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About Us
Pearson IT Certification is the leader in IT certification learning solutions, with a long tradition of delivering proven learning tools and educational training materials that have helped certification exam candidates succeed. Learn from world-renowned authors such as David Prowse, Wendell Odom, Kevin Wallace, Brien Posey, Sander van Vugt, and Thomas Erl and a suite of products and solutions that address the learning, preparation, and practice needs of a new generation of certification candidate. Pearson IT Certification is your source for the highest-quality learning solutions. Learn more.
Our Partners
Pearson has formal publishing partnerships with leaders in technology, including the official publishing programs: Cisco Press, IBM Press, and VMWare Press. As well, Pearson is a Platinum CompTIA Publishing PartnerCompTIA's highest level of partnership accreditation.
Exam Profiles
Exam profiles are the perfect tool to help you prepare for your next exam. Learn exam details, tips and tricks, recommended study resources, and much more.
- Exam profile: CompTIA Security+ SY0-401
- This article describes the new CompTIA Security+ SY0-401 exam, including objectives, preparation hints, and study resources.
- Exam profile: VMware Certified Associate - Cloud Exam VCAC510
- This article profiles VMware's VCA-Cloud Certification. This certification profile describes question forms, trouble spots, hints for exam preparation, and recommendations for additional study resources. Find out what you can expect for this certification and how to best prepare for it.
- Exam Profile: VMware Certified Associate - Data Center Virtualization Exam VCAD510
- This article profiles VMware's VCA-DVC Certification. This certification profile describes question forms, trouble spots, hints for exam preparation, and recommendations for additional study resources. Find out what you can expect for this certification and how to best prepare for it.
- Exam Profile: Cisco 200-120 CCNA Routing and Switching
- This article profiles the Cisco CCNA 200-120 exam for the CCNA Routing and Switching certification. Find out what you can expect to see on the exam and how you can better prepare for it.
Articles and Blogs
- Being a Double Minority in Tech
- The personal experiences of a black female in technology. The author discusses events where she perceived that she was discriminated against due to either her race or gender. She explains how she was able to achieve her goals in the tech world despite being a double minority.
- 2014: Certification and Career Self-Assessment: Can and Should You Do It?
- Aspiring or active IT professionals can benefit from an improved understanding of how regular certification and career self-assessment pays off. Ed Tittel shows you how annual self-assessment and planning can boost your professional career, along with things to consider when developing or refining career and certification plans.
- 2014: Crafting a Personal Certification Plan
- A certification plan is a living document that reflects an apsiring or active IT professional's long- and short-term certification goals. You should update it at least once a year to react to changes in the job market, personal and professional interests, and work opportunities. The author shows you how to construct your own personal certification plan.
- Hierarchical Network Design
- Introduces network design concepts, principles, models, and architectures. It covers the benefits that are obtained by using a systematic design approach.
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- Explains the vSphere Standard Switch, the original recipe vSwitch included with every VMware license level. This switch includes many features to help shuffle traffic around your network.
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Make All The Moms In Your Life Smile
Watch the video that over 12 million people have viewed--and then send it to all the moms in your life to make them smile. Every mom needs an extra boost now and then! Check it out.
- Food Webpage
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subset: commoncrawl


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The power of BlackBerry
on your computer and tablet
No wires, no saving to a cloud, no transferring between devices. It's just there.
Your opportunities for growth are limitless. You'll work with, and learn from, the best and brightest in their fields, and they'll learn from you.
We look for someone who enjoys overcoming challenges, and who get satisfaction from doing what others thought couldn't be done. If you're ready to explore the limits of your potential and do great things, you belong on our team.
BlackBerry provides benefits to full-time permanent employees in all regions globally. Benefits available to all employees around the globe include:
Employee Assistance Plan, which provides confidential short-term counseling, referrals and information on a variety of issues.
Gym/fitness center membership subsidy for full-time employees
The Worldwide Travel and Medical Emergency Assistance Program (Global Travel Program) is provided to all full-time BlackBerry employees.
At BlackBerry, we believe the best people create the best future, which is why your growth and development are important to us. We encourage learning through a combination of experience, relationships and formal education.
Our employee learning portal is a one-stop location for thousands of learning resources available at BlackBerry, including classroom and online training, and covering a broad range of leadership, business and technical subjects. We also provide a suite of tools to help you actively manage your career and drive your own success.
Our healthy workplace program enables employees to increase control over and improve their health and well-being.
Full-time employees are offered:


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Ah, liberty. A group of patriots have taken what was once known as the Pioneer Project, and now referred to as the Citadel (or III CItadel), and are forming a community of like-mided souls to live together in Idaho. They even own an arms company selling AR-15s and 1911s. From their FAQ:
We polled our fellow Patriots about good locations to direct our initial focus for our Pioneer Project, what The Citadel was referred to at that point. We ultimately chose Idaho as that the place to initially consider putting down our roots. There are many reasons why Idaho came up the winner: Population density. Lines of drift in regards to population migration if TSHTF. Land availability in the acreage we're going to need to complete The Citadel project. The growing trend of the state of Idaho actively recruiting firearms-related businesses.
Moderate climate. Amazing agricultural diversity. Large selection of natural resources. Great hunting, fishing, and outdoor adventures.It is populated with solidly independent and intelligently freedom-oriented people. State and local governments are pre-disposed to Constitutional Liberty and strongly supportive of Second-Amendment Rights. All-around, a great place to settle down and carve out the American Dream for you and your family. When you add them all up, it's hard to imagine a better location.
I am sure you are aware of the term (referred to above) when the TSHTF. It is for precisely this reason that I avoid fans. I hate when 'da gooey schtuff hits. . .
Update: I was asked by a person quoted in the article to take out the attribution to him and I did. I will place responsibility of the project on Mr. Christian Hyman, Sam Kerodin, Christian Kerodin, Sam Kerillion, and Sam Hellesponte. . .


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I'm making a list of things to do for character creation for my first game as DM, and one things I've often heard is to have at least some reason for the players to have come together for their adventures (The traditional 'we just met at a bar and decided to have some fun' seems terribly lame...).
What are some better pretexts/explanations on how the characters decided to go on their journeys together. I want the players to be able to write separate back-stories for their characters, but I also want there to be at least a passable story of how they came to meet each other. I plan on them coming from completely different places, so they probably won't be able to have a very long history together, but I still want a decent reason.
How have you explained how your characters met each other and decided to go adventuring? Are there any good guidelines/examples for creating this part of the story? How can I give them a solid feeling of unity for a specific cause, whatever that cause may be?


