers care for children of school-age outside normal school hours. Clubs and playschemes can provide care before and after school and all day during the school holidays (this will vary from one facility to the next). Often the facility is based in a local school.
Many out-of-school childcare providers are required to register with Ofsted. Ofsted Registration is split into the Ofsted Early Years Register and the Ofsted Childcare Register, which has compulsory and voluntary parts. Childcare providers that care for children from birth to 5 years must follow the Early Years Foundation Stage framework and join the Early Years Register. This includes out of school clubs and playschemes that offer care for children age 5 years and younger. Clubs and playschemes that care for children under 8 but older than 5 must join the compulsory part of the Childcare Register.
Settings that only care for children aged over 8 and activity-based settings - such as sports clubs — are not required to be Ofsted-registered but can opt to join the voluntary part of the Childcare Register. Ofsted also inspect state schools. Schools are not included on either register unless they offer care services for children under the age of 3 years. If a school provides an extended, out-of-school service directly (and does not use an outside organisation to provide clubs and playschemes) Ofsted will check requirements are met when they carry out a full school inspection. More information can be found at Ofsted.
For more information about the holiday playscheme providing subsidised state school holiday care to the children of University staff, see the section Universities' Holiday Playscheme.
For information on out-of-school childcare in your area, contact your child's school or see Young Lives.
Nannies and Au Pairs
Nannies work in your own home and do not have to be registered with Ofsted. However, see the Ofsted Registration and Inspection section for information on the voluntary part of the Ofsted Childcare Register that nannies can opt to join.
Like childminders, nannies may be able to provide more flexible and personal care for your child. They may be live-in or live-out (daily) nannies. It's possible for families that require part-time care to take part in a nanny-share with other families, which can ease the considerable costs. For nanny-share advice, try the Best Bear website. You can find other students looking for nanny shares through the Student Parent Newsletters or try the services www.nannyshare.co.uk and www.thenannysharers.co.uk.
Nannies are employed by the family, who will be responsible for sorting out terms and conditions of employment, tax and national insurance. There are specialist agencies, including Tinies, that will help with all aspects of employing a Nanny. Costs are high and can depend on the nanny's age, experience and hours worked.
Au pairs
Au Pairs are usually students from overseas wanting to improve their English, who live in the family's home and help with light domestic duties and childcare in return for food, lodging and a small wage. Costs can depend on the individual and the amount of hours you require the au-pair to work. There are specialist agencies, including Cherish Childcare, that will help with all aspects of employing an au-pair.


text:
Liverpool Football Club have today completed the signing of Nuri Sahin on a season-long loan from Real Madrid.
The 23-year-old passed a medical at Melwood before putting pen to paper on a deal that will see him spend the 2012-13 campaign with the Reds.
Sahin told Liverpoolfc.com: "I am happy to be here and I am looking forward to playing for Liverpool.
"It makes me proud to have joined such a big club like Liverpool Football Club.
"After the first conversation we had, I was left impressed by Brendan Rodgers. He told me about how he wants to play football and what the goals are he wants to reach with Liverpool.
"I am looking forward to meeting the fans. I hope it will be a nice year with trophies."
Sahin becomes Brendan Rodgers' fourth signing of the summer, following Fabio Borini, Joe Allen and Oussama Assaidi.
The manager said: "We are delighted to welcome Nuri to Liverpool and also to say thank you to Real Madrid for loaning us such an exciting talent.
"Nuri Sahin is a player with great technique and motivation and someone who will fit in smoothly to our playing model.
"We welcome Nuri into the Liverpool family and wish him good luck in his efforts to make us successful in our future."
See Nuri Sahin play at Anfield. Hospitality packages start from just £99 + VAT. Click here for more details >>
Tagged: Nuri Sahin , Sahin
Submit your views in the box below. Alternatively, you can debate these issues with fellow fans on our Message Boards or blog about them on The Kop
The views expressed here are not those of Liverpool Football Club (read more)


text:
Welton: St Mary, Welton
- About Us
- Find Us
- Contact Us
- Services and Events
- Features and Facilities
- More Info
St Mary's is a very attractive church set in its own grounds,right in the heart of the village and has a number of interesting features including one of the earliest stained glass windows dedicated to the men and women of the RAF,the RFC and the RNFC.(circa 1919)
Village benefactor and physician Dr Richard Smith, who was physician to Lord Burleigh at the court of Elizabeth 1st and founder of the Christ's Hospital, Lincoln is also commemorated by stained glass windows as well as a memorial in the churchyard.
The church holds a Coffee Shop each Thursday morning from 10.00am to 12.00pm in the church vestry, and all are welcome to pop in for a cuppa and a chat.
St Mary's is a very welcoming church with an average weekly congregation of around 60, and our worship is supported by a 26 strong choir. We worship mainly from the book of Common Worship,and we hold special services for families every second Sunday in the month, that are led my members of the Ministry Team.
Parish boundary view Bird's eye view
You are seeing this message instead because your browser has not loaded the program code to produce the map.
This could be for a variety of reasons, including:
- You have turned Javascript off
Holmes Lane
- Regular Services
The current editor is: Peter Everett


