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Salles to tackle football-themed film
Walter Salles,whose Motorcycle Diaries screens incompetition in Cannes today, is to make a low budget football-themed film forDonald K. Ranvaud's new production and sales collective, Buena Onda.
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Love SiriusXM's nonstop streaming music, news, sports and talk? Now is the perfect time to hear it all throughout your home on Sonos with this special offer. Exclusively for U.S. residents, get a $50 SiriusXM gift card with the purchase of a PLAY:3 and BRIDGE through April 15. Apply the gift card to your current […]More
We teamed up with artist Hisham Bharoocha to design some special custom-painted PLAY:3s, which will be handed out to our partners and VIPs during SXSW this week. Get a first-hand look at his work in progress–which was interrupted by gale-force winds, golf ball-sized hail, and tornado warnings in Nashville–in the photo gallery below. Also, be […]More
We've partnered with Spotify to give away three exclusive Sonos PLAY:3 designed by Richard Robinson. The London-based designer is heavily involved in the worlds of music and fashion–his work has graced covers of albums by artists such as Friendly Fires, Klaxons, Soulwax, Tinchy Stryder and Kate Nash. For more information on how you can win, […]More
One of our missions here at Sonos is to make sure anyone who takes home one of our products is happy as a clam. Which is why we're so excited to launch a new feature in our shop that allows customers to rate and review our all-in-one players, the PLAY:3 and PLAY:5. (Ratings for other […]More
Over 100 years ago today, German physicist Wilhelm Röntgen made the first official observation and study of X-rays. To celebrate this ground-breaking discovery, we're giving you a behind-the-skin look at one of our own inventions–courtesy our very special clear PLAY:3.More

subset: commoncrawl


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I would really like to show Sonny in something...or at least give him a job that he'll enjoy and be good at.
At first I was thinking of dressage, but he's like me, and likes to shuffle his feet unless he absolutely has to. So I don't think dressage would be the best choice...though he does like doing flat work.
Then I was thinking of jumping...but I don't particually like jumping...I'm not good at it, nor does Sonny perk up like other jumpers do when they see a jump...I don't think he really likes it.
Then I was thinking of English pleasure, so I put on an English saddle...and put his eggbutt snaffle on an english bridle, and he wouldn't go faster than a walk..wouldn't collect or anything. Once I removed the noseband, he was fine.
So because of the noseband I don't think I'll be able to show English...which is fine with me...doesn't matter
Then I was thinking of Western pleasure...but I don't like how the horse's head is supposed to be that low to the ground, and how aweful the horse looks while they move (no offense to any western pleasure people out there). So unless the regulations change, I'm definitely not doing western pleasure.
I was thinking about reining...but that is also hard on the horse's legs, and Sonny is more of a "let's go" horse than a "okay let's stop really quick then turn in circles and get dizzy". I might try it with him, but I don't think he has the right attitude for it.
Then Fehr mentioned cutting...and I think Sonny might like that, but problem is.....there are no cows to practice on...and there's only one pony at the stables and I don't know how well they get along. So I wouldn't be able to practice or anything.
Roping might be an idea....but I'd be roping a mini and couldn't do much cause the mini is old.
Any ideas or suggestions?
Here's a picture so you all can get a basic idea of how Sonny is built
He's more of a Quarter Horse build and has Sonny Dee Bar in his bloodlines (not sure if he was famous for anything but Halter...anyone know?)