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LAVC Writing Center
The Writing Center is currently looking for volunteer tutors or program assistants to volunteer for a few hours a week. By volunteering you will learn tutoring and teaching techniques, improve your own writing, and gain valuable experience that can be listed on resumes and college applications. Volunteers also receive priority in terms of being hired for $$ in future semesters.
For more information, stop by the Writing Center in LARC 229, call (818) 947-2810, or send an email to firstname.lastname@example.com.
"Tutoring at the Writing Center was one of the best learning experiences of my life. With the mentorship of the Writing Center staff, I not only mastered the fundamentals of writing but also learned to communicate and connect with students from all over the world. As a moviemaker, these skills have helped me to write sharper dialogue and work on a deeper level with actors."
—Kevin James Hogan
Kevin James Hogan is the ambitious vision behind the new short film IN THE CITY, which he wrote, directed, produced and financed this past summer. A native of Cleveland, Ohio, Kevin is a filmmaker, published essayist, English tutor, and full-time writer at an entertainment law firm. His feature length screenplay MESMERIZE (IN 6 MOVEMENTS) was chosen as a quarter-finalist in the 2010 American Zoetrope Screenplay Contest. Since moving to LA in 2010, Kevin tutored at the Writing Center for two years. His film IN THE CITY will premiere in the spring of 2014. www.facebook.com/inthecitymovie
What Are Our Objectives?
• To encourage intellectual experimentation among both students and faculty
• To empower students to read and write in disciplines across the curriculum
• To familiarize students with new technologies designed to improve reading and writing
• To prepare students for successful transfer
• To provide in-site training resources for T. A. interns and tutors across the curriculum
• To develop training and research resources and offer services to faculty and students across the curriculum
Benefits of Tutorial Interaction
"The central goal of the Writing Center is to provide individualized, collaborative, and self-paced learning opportunities for students at Los Angeles Valley College. The heart of any writing center activity consists of dialogue about texts: those that a student has written or those she or he is reading. In either case, the center provides a place for students to develop a sense of audience, the externalizing of a given text that often cannot be accomplished in a classroom setting alone."
—Deborah L. Harrington, Professor of English
"Writing Centers do not and should not repeat the classroom experience and are not there to compensate for poor teaching, over-crowded classrooms, or lack of time for overburdened instructors to confer adequately with their students. Instead, writing centers provide another, very crucial aspect of what writers need—tutorial interaction. When meeting with tutors, writers gain kinds of knowledge about their writing and about themselves that are not possible in other institutionalized settings..."
—Muriel Harris, College English, 1995
Dialogue: Key to Writing Center Process
"Nearly everyone who writes likes—and needs—to talk about his or her writing, preferably to someone who will really listen, who knows how to listen, and knows how to talk about writing too. Maybe in a perfect world, all writers would have their own ready auditor—a teacher, a classmate, a roommate, an editor—who would not only listen but draw them out, ask them questions they would not think to ask themselves. A writing center is an institutional response to this need. Clearly writing centers can never hope to satisfy this need themselves; on my campus alone, the student-to-tutor ration would be about a thousand to one. Writing Centers are simply one manifestation—polished and highly visible—of a dialogue about writing that is central to higher education."
—Stephen North, "The Idea of a Writing Center"
The Writing Center is a place where students can…
*Share proofreading tips (However, the tutors are not proofreaders!)
*Practice and understand techniques for detecting and correcting local to global grammatical errors
*Learn successful reading and writing strategies for any classes they are taking across the curriculum
Tutors help with…
* Generating creative ideas
* Brainstorming/Prewriting for a topic
* Synthesizing a vague idea into a thesis or topic sentence
* Organizing a paper's structure on a global scale
* Creating a persuasive element to a main idea
* Identifying run-on sentences and fragments
* Composing strong, fluent sentences that stress the most important idea
* Understanding verb tenses and how to use them
* Finding active vs. passive verbs
* Understanding the relationship between subjects and verbs
* Using pronouns, as well as other parts of speech, properly
General Academic Skills
* Providing techniques to improve spelling
* Reading a work while retaining and comprehending its idea
* Summarizing
* Documenting research in formats across the curriculum (MLA, APA, etc)
* Improving in-class essay abilities/strategies
* Understanding and analyzing fiction and poetry
The Writing Center is NOT a place where…
* Papers are proofread. Tutors do not act as an editing service. We want to teach YOU how to proofread and edit YOUR papers. If
we do everything for you, you will always need a tutor.
* Papers go through a quick grammar fix-it.
* Papers are written for you (i.e. not a ghostwriting bureau!)
Hours: Fall 2015
Mon: 10:00 a.m. - 6:30 p.m.
Tues: 10:00 p.m. - 8:00 p.m.
Wed: 10:00 a.m. - 6:30 p.m.
Thur: 10:00 a.m. - 6:30 p.m.
Fri: 11:00 a.m.- 2:00 p.m.
Sat: 11:00 a.m.- 2:00 p.m.
(818) 947 2810
Mailing Address:
The Writing Center
Los Angeles Valley College
5800 Fulton Avenue
Valley Glen, Ca 91401-4096