text:
Was it a bad concept to begin
or was it the choice of directors?
Simply put, I don't think it would be possible to please both fans since the two are vastly different.
The last thing AvP needs is f**kin' Zack Snyder.
I loved AVP up until Lex & Scar team.
Quote from: Lost Predator on Dec 31, 2011, 01:18:48 AMI loved AVP up until Lex & Scar team. Same. I liked the film, didn't love it though. An R-rating would have helped make the movie grittier as well. The pacing was great up until, like you said, the Lex/Scar team-up. That's when it felt rushed & the film fell apart. Lex should have been running from Scar the whole time. He had a reason to chase & kill her for taking his guns & causing his team to get killed. I also disliked the Alien & Predator designs in general. The Preds were too bulky, & the Aliens were too fleshy. It got better towards the end with the Queen fight though.AVP:R was just a disgrace in every sense of the word. That film certainly put the final nail in the coffin for the entire franchise, which is why Fox made a Predator sequel & Alien prequel instead of an AVP3.
Page created in 0.064 seconds with 22 queries.


text:
Wiring setup for Sewer Pump – DoItYourself.com Community Forums
Hello: I have a 2 chamber septic tank that flows into a seperated tank which has a sewer pump in it, from here it is pumped up to my field. Originally
taco pump wiring diagram – PDFQueen – PDF Search engine. Free
taco pump wiring diagram.pdf – PDFQueen – PDF Search engine. Free unlimited pdf search and download.
ford F150 1991 fuel pump wiring diagram eBook Downloads
• fuel system—fuel pump article no. "whining"/"buzzing" noise 1990-2002 econoline, f-150, ranger. 1991-2002 explorer. 1995-2002 windstar. 1997 -2003
Diagram Heat Pump Trane Wiring – Forum Search – Omgili
Heat pump / air handler wiring help I have a Trane XL1400 HP model# TWY030A100A1 and Trane Air handler, variable speed Model #TWE040E13FB I am installing a Honeywell
Water Pumps, Well Pumps, Submersible Pumps, Sump Pump, Goulds
Approaching a well pump repair situation requires knowledge of electricity. Adequate electrical testing
Sump pump – Wikipedia, the free encyclopedia
A sump pump is a pump used to remove water that has accumulated in a water collecting sump pit, commonly found in the basement of homes. The water may enter via the
SUMP PUMP CONTROL-3 LINE DIAGRAM – Docstoc – Documents
cemp-e ti 810-32 10 january 2002 "power on" light mounted
Pool Pumps Wiring Diagram
The Internet's number one source for Pool Pumps Wiring Diagram
How to Repair a Float Switch on a Sump Pump | eHow.com
As water levels get higher, a float switch activates a sump pump that pumps water away from your home. If a float switch is damaged, it won't activate the sump pump
Electrical Wiring in the Home: sump pump, gfci outlet
Expert: Rick Miell – 6/8/2007. Question Although I am very familier with electrical work, I got my house wireing updated last year by a professional electrician as my
Diagram Pump Sump | Products & Suppliers on GlobalSpec
Find diagram pump sump related suppliers, manufacturers, products and specifications on GlobalSpec – a trusted source of diagram pump sump information.
Wiring Diagram Of Water Pump – Who-sells-it.com: The Catalog
College Catalog HVA110 Principles of Air Conditioning 3 Credits 3 Periods Types and styles of cooling equipment and duct systems. Methods of supplying air to
Sump Pump Circuit Wiring | ask-the-electrician.com
I plan to put a separate circuit in for the sump pump in my septic system, I have a Rigid 1/2 horse pump using a 20 amp breaker, what size wire do I need?
Sump Pump Float Switch – Adjustment, Replacement, Diagram
The sump pump float switch is a part of the sump pump system, which takes risk avoidance to pump when water reaches a specified point. The sump pump float


text:
Interaction Design has been at the forefront of the creative industries over the past decade. Within the MA CDDC programme Interaction Design, we provide talented young professionals in fields such as interface design, information design, interaction design and experience design with a breeding ground where they can further explore the creative potential of technology and develop competencies that will help them to become excellent designers and set the agenda for the creative industries in the coming decade. In recent years, MA CDDC Interaction Design graduates have played an important role in the Dutch and global creative industries and e-culture. They have won numerous prizes, started companies, and come up with great and meaningful inventions and innovations.
The course focuses on developing high-level competencies in design, design research, professional reflection and professional attitude, which will enable you to define and develop a personal position within the domain of interaction design and to play a pioneering role in the further definition and development of the field.
The course is built on four cornerstones. The first is 'innovative interaction design in relation to player contexts', and the second is 'reflection on and development of interaction design methods and processes'. The third cornerstone is '(interaction) design research' and the fourth is 'professional & entrepreneurial competencies'.
Less emphasis is put on basic interaction design and development skills (basic professional skills, and basic design, visualisation and creative development skills). You are expected to already have these skills and the ability to use state-of-the-art software when you start the course.
- Studeren bij HKUStuderen bij HKU
- Beleef HKUBeleef HKU
- Onderzoek en kennisOnderzoek en kennis
- Over HKUOver HKU
- HKU voor bedrijvenHKU voor bedrijven
- Studeren bij HKU