text:
You Hold Me Together chords by Dierks Bentley, added: January 25th, 2012
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From "Feel That Fire" (2009)
(Brett Beavers, Dierks Bentley & Tony Martin)
Capo: 2nd Fret or scaled down a full step to E
INTRO: [D] [D]Woo [G]yeah, oh [G]
[D] By now I shoulda been broken on the rocks of rising life's ocean
[G] Just another ship lost at sea
[D] By now I shoulda been scattered in the wind of my lonesome travels
[G] Like a thousand dandelion seeds
[Bm] And I shoulda come un-[A]raveled at the seams like a well worn [G] sweater
But you hold me to-[D]gether
[D] My hope shoulda been shattered like a bottle out behind some tavern
[G] From a fight that you had no chance to win
[D] My dreams shoulda been ashes gone up in smoke like a book of matches
[G] Tossed away and never gonna burn again
[Bm] And I shoulda worn right through [A] like an old cowboy's boot [G] leather
But you hold me to-[D]gether
I feel [A]your [G]love surrounding me [D]
[A]Strong e-[G]nough that I can believe [D]
[A]There won't [G]ever be a [A]storm that I can't [G]weather
'Cause you hold me to-[Em]gether, ah [D]woo
To-[Em]gether, yeah [D]yeah
I feel [A]your [G]love surrounding me [D]
[A]Strong e-[G]nough that I can believe [D]
[A]There won't [Bm]ever be a [A]storm that I can't [G]weather
No, there [Bm]never be a [A]storm that I can't [G]weather
[D] I shoulda been long forgotten just a footnote down at the bottom
[G] Of a page in the book of what coulda been's
[Bm] My heart should lie in [A]pieces on the ground like a goodbye [G] letter
[Em] But you hold me to-[D]gether
Oh [G]oh, you hold me to-[D]gether, yeah [G]yeah
You hold me to-[Em]gether, ah [D]woo
To-[Em]gether, yeah [D]yeah
Oh [Em]oh, you hold me, you hold me [D]
To-[Em]gether, oh [D]oh


text:
FROM: Honorable Ms. Darlene H. Young -BIG National President
SUBJECT: 2015 Training In Communications Program
1. The National Organization of Blacks In Government (BIG) is sponsoring a Training In Communications (TIC) program. The purpose of this program is to provide young people training in communication and leadership skills, and practical experiences to develop those skills. The TIC Program is composed of two parts: a) Communications Academy, and b) Student Oratorical Contest. The TIC targets 9th – 12th Grade students to compete for scholarships and awards. The 2015 theme is: Domestic Violence and Abuse: How Can We Cure this Societal Disease.
2. The TIC program enables your chapter to make a positive contribution in the community, thus increasing the chapter's visibility. It provides an excellent opportunity to share with others BIG's mission and vision.
3. The Oratorical segment of the program will conclude at BIG's National Training Conference at the National Oratorical Competition. First place winners from Regional Councils' Oratorical Competition will compete in the national competition. Students will receive awards (plaques and scholarships) for successfully preparing and presenting an original oration. The National Awards are: 1) First Place – Plaque and $1000, 2) Second Place – Plaque and $600, and 3) Third Place – Plaque and $400.
4. BIG has developed a program package to assist you in conducting the TIC program at the chapter level for participation in the regional and national oratorical competition.
5. Regional Council and Chapter Presidents should appoint a Chair to coordinate the competition, effectively. Regional Council Presidents should also contact the chapters in their region and inform them of the date and location of their regional competitions. Please note that regional winners must be selected no later than July 1, 2015 and submitted to the National Program and Planning Committee Chair.
6. All student entries at the chapter and regional level must adhere to ALL of the national published guidelines. Any entries submitted to compete in the national competition; which, did not adhere to the national guidelines at either chapter, regional or national level, will be immediately disqualified and will not be able to resubmit the student entry for reconsideration at any level.
7. If you have any questions concerning the Training In Communications program please forward them via e-mail to firstname.lastname@example.com.
There is a mandatory requirement for regions that compete in the competition at the national level to provide a regional chaperone. Each region is responsible for assigning primary and alternate chaperones for their contestants who participates in the competition during the Annual BIG National Training Institute.
The regional chaperones MUST meet the student when he/she exits the airplane and REMAIN with the student during his/her entire stay with BIG. Final details on chaperone responsibilities will be provided closer to the national competition.
cc: National Board of Directors, National Executive Committee, Regional Council President
10 Attachments:


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The Microphone
The Neumann TLM103
Voice Over quality begins with a microphone. To make sure we provide the best sound, we use the best microphones. There is a saying, "If it doesn't sound good going in, it's not going to sound good coming out. To make sure the product sounds as good as possible, we use Neumann Microphones.