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7 U.S. Code § 1733 - General provisions
(a) Prohibition
No agricultural commodity shall be made available under this chapter unless it is determined that—
(1) adequate storage facilities will be available in the recipient country at the time of the arrival of the commodity to prevent the spoilage or waste of the commodity; and
(b) Impact on local farmers and economy
The Secretary or the Administrator, as appropriate, shall ensure that the importation of United States agricultural commodities and the use of local currencies for development purposes will not have a disruptive impact on the farmers or the local economy of the recipient country. The Secretary or the Administrator, as appropriate, shall seek information, as part of the regular proposal and submission process, from implementing agencies on the potential costs and benefits to the local economy of sales of agricultural commodities within the recipient country.
(c) Transshipment
The Secretary or the Administrator, as appropriate, shall, under such terms and conditions as are determined to be appropriate, require commitments designed to prevent or restrict the resale or transshipment to other countries, or use for other than domestic purposes, of agricultural commodities donated or purchased under this chapter.
(d) Private trade channels and small business
Private trade channels shall be used under this chapter to the maximum extent practicable in the United States and in the recipient countries with respect to—
Small businesses shall be provided adequate and fair opportunity to participate in such sales.
(e) World prices
(1) In general
In carrying out this chapter, reasonable precautions shall be taken to assure that sales or donations of agricultural commodities will not unduly disrupt world prices for agricultural commodities or normal patterns of commercial trade with foreign countries.
(f) Publicity
Commitments shall be obtained from countries or private entities, as appropriate, receiving commodities under this chapter that such countries or private entities will widely publicize, to the extent practicable, through the use of the public media and through other means, that such commodities are being provided through the friendship of the American people as food for peace.
(g) Participation of private sector
The Secretary or the Administrator, as appropriate, shall encourage the private sector of the United States and private importers in developing countries to participate in the programs established under this chapter.
(h) Safeguard usual marketings
In carrying out this chapter, reasonable precautions shall be taken to safeguard the usual marketings of the United States and to avoid displacing any sales of the United States agricultural commodities that the Secretary or Administrator determines would otherwise be made.
(i) Military distribution of food aid
(1) In general
The Secretary or the Administrator, as appropriate, shall attempt to ensure that agricultural commodities made available under this chapter will be provided without regard to the political affiliation, geographic location, ethnic, tribal, or religious identity of the recipient or without regard to other extraneous factors.
(2) Prohibition on handling of commodities by the military
(A) In general
Except as provided in subparagraph (B), the Secretary or the Administrator, as appropriate, shall not enter into an agreement under this chapter to provide agricultural commodities if such agreement requires or permits the distribution, handling, or allocation of such commodities by the military forces of any government or insurgent group.
(B) Exception
Notwithstanding subparagraph (A), the Secretary or the Administrator, as appropriate, may authorize the handling or distribution of commodities by the military forces of a country in exceptional circumstances in which—
(3) Encouragement of safe passage
When entering into agreements under this chapter that involve areas within recipient countries that are experiencing protracted warfare or civil strife, the Secretary or the Administrator, as appropriate, shall, to the extent practicable, encourage all parties to the conflict to permit safe passage of the commodities and other relief supplies and to establish safe zones for medical and humanitarian treatment and evacuation of injured persons.
(j) Violations of human rights
(1) Ineligible countries
The Secretary or the Administrator, as appropriate, shall not enter into any agreement under this chapter to provide agricultural commodities, or to finance the sale of agricultural commodities, to the government of any country determined by the President to engage in a consistent pattern of gross violations of internationally recognized human rights, including—
(C) the responsibility for causing the disappearance of individuals through the abduction and clandestine detention of such individuals; or
(k) Abortion prohibition
Local currencies that are made available for use under this chapter may not be used to pay for the performance of abortions as a method of family planning or to motivate or coerce any person to practice abortions.
(l) Sale procedure
(1) In general
Subsections (b) and (h) of this section shall apply to sales of commodities in recipient countries to generate proceeds to carry out projects under—
(m) Report on use of funds
(1) Report required
Not later than 180 days after February 7, 2014, and annually thereafter, the Administrator shall submit to Congress a report that—
(A) specifies the amount of funds (including funds for administrative costs, indirect cost recovery, internal transportation, storage, and handling, and associated distribution costs) provided to each eligible organization that received assistance under this chapter in the previous fiscal year;
(C) describes the actual rate of return for each commodity made available under this chapter, including—
(2) Rate of return described
For purposes of applying paragraph (1)(C), the rate of return for a commodity shall be equal to the proportion that—
Source(July 10, 1954, ch. 469, title IV, § 403, as added Pub. L. 86–341, title I, § 14,Sept. 21, 1959, 73 Stat. 610; amended Pub. L. 87–703, title II, § 201(3),Sept. 27, 1962, 76 Stat. 611; Pub. L. 88–638, § 1(17),Oct. 8, 1964, 78 Stat. 1037; Pub. L. 89–808, § 2(E),Nov. 11, 1966, 80 Stat. 1536; Pub. L. 95–113, title XII, § 1206,Sept. 29, 1977, 91 Stat. 956; Pub. L. 96–533, title IV, § 407,Dec. 16, 1980, 94 Stat. 3151; Pub. L. 97–98, title XII, § 1214,Dec. 22, 1981, 95 Stat. 1282; Pub. L. 101–624, title XV, § 1512,Nov. 28, 1990, 104 Stat. 3646; Pub. L. 102–237, title III, § 321,Dec. 13, 1991, 105 Stat. 1857; Pub. L. 104–127, title II, § 213,Apr. 4, 1996, 110 Stat. 956; Pub. L. 107–171, title III, § 3009(a),May 13, 2002, 116 Stat. 283; Pub. L. 113–79, title III, § 3008,Feb. 7, 2014, 128 Stat. 775.)
References in Text
The Food for Progress Act of 1985, referred to in subsec. (l)(1)(C), is Pub. L. 99–198, title XI, § 1110,Dec. 23, 1985, 99 Stat. 1472, as amended, which is classified to section 1736o of this title.
2014—Subsec. (b). Pub. L. 113–79, § 3008(a), inserted at end "The Secretary or the Administrator, as appropriate, shall seek information, as part of the regular proposal and submission process, from implementing agencies on the potential costs and benefits to the local economy of sales of agricultural commodities within the recipient country."
Subsec. (m). Pub. L. 113–79, § 3008(b), added subsec. (m).
2002—Subsec. (e). Pub. L. 107–171, § 3009(a)(1), designated existing provisions as par. (1), inserted heading, and added par. (2).
Subsec. (l). Pub. L. 107–171, § 3009(a)(2), added subsec. (l).
1996—Subsec. (b). Pub. L. 104–127, § 213(1), inserted heading and struck out former heading "Consultations" and in text struck out "consult with representatives from the International Monetary Fund, the International Bank for Reconstruction and Development, the World Bank, and other donor organizations to" before "ensure that".
Subsec. (c). Pub. L. 104–127, § 213(2), struck out "from countries" after "require commitments" and substituted "or use for other" for "for use for other".
Subsec. (f). Pub. L. 104–127, § 213(3), inserted "or private entities, as appropriate," after "from countries" and "or private entities" after "such countries".
Subsec. (i)(2)(C). Pub. L. 104–127, § 213(4), struck out heading and text of subpar. (C). Text read as follows: "Not later than 30 days after an authorization is provided under subparagraph (B), the Secretary or the Administrator, as appropriate, shall prepare and submit to the appropriate committees of Congress a report concerning such authorization and include in any such report the reason for the authorization, including an explanation of why no alternatives to such handling or distribution were available."
1991—Subsec. (i)(2)(C). Pub. L. 102–237substituted "committees" for "Committees".
1990—Pub. L. 101–624amended section generally, substituting present provisions for provisions authorizing appropriations necessary for this chapter, classifying such expenditures under international affairs and finance rather than agriculture, valuing commodity, for purpose of reimbursing Commodity Credit Corporation, at price not greater than export market price at time commodity was made available, and authorizing President to transfer up to 15 percent of funding for any fiscal year from any subchapter of this chapter to any other subchapter.
1981—Subsec. (b). Pub. L. 97–98inserted "a price not greater than".
1980—Subsec. (c). Pub. L. 96–533added subsec. (c).
1977—Pub. L. 95–113designated existing provisions as subsec. (a) and added subsec. (b).
1966—Pub. L. 89–808substituted provisions for authorization of appropriations, including reimbursement of Commodity Credit Corporation, and classification of expenditures, formerly covered in former section 1703 (a) of this title, for provision for payment for commodities, now provided for by section 1706 (a) of this title.
1964—Pub. L. 88–638substituted "less than the minimum rate required by section 2161 of Title 22 for loans made under that section" for "more than the cost of the funds to the United States Treasury as determined by the Secretary of the Treasury, taking into consideration the current average market yields on outstanding marketable obligations of the United States having maturity comparable to the maturities of loans made by the President under this section".
1962—Pub. L. 87–703substituted "reasonable" for "approximately equal" annual amounts and provided for deferral of date for beginning annual payment.
Effective Date of 1990 Amendment
Amendment by Pub. L. 101–624effective Jan. 1, 1991, see section 1513 ofPub. L. 101–624, set out as a note under section 1691 of this title.
Effective Date of 1981 Amendment
Amendment by Pub. L. 97–98effective Dec. 22, 1981, see section 1801 ofPub. L. 97–98, set out as an Effective Date note under section 4301 of this title.
Effective Date of 1977 Amendment
Amendment by Pub. L. 95–113effective Oct. 1, 1977, see section 1901 ofPub. L. 95–113, set out as a note under section 1307 of this title.
Effective Date of 1966 Amendment
Amendment by Pub. L. 89–808effective Jan. 1, 1967, see section 5 ofPub. L. 89–808, set out as a note under section 1691 of this title.
Delegation of Functions
LII has no control over and does not endorse any external Internet site that contains links to or references LII.


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To post a job to WeHireWomen.com, just post with any of our partners below and your listing will automatically appear here at no extra cost to you!
Or, for $159, you may post a job here (live for 30 days), one at a time. If you have a large number of openings, contact us here or call 954-727-3863 and one of our associates will be happy to assist you.
With around 40,000 job boards online, finding a quality recruiting resource can be frustrating, but you can choose confidently from our job board partners.


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More from This Week's
Walsh brothers build a family legacy
As mergers and acquisitions pick up in the construction industry, the Walshes' faith in family — and the century-old business it has built — is likely to be put to the test.Read Now
With tech talent scarce, employers offer signing bonuses and more
Will Illinois flunk its next bond test?
Will dividing the pie be better for O'Hare?
As pawn shops lose tawdry image, some target an affluent clientele
The little engine that could, from HEVT


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7 U.S. Code § 2137 - Purchase of dogs or cats by research facilities prohibited except from authorized operators of auction sales and licensed dealers or exhibitors
It shall be unlawful for any research facility to purchase any dog or cat from any person except an operator of an auction sale subject to section 2142 of this title or a person holding a valid license as a dealer or exhibitor issued by the Secretary pursuant to this chapter unless such person is exempted from obtaining such license under section 2133 of this title.
Source(Pub. L. 89–544, § 7,Aug. 24, 1966, 80 Stat. 351; Pub. L. 91–579, § 8,Dec. 24, 1970, 84 Stat. 1561.)
1970—Pub. L. 91–579added licensed exhibitors and operators of auction sales subject to section 2142 of this title to the enumeration of persons from whom research facilities may purchase dogs or cats.
Effective Date of 1970 Amendment
Amendment by Pub. L. 91–579effective one year after Dec. 24, 1970, see section 23 ofPub. L. 91–579, set out as a note under section 2131 of this title.
LII has no control over and does not endorse any external Internet site that contains links to or references LII.


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Hang up and drive: Oregon's cell phone law takes effect Jan. 1
EUGENE, Ore. – The days of holding a cell phone to your ear while you drive are limited. Oregon's new cell phone law takes effect Jan. 1, 2010. It's designed to help drivers focus on the road and keep both hands on the wheel.
What exactly does the law ban?
Cell phone use – talking or texting – is banned unless the driver is using a hands-free device like a Bluetooth headset.
Can I be pulled over for talking on my cell phone?
Yes, the law is a primary offense. "So if an officer's driving, patrolling or whatever and happens to see a citizen operating a motor vehicle and using a cell phone, that's enough probable cause to stop the vehicle," said Oregon State Police Senior Trooper Rick Hamilton.
Are there any exceptions?
Yes, in cases of emergency. There are other exceptions, including some for people who are providing public safety services or emergency services personnel. Read about the exceptions here.
What about teen drivers?
Drivers under age 18 are not permitted to use a cell phone or a hands-free device.
What is the penalty?
There has been some confusion on the fine charged to motorists who violate Jan. 1's hands-free mobile phone law. Oregon's Department of Transportation had previously reported a fine for Class D charges in the $90 range. Traffic violations in the "Class D" category include driving one to 10 miles per hour over the speed limit.
However, Oregon State Police's base-fine list shows Class D traffic-violation fines starting at $142 on state highways. Meanwhile, a source with Eugene Police reports that Eugene's municipal court has set the base fine at $115.
Assistant director for the Oregon State Police patrol division, Lieutenant Ethan Wilson, said fine discrepancies are for two reasons:
- $142 is the standard statewide bail schedule set for state courts. Municipalities, such as Eugene, can set their own base fines. For traffic violations on Oregon's state highways, such as Interstate 5, the state rate likely would apply. However, "if you have an officer from a police department who happens to make a traffic stop on I-5 in a municipal area, they can cite [the driver] into their municipal court," Wilson said. "State police can only cite into Justice of the Peace/justice courts or circuit courts."
- Oregon's base-fine state rate also recently was raised. "For a Class D violation, $97 used to be the standard for state courts," Wilson said. The fines went up Oct. 1.
Do I have to pay a lot for a headset?
While many headsets cost upwards of $50, there are wired headsets (think: headphones) in the $10 range. However, in the many states the law also requires that drivers must be able to hear emergency vehicles if they were to come up behind the vehicle. This law makes it illegal to wear a head phone on both ears.
For example, Washington state law (RCW 46.37.480) makes it so that "No person shall operate any motor vehicle on a public highway while wearing any headset or earphones connected to any electronic device" where the "headset or earphones muffle or exclude other sounds."


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Draft Portraits
Serge Ibaka, selected twenty fourth overall by the Seattle... News PhotoBasketball - NBA Pro,Basketball - Sport,Madison Square Garden,NBA Draft,New York City,Portrait,Seattle SuperSonics,Serge Ibaka,Sport,The Theater at Madison Square Garden,USA,VerticalPhotographer Jennifer PottheiserCollection: National Basketball Association 2008 NBAENEW YORK - JUNE 26: Serge Ibaka, selected twenty fourth overall by the Seattle Supersonics poses for a portrait backstage during the 2008 NBA Draft on June 26, 2008 at the WaMu Theatre at Madison Square Garden in New York City. NOTE TO USER: User expressly acknowledges and agrees that, by downloading and or using this photograph, User is consenting to the terms and conditions of the Getty Images License Agreement. Mandatory Copyright Notice: Copyright 2008 NBAE (Photo by Jennifer Pottheiser/NBAE via Getty Images)


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After a much-deserved break from the red carpet circus, Gwyneth Paltrow's stepping out again. During her recent world-wind promotional tour for Iron Man, we were reminded why the fashion world remains smitten with the actress. Paltrow's skill for blending subversive elements (tough Givenchy stiletto gladiators) with elegance (a vintage Yves Saint Laurent floral frock) into one desirable package is still razor sharp.
As we worked on our What Would She Wear: Gwyneth Paltrow story, we knew that finding the right mix of fashion-forward pieces and clean classics was of paramount importance. We chose an Anna Sui dress with a striking print for the outfit's main focal point, and then added an impeccably cut black windbreaker and a standout pair of four-inch platform wedges. Paltrow rarely wears extraneous bits (no over-accessorizing for her), so we kept the rest of the look relatively simple and pretty pared down. We also included one of our new favorite beauty products-Posietint-a petal pink cheek and lip stain that will give your skin a gorgeous Paltrow-like glow.
1. Steve Madden Bdoc Bag ($54.99)
Paltrow's a bit of a wild card when it comes to bags, but we think she'd approve of this Pierre Hardy-inspired tote. The black-and-white patent leather looks sharp while the roomy dimensions allow for lots of gear (scripts, sippy cups, whatever).
2. Vena Cava Ferrari Jacket ($375)
In theory, a cropped windbreaker with an elastic waist sounds like a bad eighties fashion choice, but Vena Cava's version is actually divine. The little details, like perfectly cropped sleeves and subtle ruffle across the bodice, turn this lightweight jacket into a must-buy piece.
3. Anna Sui Deco Print Dress ($332)
Paltrow knows how to effectively use a print, so we have a hunch she'd flip for this black-and-white silk Anna Sui dress. The stark palette shows off the gorgeous deco print and the kimono-style sleeves drape gorgeously.
4. Benefit Cosmetics
posietint ($28)
The recent debut of posietint-a new, lighter, pinky version of our beloved benetint-was met with cheers at the WhoWhatWearDaily.com office. The soft shade is perfect for fair faces and we think it would beautifully compliment Paltrow's complexion.
5. Eley Kishimoto Sunglasses ($220)
Paltrow knows the power of a good oversized pair of sunglasses, in fact, she's rarely seen outside without them. These large cream frames by the London-based brand will provide ample protection from the paparazzi, sun, or whatever you're hiding from.
6. Calvin Klein Salena Sandals ($130)
As her recent press appearances prove, Paltrow loves statement shoes. Recently she's been spotted in gorgeous patent Loubis, a killer pair of black lace Giuseppe Zanotti pumps with a seven-inch heel, and scads of heavenly gladiators. We think these four-inch strappy wedges are in perfect keeping with her shoe style and the moderate price is in keeping with most budgets.
7. Topshop Square Stone Faceted Ring ($20)
We've noticed that Paltrow is judicious when it comes to jewelry and often limits herself to one significant piece. This chunky ring is a nice blend of gothic and girly and just the sort of bauble she'd pick.