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Programme specification - BA Theology
This programme specification relates to the academic year 2013/4.
|Awarding institution
|University of Exeter
|School(s)/Teaching institution
|College of Humanities
|Programme accredited/validated by
|Not applicable
|Final award(s)
|BA (Hons)
|Programme title
|BA Theology
|UCAS code (if relevant)
|NQF level of final award(s)
|QAA subject benchmarking group
|Theology and Religious Studies
|Date of production/revision
Programme structures and requirements, levels, modules, credits and awards
University conventions apply the following principles for student choice within their programme of study: Students taking a 360-credit degree programme must take no more than 150 credits of level 1 modules and not less than 90 credits of level 3/4 modules. Students may select options, timetable permitting, in other Departments or Colleges, to a maximum of 90 credits for a Single Honours 360-credit programme. A module may be taken only if the necessary prerequisites have been satisfied, if the timetable allows, and if the module or an equivalent module has not been taken previously. Programmes, modules and other study components can be taken only with the approval of the appropriate Head of School. Modules are not all available every year; options are offered in any given year at the discretion of the department. All full time students are normally required to take modules totalling 120 credits at each stage of study, with one stage taking one academic year. Where core modules make up less than 120 credits at any stage, optional modules must be chosen to bring the total to 120 credits. Part-time students (who normally take a stage over two academic years) should negotiate with their departments the pattern of modules over the agreed timescale of their programme of study.
Students take all Theology core modules, together with a combination of Theology, Theology-related and other options. Modules worth up to a maximum of 90 credits in total may be chosen in Theology-related and other areas over Stages 1,2 and 3.
THE1051 Introduction to Theology (15 credits)
THE1052 Philosophical Questions about Religion (15 credits)
THE1054 The Gospels: Origins and Outlooks (15 credits)
THE1061 Faith of the Fathers (15 credits)
THE1073 The Creation of a Nation in the Hebrew Bible (15 credits)
Optional 15-credit modules, two of them language modules (THE1070 Introducing New Testament Greek and THE1072 Inducing Biblical Hebrew) are available in any given year. Students may take up to 30 credits outside the Department in any one Stage; no more than 90 credits over Stages 1, 2 and 3).
Stage 2
THE2125 Modern Theology (15 credits)
THE2150 The Divine World in the Hebrew Bible (15 credits)
THE2059 Christian Moral Theory and Ethics (15 credits)
THE2069 Introducting Paul (15 credits)
Stage 3:
THE3082 Dissertation.
A number of Theology option modules are available at Level 2 and Level 3. Theology-related and other options are available in other Departments and Colleges. Students may take up to 30 credits outside the Department in any one Stage; no more than 90 credits over Stages 1, 2, and 3.
Normally, students will take only Level 3 modules during Stage 3. A student may, however, take a Level 2 language module during Stage 3, as long as they gain at least 90 Level 3 credits in total.
A full list of modules at all levels is available online at
Assessment at Stage 1 is formative and does not contribute towards the overall mark for the degree programme, although an overall pass is necessary for progression to Stage 2. The overall mark for the degree is calculated from the marks for Stages 2 and 3.
Educational aims of the programme
The Department of Theology, by providing the BA in Theology, aims to enable students to explore
* the contexts, development and meanings of the texts of the Hewbrew Bible and the New Testament (with the option of studying the texts in the original languages);
* the whole history of Christian theological thought, including aspects of Christianity's relationship to other religions;
* the critical questions, philosophical, political,ethical and historical, raised in the modern and post-modern world about religion in general and the Christian religion specifically; and
* the critical questions, philosophical, political and ethical, raised by the Christian religion about the world.
The Department aims:
* to provide a supportive, friendly and enjoyable context for the exploration of this subject matter;
* to enable students in this supportive environment to face critical questions about their own beliefs and practices, and thebeliefs and practices present in the world around them;
* to fit students to be thoughtful and questioning members of society, ready to examine and where necessary challenge the discourses by which society runs;
* to introduce students to a variety of methods of study of this wide-ranging subject-matter, and so to foster mental agility and adaptability;
* to develop academic and personal skills that equip students for further study, employment, or further professional development.
The Department aims in this as in all its programmes
* to provide high quality teaching that is engaging, exciting and challenging, and that helps students to become active and independent learners in their own right;
* to ensure that this teaching is informed by the highest quality research in our disciplines, snf that students are introduced not just to the fruit of this research but to the processes by which it is pursued and tested.