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Monica Dixon, Psychology
Monica DixonPsychology Alumni 1998
During her very first trip to Saybrook, Monica Dixon had a not-in-Kansas-anymore moment. "I'm sitting there," she recalls, "a midwestern farm girl with a Catholic school education, married to a military officer --- a very traditional background --- and over the intercom they announce there will be a pagan ceremony this evening to celebrate the summer solstice."
She still laughs at the memory. "Saybrook rattled me to a core," Dixon says, "and I loved every minute of it. It was the very thing I was seeking ---- a different way of operating. I began to question everything, and that has never stopped. I'm just asking bigger questions now."
And she's providing some answers. Dixon is one of the nation's leading experts on obesity, particularly among women and children. Her book Love the Body You were Born With, written in 1996 (while she was studying at Saybrook), sold millions of copies and remains a popular title on the women's health bookshelf. Dixon's groundbreaking work on school nutrition in Washington state earned her an award from the Centers for Disease Control in 2005.
"This is about more than what people put in their body," she says. "It's about the American psyche. We suffer as a country from isolation, polarization of viewpoints, inability to exchange ideas --- deep psychic wounds."
"I don't believe America wants to hear that message," Dixon says. But that hasn't stopped her from delivering it --- or from questioning everything.
Dixon already held plenty of credentials when she came to Saybrook in the early 1990s. A registered dietitian with a master's in counseling, she was teaching at the University of Wisconsin.
"I was telling anybody who would listen --- and many who wouldn't --- that we were going to see an epidemic of obesity in this country," Dixon recalls. "And I was hardly the only one. But our message was not resonating with the public. I recognized that I needed a better way to express it and to understand it."
That's when she came to Saybrook. While she laughs about the initial culture shock, Dixon says that Saybrook's community of unconventional students and teachers proved to be a major benefit for her --- as much a part of her education as the coursework, writing, and mentoring. "I loved interacting with people who weren't just like me," she says. "That was a big part of the learning experience."
Love the Body You were Born With came out in 1996, launching her career as a writer, speaker and trainer. A few years later she was approached by a researcher in Seattle who needed help implementing a school-based program to combat obesity among children.
"There were other applicants who were better qualified for that job on paper," Dixon says. "So I asked her: 'Why'd you pick me?' She said it was because my resume was outside the box, and she needed an outside-the-box approach. She didn't want a narrow focus; she needed broad perspective. That's what Saybrook gave me."
At the time she started, Washington state ranked second in the United States in hunger, second only to Oregon. "I had to figure out how to get food to 100,000 kids every night," Dixon says. She worked the problem from every angle. She developed a community-gardens program that encouraged people to grow (and eat) their own fruits and vegetables. She worked with the transportation department to develop a system for trucking excess produce from eastern Washington to the food-bank system on the western side of the state. She lobbied the department of education to institute new policies in the schools --- getting rid of the junk food and replacing it with fresh fruit and vegetables.
And above all, she kept asking questions. "I rattled everybody's cages," she laughs. "'Why are you doing what you're going?' 'Why does it make sense to do it this way? Wouldn't it make more sense to do it that way?'"
After more than 25 years in the field of nutrition, Dixon took a sharp career turn in 2007 and joined Destination Development, Inc., a consulting firm that specializes in economic development, downtown revitalization, and tourism branding.
"I really struggled with the decision," Dixon says. "I was an expert in my field; I had written two books, spoken to thousands of people, appeared on Oprah and NPR. But I'm thrilled that I took this job. It's putting me in a whole new arena where I can do a whole lot of good. We help small towns that are suffering economically. It's about creating quality of life, creating places for people to come together. Where does our society start healing its wounds? I feel like that's what I'm working on. I'm giving people hope."
And still asking questions?
"Absolutely," she laughs. "That's the bane of the Saybrook graduate. But I think we need more people who can question the way the world is --- who can ask the big questions and try to create the solutions."


text: Abby Robinson of Price shows her skills on the pogo stick. According to Robinson she is a bona-fide expert. Local fitness expert Diana Root reports that jumping, however done, is a great way to get exercise. She further stated that it is vital for children and parents to find ways to keep active as an alternative to video games and TV.


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The Dark Hills Divide: The Land of Elyon #01by Patrick Carman
Synopses & Reviews
Publisher Comments:
Inquisitive twelve-year-old Alexa Daley is spending another summer in the walled town of Bridewell. This year, she is set on solving the mystery of what lies beyond the walls. Legend says the walls were built to keep out an unnamed evil that lurks in the forests and the Dark Hills. But what exactly is it that the townspeople are so afraid of? As Alexa begins to unravel the truth, pushing beyond the protective barrier she's lived behind all her life, she discovers a strange and ancient enchantment — and exposes a danger that could destroy everything she holds dear.
"In his debut fantasy, the launch of the Land of Elyon series, Carman crafts an intriguingly insular world, and introduces a plucky, convincingly curious heroine who yearns to see what lies outside of it. Alexa Daley, 12 years old, lives within the walled kingdom of Elyon with her father, the mayor of Lathbury, and his influential friends. As the story opens, readers learn through a flashback that Alexa was taking a walk with Warvold, the kingdom's architect, when he inexplicably died; she takes a key from the locket he wears, and returns home. While the adults grapple with the population problem within this confined space, Alexa follows her passion — to find 'a way outside the wall' — and escapes, thanks to Warvold's key. Once outside, a two-foot-high man greets her and leads her on a quest through a seemingly enchanted land with talking animals. From them she learns that Warvold had selected her as 'the chosen one,' to complete a task he left unfinshed. The author slowly reveals how Warvold's internallized fears prompted him to build the wall, with all sorts of unforeseen ramifications. ('The monster is the wall itself,' one animal tells her.) Carman dabbles in social commentary with his intimations of the perils of isolationism, but even more effectively plumbs the psychological reverberations of playing out one's fears. Readers of all ages will gain much from this tale and eagerly anticipate the next two planned volumes. Ages 8-13." Publishers Weekly (Copyright Reed Business Information, Inc.)
"[A] real page-turner. Alexa, with her brains, courage and grit, proves to be an appealingly strong female hero and the story...is sure to engage reader interest....Here's a good high fantasy for the girls. Bravo!" Kirkus Reviews
"Readers will easily identify with intrepid Alex, who tells her own story, and her tale is simple and exciting enough to appeal to both the usual fantasy crowd and children who may not otherwise be genre readers." Booklist
"[An] entertaining, accessible fantasy....There's nothing very original about the novel's preindustrial setting or appealing characters....However, the story moves along at a fine clip, with plenty of suspense and action to hold readers' interest." School Library Journal
"[The book] will have wide appeal to younger YAs who enjoy strong heroines who are courageous and highly intelligent....The vocabulary is challenging, the puzzles intriguing, and Alexa is an admirable character." KLIATT
"This first book in the Land of Elyon series has a satisfying conclusion with enough threads remaining loose that the reader will look forward to future installments." Children's Literature
This extraordinary debut weaves magic and heroism into a classic tale of good and evil, and features an unforgettable heroine. Twelve-year-old Alexa Daley is spending another summer in the walled town of Bridewell. This year, she's determined to solve the mystery of what lies beyond the walls.
When she finds the key to a secret passageway leading out of the walled city of Bridewell, twelve-year-old Alexa realizes her lifelong wish to explore the mysterious forests and mountains that lie beyond the wall.
About the Author
The father of two young daughters, first-time author Patrick Carman had already built four successful businesses from the ground up before adding "novelist" to his resume. In fact, it wasn't until he began trading places once a week with his wife, so she could have a night out, and he took over reading to their daughters, that Carman began thinking about writing a novel. A Northwest native, he grew up in Salem, Oregon, and graduated from Willamette University with a degree in economics. Carman then spent a decade living in Portland, where he founded and ran his own advertising agency. After selling it in 1998, he created a series of popular board games, and founded and built MyWebPal.com into the third-largest provider of online newspaper publishing in the U.S. He also launched a fourth new business, Amped Radio (www.ampedradio.com), during the same time period that he was writing The Dark Hills Divide. Patrick Carman lives in Washington with his wife, Karen, and daughters, Reese and Sierra.
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Known for horse riding and flamenco, Jerez de la Frontera is often overlooked in favor of more famous Andalucian destinations like Seville and Granada. However this makes it the perfect city for travelers who are eager to get off the beaten track and explore an exciting combination of historic and modern attractions.
Jerez de la Frontera's Must-See Attractions
- Book tickets to Jerez de la Frontera around February or March to witness one of the world's most spectacular flamenco festival
- Wander through Catedral de San Salvador, a beautiful cathedral that blends Baroque, Gothic and Neoclassical styles
- Save time for Alcazar, an 11th-century military fortress, known for its distinctive octagonal tower
Discover Jerez de la Frontera
Jerez de la Frontera itself is one of Spain's hidden gems, so it is easy to find lesser-known attractions. Visit the unique Museo de la Miel y las Abejas, a fascinating museum dedicated to beekeeping, or explore the winding lanes of the city's old quarter, Barrio de Santiago.
Jerez de la Frontera Activities
Consider booking your flights to Jerez de la Frontera in time for the exciting local horse fair in May, or take in a show at El Lagá de Tío Parrilla and experience real flamenco. Most locals head to the city's many bars for dinner, with the city center and Avenida Lola Flores being some of the most popular areas.
Plan Your Jerez de la Frontera Holiday
With hot summers and mild winters, travelers can search for flight deals to Jerez de la Frontera any time of year and expect beautiful weather. Book tickets well in advance to find cheap hotels in Jerez de la Frontera if you are planning to visit during one of the city's popular festivals, such as the Autumn Festival. With services like Web and Quick Check-In, airberlin makes travel to Jerez de la Frontera easy and stress-free.


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2000 Ken Wright - Pinot Noir Freedom Hill Vineyard Pinot Noir - USA - Oregon - Willamette Valley - Red
USA - Oregon - Willamette Valley
Pinot Noir
Producer Notes
Located in rural Carlton, Oregon, Ken Wright Cellars is devoted to showcasing the inherent quality of selected vineyard sites. With a clarity and breadth that is unequaled by other varieties, they believe Pinot noir best expresses the character of these sites. Rather than stamping wine with a varietal trademark, they see Pinot noir as a vehicle for conveying the aroma, flavor and texture of the... More »
Drink DatesComm: 2006-2010 VF: 2003-2012
Community Tasting Notes average score of 89 points based upon 2 reviews


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Chicken Tortellini Soup Recipe
- 2 cans (14-1/2 ounces each) chicken broth
- 2 cups water
- 3/4 pound boneless skinless chicken breasts, cut into 1-inch cubes
- 1-1/2 cups frozen mixed vegetables
- 1 package (9 ounces) refrigerated cheese tortellini
- 2 celery ribs, thinly sliced
- 1 teaspoon dried basil
- 1/2 teaspoon garlic salt
- 1/2 teaspoon dried oregano
- 1/4 teaspoon pepper
- In a large saucepan, bring broth and water to a boil; add chicken. Reduce heat; cook for 10 minutes.
- Add the remaining ingredients; cook 10-15 minutes longer or until chicken is no longer pink and vegetables are tender. Yield: 8 servings (about 2 quarts).
Reviews for Chicken Tortellini Soup
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"I make broth a lot and I found an awesome trick. I will use the carcass of a Costco whole chicken, put it in a cheese cloth and simmer for a couple hours with about 3 boxes of store bought broth. I put the wrapped chicken in the pot with the broth and fill the pot to a level I want with water. I always have people asking why my soup is so tasty. A turkey carcass would work too. I'd break it down, put it in cheese cloth to fit in a pot. Very flavorful."
"Flavorful, simple and quick to make and, best of all, very healthy!! This will go into the "soup rotation" schedule at our house! :)"
"We made this using the body and scrap meat of a whole chicken we cut up another night. By doing that, we cooked it will all broth. Everything went together well. My husband preferred to soak up the broth with bread then add cheese to all the bits. I enjoyed it sans cheese."
"Tastes great, easy to prepare. A favorite in our home!"
"This soup has a very tasty blend of seasonings & is very easy to make. The tortellini is a nice variation from noodles. I used fresh cauliflower & broccoli in place of the frozen veggies & used leftover chicken.. This makes a thick soup. which I like, but some people might prefer to add more broth."


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See Other EOS DSLR Cameras
The EOS 5D Mark III features Canon's multi-layer 63-zone iFCL (intelligent Focus Color Luminance) Metering System that integrates the cameras AF system into its readings. By taking into account the color and luminosity surrounding the chosen AF point(s), this new system delivers an entirely new level of accuracy, especially in situations where the light changes quickly. The metering sensor enables evaluative, center weighted, partial and spot metering, plus offers 5-step exposure compensation for perfectly exposed images, every time.
Prices and specifications subject to change without notice. Actual prices are determined by individual dealers and may vary.
© 2015 Canon U.S.A., Inc. All Rights Reserved. Reproduction in whole or in part without permission is prohibited.