Programme outcomes & teaching, learning and assessment methods
Subject specific skills:
Able to:
A1. demonstrate detailed and critical understanding of biblical texts, the contexts of their production and reception, and aspects of their ongoing interpretation;
A2. demonstrate detailed and critical understanding of a range of classic texts from the Christian theological tradition in their historical contexts, and of their importance for ongoing theological debate;
A3. demonstrate detailed and critical understanding of the main themes of Christian doctrine, of aspects of their history, and of current debates surrounding their meaning and implications;
A4. demonstrate detailed and critical understanding of a range of questions in philosophical theology, and of the current debates surrounding them;
A5. demonstrate detailed and critical understanding of a range of personal, ethical and political questions raised by Christian theology, and of contemporary debates surrounding them;
Teaching/learning methods and strategies
Core and option modules
Key subject knowledge and skills are provided first of all in core modules taught over the first two stages of the programme. Biblical studies (A1) are covered in THE1073 The Creation of a Nation in the Hebrew Bible, THE2150 The Divine World in the Hebrew Bible, THE1054 The Gospels: Origins and Outlooks and THE2069 Introduction to Paul; historical theology (A2) by THE1061 Faith of the Fathers, THE1060 Medieval and Reformation Theology, and THE2125 Modern Theology, systematic or doctrinal theology (including the personal, ethical and implications of such theology) (A3 and A5) by THE1051 Introduction to Theology, and philosophical theology (including ethics) (A4 and A5) by THE1052 Philosophical Questions about Religion and THE2059 Christian Moral Theory and Ethics. These core modules are supplemented by option modules, which pursue particular topics within these various broad subject areas in more depth, allowing students a degree of specialisation.
Lecture presentations are a key element of module teaching methods, and are used to provide information (contributing to A1-5, B6-14, and C16), and to model modes of argument and interpretation (contributing especially to B10 and B12). Lectures always include an element of interaction, whether that be simply an opportunity for questions, or more substantial elements such as 'buzz group' sessions, full class discussions, breaking down into small group conversations, and so on (C22, 23, and 24). The prevalence of such interactivity tends to increase over the three stages, as students increase in their ability and willingness to contribute publicly to discussion.
Seminar presentations are another key element of module teaching methods. During stage one, students will be required to prepare and deliver short seminar presentations according to clear and detailed guidelines, normally not summatively assessed. In stages two and three, seminar presentations are normally more substantial, and frequently summatively assessed (C16, 22-24). Some seminar presentations are prepared and delivered by groups rather than simply by individuals (C23). Seminar presentations are normally accompanied by written handouts (C22). Seminars regularly involve students in commentary upon specific primary texts (A1-2; B6-9, 11) and/or specific secondary texts (A1-5; B9, 10, 13).
Written coursework
As well as by seminar presentations, students are assessed by a variety of forms of written work (C16, 22), and in particular by essays of varying kinds and lengths. During stage one, students will begin with fairly short formatively assessed essays, and will move on from these to summatively assessed essays only once they have received feedback on them. Small group tutorials are often provided for students who are preparing essays for summative assessment.
Some essays involve students in detailed textual commentary on primary texts (A1-2; B6-9, 11; C18); most involve careful engagement with a range of secondary texts (A1-5; B9, 10, 13; C18), with students expected to note in particular the disagreements between various authors (C20). It is in their written work that students will be expected to demonstrate most clearly that they appreciate the complexity of their subject matter (A1-5; B6-8, 10-11, 13-14), that they are becoming proficient with the appropriate methods of study (A1-5; B10, 12), and that they are capable of building convincing arguments backed up by appropriate evidence (C16, 17).
Students at stage one will find that they are normally directed very precisely to (or provided with) the primary and secondary texts that they need; as the stages progress, they will find an increasing expectation that they explore bibliographies for themselves, find the most appropriate literature on them, and begin to develop the ability to locate additional material for themselves (B9, C18). This progression also includes the use of online materials, where students are given very careful guidelines on appropriate sources earlier on, and then helped to develop the judgment to make more independent use of online materials as the programme progresses (C19).