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Tech Tip: Quad Zone Triggering
One of the key features of the PocketWizard Plus® III is "Quad-Zone Triggering." This feature traces its roots back to the MultiMAX® where it has proven itself to be a game changer for many professional photographers. With the feature now found in the more affordable Plus III, more photographers have this capability within their reach. So what does it do?
Quad-Zone Triggering allows photographers to assign lights or cameras to one of four zones; A-B-C or D and then they can turn a zone on or off with the simple push of a button on the transmitting radio. This could be used to turn a single light on or off, or a group of lights on or off (you can have as many lights or cameras per zone as you want). It can also be used to turn a remote camera, or group of cameras, on or off. We'll take a look at each scenario.
Building your Lighting
You're in a studio situation taking portraits. You're using five different lights; one is the key, one is a fill, two are for the background, and one is for highlights. You want to be able to see the impact of each light and make sure you have the proper power setting. Without Quad-Zone Triggering, this would be a very challenging task unless you had a group of assistants to turn the various lights on and off. With Quad-Zone Triggering you simply select the light you want to turn on/off from the transmitting radio and take a shot. Each light or group of lights (in this case the two background lights) is assigned a zone, either A-B-C or D. Turning on one zone at a time allows you to see just the light from that zone making it far easier to make adjustments.
Multiple Lighting Setup
You're shooting a wedding reception and you want to offer a variety of images and a few different looks to the couple. Prior to the reception you've set-up several lights around the room with Plus III's as the receiver and assigned a zone to each light and/or a zone to groups of lights. Using Quad-Zone Triggering, you can turn the light(s) from each zone on or off at-will right from your camera to change the lighting on the fly and create different images from the same scene.


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Midday on July 30th, the man, surnamed Yan, reported to police that he had been robbed of 6 million yuan ($941,706 US) worth of gold. When police arrived at the scene, the only fingerprints to be found were that of the Yan. Suspicious of the Yan's claims, police scoured local cctv cameras and found out that Yan never visited a bank that could handle transactions in gold.
After detaining Yan and talking to his family, the police discovered the truth. The Yan's uncle, a Mr. Zhong, had invested in 38 kg worth of gold bars a year ago and passed it onto his nephew for safekeeping. Mr. Zhong then contacted Yan in early July asking him to sell some of the bars because he needed cash. Unable to come up with cash the nephew reported a false robbery.
So what exactly happened to the money? During the year that the gold was under the care of the nephew, he had systematically withdrawn the gold, exchanged it for cash, and spent said cash on an online game in China. He had spent all the money trying to purchase a set of "legendary" in game equipment.
Yan is currently in jail awaiting judgment on his crimes of both stealing and filing a false police report.
男子玩网游花掉38公斤金条 报警谎称被盗600万 [Tencent]


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20 U.S. Code § 1087j - Loan cancellation for teachers
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(a) Statement of purpose
It is the purpose of this section to encourage individuals to enter and continue in the teaching profession.
(b) Program authorized
The Secretary shall carry out a program of canceling the obligation to repay a qualified loan amount in accordance with subsection (c) for Federal Direct Stafford Loans and Federal Direct Unsubsidized Stafford Loans made under this part for any new borrower on or after October 1, 1998, who—
(1) has been employed as a full-time teacher for 5 consecutive complete school years—
(A) in a school or location that qualifies under section 1087ee (a)(2)(A) of this title for loan cancellation for Perkins loan recipients who teach in such schools or locations; and
(B) if employed as an elementary school or secondary school teacher, is highly qualified as defined in section 7801 of this title, or meets the requirements of subsection (g)(3); and
(c) Qualified loan amounts
(1) In general
The Secretary shall cancel not more than $5,000 in the aggregate of the loan obligation on a Federal Direct Stafford Loan or a Federal Direct Unsubsidized Stafford Loan that is outstanding after the completion of the fifth complete school year of teaching described in subsection (b)(1). No borrower may receive a reduction of loan obligations under both this section and section 1078–10 of this title.
(2) Treatment of consolidation loans
A loan amount for a Federal Direct Consolidation Loan may be a qualified loan amount for the purposes of this subsection only to the extent that such loan amount was used to repay a Federal Direct Stafford Loan, a Federal Direct Unsubsidized Stafford Loan, or a loan made under section 1078 or 1078–8 of this title, for a borrower who meets the requirements of subsection (b), as determined in accordance with regulations prescribed by the Secretary.
(3) Additional amounts for teachers in mathematics, science, or special education
Notwithstanding the amount specified in paragraph (1), the aggregate amount that the Secretary shall cancel under this section shall be not more than $17,500 in the case of—
(A) a secondary school teacher—
(B) an elementary school or secondary school teacher—
(ii) whose qualifying employment for purposes of such subsection is as a special education teacher whose primary responsibility is to provide special education to children with disabilities (as those terms are defined in section 1401 of this title); and
(iii) who, as certified by the chief administrative officer of the public or non-profit private elementary school or secondary school in which the borrower is employed, or, in the case of a teacher who is employed by an educational service agency, as certified by the chief administrative officer of such agency, is teaching children with disabilities that correspond with the borrower's special education training and has demonstrated knowledge and teaching skills in the content areas of the elementary school or secondary school curriculum that the borrower is teaching.
(d) Regulations
The Secretary is authorized to issue such regulations as may be necessary to carry out the provisions of this section.
(e) Construction
Nothing in this section shall be construed to authorize any refunding of any canceled loan.
(f) List
If the list of schools in which a teacher may perform service pursuant to subsection (b) is not available before May 1 of any year, the Secretary may use the list for the year preceding the year for which the determination is made to make such service determination.
(g) Additional eligibility provisions
(1) Continued eligibility
Any teacher who performs service in a school that—
(2) Prevention of double benefits
No borrower may, for the same voluntary service, receive a benefit under both this section and—
(A) section 1078–11 of this title;
(3) Private school teachers
An individual who is employed as a teacher in a private school and is exempt from State certification requirements (unless otherwise applicable under State law), may, in lieu of the requirement of subsection (b)(1)(B), have such employment treated as qualifying employment under this section if such individual is permitted to and does satisfy rigorous subject knowledge and skills tests by taking competency tests in the applicable grade levels and subject areas. For such purposes, the competency tests taken by such a private school teacher shall be recognized by 5 or more States for the purpose of fulfilling the highly qualified teacher requirements under section 7801 of this title, and the score achieved by such teacher on each test shall equal or exceed the average passing score of those 5 States.
Source(Pub. L. 89–329, title IV, § 460, as added Pub. L. 105–244, title IV, § 456,Oct. 7, 1998, 112 Stat. 1719; amended Pub. L. 108–409, § 3(a)(1)(B), (b)(2),Oct. 30, 2004, 118 Stat. 2300, 2301; Pub. L. 109–171, title VIII, § 8013(e)(2),Feb. 8, 2006, 120 Stat. 167; Pub. L. 110–315, title IV, § 454,Aug. 14, 2008, 122 Stat. 3265; Pub. L. 111–39, title IV, § 404(b)(4),July 1, 2009, 123 Stat. 1946.)
References in Text
The National and Community Service Act of 1990, referred to in subsec. (g)(2)(D), is Pub. L. 101–610, Nov. 16, 1990, 104 Stat. 3127. Subtitle D of title I of the Act is classified generally to division D of subchapter I (§ 12601 et seq.) of chapter 129 of Title 42, The Public Health and Welfare. For complete classification of this Act to the Code, see Short Title note set out under section 12501 of Title 42 and Tables.
Prior Provisions
A prior section 1087j,Pub. L. 89–329, title IV, § 459A, as added Pub. L. 102–325, title IV, § 451,July 23, 1992, 106 Stat. 575, which related to funds for administrative expenses under Federal direct loan demonstration program, was omitted in the general amendment of this part by Pub. L. 103–66.
2009—Subsec. (c)(1). Pub. L. 111–39, § 404(b)(4)(A), inserted at end "No borrower may receive a reduction of loan obligations under both this section and section 1078–10 of this title."
Subsec. (g)(2). Pub. L. 111–39, § 404(b)(4)(B), redesignated subpars. (B) to (D) as (A) to (C), respectively, substituted "12601" for "12571" in subpar. (C), and struck out former subpar. (A) which read as follows: "section 1078–10 of this title;".
2008—Subsec. (b). Pub. L. 110–315, § 454(c), struck out "(1) In general" before "The Secretary shall", redesignated subpars. (A) and (B) of former par. (1) as pars. (1) and (2), respectively, and cls. (i) and (ii) of former subpar. (A) as subpars. (A) and (B), respectively, of par. (1), realigned margins, and struck out par. (2). Prior to amendment, text of par. (2) read as follows: "No borrower may obtain a reduction of loan obligations under both this section and section 1078–10 of this title."
Subsec. (b)(1)(A)(i). Pub. L. 110–315, § 454(a)(1), inserted "or location" after "a school" and "or locations" after "such schools".
Subsec. (c)(1). Pub. L. 110–315, § 454(d)(1), substituted "subsection (b)(1)" for "subsection (b)(1)(A)".
Subsec. (c)(3)(A)(i), (B)(i). Pub. L. 110–315, § 454(d)(2), substituted "subsection (b)" for "subsection (b)(1)".
Subsec. (c)(3)(B)(iii). Pub. L. 110–315, § 454(a)(2), inserted "or, in the case of a teacher who is employed by an educational service agency, as certified by the chief administrative officer of such agency," after "borrower is employed,".
Subsec. (g)(2). Pub. L. 110–315, § 454(b), amended par. (2) generally. Prior to amendment, text read as follows: "No borrower may, for the same volunteer service, receive a benefit under both this section and subtitle D of title I of the National and Community Service Act of 1990 (42 U.S.C. 12571 et seq.)".
Subsec. (g)(3). Pub. L. 110–315, § 454(d)(3), substituted "subsection (b)(1)(B)" for "subsection (b)(1)(A)(ii)".
2006—Subsec. (b)(1)(A)(ii). Pub. L. 109–171, § 8013(e)(2)(A), inserted ", or meets the requirements of subsection (g)(3)" after "section 7801 of this title".
Subsec. (g)(3). Pub. L. 109–171, § 8013(e)(2)(B), added par. (3).
2004—Subsec. (b)(1)(A). Pub. L. 108–409, § 3(a)(1)(B), added cl. (ii) and struck out former cls. (ii) and (iii) which read as follows:
"(ii) if employed as a secondary school teacher, is teaching a subject area that is relevant to the borrower's academic major as certified by the chief administrative officer of the public or non-profit private secondary school in which the borrower is employed; and
"(iii) if employed as an elementary school teacher, has demonstrated, as certified by the chief administrative officer of the public or nonprofit private elementary school in which the borrower is employed, knowledge and teaching skills in reading, writing, mathematics and other areas of the elementary school curriculum; and".
Subsec. (c)(3). Pub. L. 108–409, § 3(b)(2), added par. (3).
Effective Date of 2009 Amendment
Amendment by Pub. L. 111–39effective as if enacted on the date of enactment of Pub. L. 110–315(Aug. 14, 2008), see section 3 ofPub. L. 111–39, set out as a note under section 1001 of this title.
Effective Date of 2006 Amendment
Amendment by Pub. L. 109–171effective July 1, 2006, except as otherwise provided, see section 8001(c) ofPub. L. 109–171, set out as a note under section 1002 of this title.
Effective Date of 2004 Amendment; Transition Rule
Amendment by section 3(b)(2) ofPub. L. 108–409applicable only with respect to eligible individuals who are new borrowers (as defined in section 1003 of this title) on or after Oct. 1, 1998, see section 3(b)(3) ofPub. L. 108–409, as amended, set out as a note under section 1078–10 of this title.
For transition rules relating to amendments made by section 3(a)(1)(B) ofPub. L. 108–409, see section 3(a)(2) ofPub. L. 108–409, set out as a note under section 1078–10 of this title.
Effective Date
Section effective Oct. 1, 1998, except as otherwise provided in Pub. L. 105–244, see section 3 ofPub. L. 105–244, set out as an Effective Date of 1998 Amendment note under section 1001 of this title.
LII has no control over and does not endorse any external Internet site that contains links to or references LII.


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- Musician's Friend Best Selection, Price & Service. Guaranteed.
Call our Gear Heads
at: 800-449-9128
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at: 800-449-9128
Includes 15 holiday favorites with a play-along CD: Blue Christmas • Caroling, Caroling • The Christmas Song (Chestnuts Roasting on an Open Fire) • Christmas Time Is Here • Do You Hear What I Hear • Here Comes Santa Claus (Right Down Santa Claus Lane) • (There's No Place Like) Home for the Holidays • I Saw Mommy Kissing Santa Claus • Little Saint Nick • Merry Christmas, Darling • O Bambino • Rudolph the Red-Nosed Reindeer • Santa Claus Is Comin' to Town • Snowfall
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Product Description
What makes ALEX modeling clay so special? Start with the rainbow of bright colors, add the soft, velvety texture and end with it never drying out (so you can use it for years).
This clay can be reused over and over again! ALEX modeling dough is air dry, simply leave it out overnight – it should not be baked in the oven. Store clay in is a ziplock bag.


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Vander Joaquim
Jonathan Mills
Chase Flint
While the 2012-13 seasons have kicked off for the USU Eastern Men's and Women's basketball teams, some former USU Eastern athletes are starting their seasons under the bright television lights in Division I competition.
Some of the former players at the Division I level include senior Vander Joaquim who plays at the University of Hawaii, senior Jonathan Mills who plays at the University of Southern Mississippi and sophomore Chase Flint who plays at Loyola Marymount in California.
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Critter Control has Utah offices in Salt Lake City
You've removed the offending wildlife from your Utah home, but it smells like they're still there! There are many sources of dead animal odors found in the home. From droppings and urine, to decaying carcasses, or the body greases they've deposited in your Utah home, to the typical skunk spray complaint, our trained Wildlife Control Specialists can identify and get rid of smells in homes. We find most of our Utah odor complaints to originate from under decks, crawl spaces, attics, wall voids, chimneys, bathroom vents and floor drains.
Let our IICRC (Institute of Inspection, Cleaning and Restoration Certification) specialists in Utah identify the source of your odor problem, remove it (if possible), clean affected surfaces and apply counteractants to eliminate the odor for good. Removal of the odor source is our first priority. If we can't remove the source, we use aerosols, oxidizing agents, foggers and disinfectants with germicides to cover the smell, until nature completes this task for you. Ask your Utah specialist which product will work for you, or let them handle the odor problem for you today.
Call the Critter Control Animal Odor professionals today, at 1-800-CRITTER.
To learn more about Critter Control's animal control and animal removal services, visit Our Services.
For more information on Critter Control franchises, visit Franchise Opportunities.
Interested in joining the Critter Control team? Visit Employment Opportunities for more information.