At stage one, students are provided with very clear and detailed guidelines on what is expected from them, and tend to be set pieces of written work that tie in very closely with material presented in lectures and seminars. As the stages progress, guidelines tend to become broader, and more space is left for students to pursue topics beyond the bounds set by lectures (A15). The dissertation module (THE3082) is the clearest example of this, and involves students negotiating a question with a supervisor and, with minimal guidance, producing an independent, creative and critical answer to that question (C15-18).
Reflection upon one's learning experience
In THE2059 Christian Moral Theory and Ethics, one of the core modules in which challenging questions of personal and ethical significance are raised with the most force, students are required to keep a learning journal in which they are encouraged to reflect critically upon their own learning experience (C21); in other modules lecturers provide more informal means by which students can discuss their reactions to and difficulties with the material they are studying, the methods by which it is approached, and the assumptions which they, their fellow students, and their teachers bring to the study.
Many modules are assessed in part by written examinations, which normally involve students either answering essay-style questions, or commenting on short extracts from primary texts, within a fixed time-limit. Examinations show how well students can recall material, arguments, and points of view, express these concisely and use them creatively in arguing for a particular case in answer to previously unknown questions (C16, 18, 22).
Core academic skills:
Able to:
B6. demonstrate comprehension of and intelligent engagement with the richness of at least one religious tradition in its varied and central forms;
B7. state clearly, discuss and demonstrate critical comprehension of some of the following: social, textual, intellectual, historical, theological, ritual, ethical, institutional or aesthetic expressions of the religion(s) studied;
B8. discuss and demonstrate where appropriate critical comprehension of the religion(s) classical sources and their subsequent interpretation in different historical periods and in different social or geographical settings;
B9. evaluate and critically analyze a diversity of primary and secondary sources, including materials from different disciplines;
B10. demonstrate comprehension of and critically analyse a range of themes, debates and methods of the discipline and where appropriate related disciplines (e.g., history, philosophy) and evaluate a range of critical scholarship associated with this discipline;
B11. demonstrate sophisticated understanding of the multi-faceted complexity of religions, for example in the relationship between specifically religious beliefs, texts, practices and institutions, and wider social and cultural structures, norms, aesthetics and aspirations;
B12. demonstrate intellectual flexibility through the practice of a variety of complementary methods of study: philosophical, historical, and systematic/dogmatic;
B13. demonstrate awareness of and critical assessment of aspects of religious contributions to debate in the public arena about values, truth, beauty, identity, health, peace and justice;
B14. demonstrate a sophisticated understanding of how personal and communal identities and motivations are shaped by religion, how this has both constructive and destructive effects, and how important such identities are;
The 'core academic skills' listed in section B are drawn directly from the QAA Subject Benchmarking Statement for Theology and Religious Studies (http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/theology.pdf), with appropriate modifications.
Teaching/learning methods and strategies
See above
See above
Personal and key skills:
Able to:
C15. undertake independent work within broad guidelines;
C16. shape information independently into a coherent and creative account;
C17. demonstrate critical and creative thought;
C18. make critical and independent use of written sources;
C19. find, evaluate and use on-line materials;
C20. demonstrate sensitive and critical understanding of the differences between the practices and traditions of various groups;
C21. reflect critically on their own learning experience;
C22. communicate clearly in written and oral forms;
C23. participate appropriately in a learning group;
C24. discuss sensitive issues with appropriate generosity.
D Confirmation of conformity with the relevant subject benchmark statement, or rationale for non-conformity
Teaching/learning methods and strategies
See above
See above
Support for students and students' learning
At Exeter, the University Library maintains its principal collections in the main library buildings on the Streatham and St Luke's campuses, together with a number of specialist collections in certain Colleges. The total Library collection comprises over a million volumes and 3000 current periodical subscriptions. Information Technology (IT) Services provide a wide range of services throughout the Exeter campuses including open access computer rooms, some of which are available 24 hours, 7 days a week. Additionally, some Colleges have their own dedicated facilities. Helpdesks are maintained on the Streatham and St Luke's campuses, while most study bedrooms in halls and flats are linked to the University's campus network.
On the Tremough campus in Cornwall, the Learning Resource Centre contains a library of 70,000 volumes and some specialist collections. IT Services provide a range of central services, including open and training clusters of PCs (available on a 24/7 basis) within the Centre, while some Colleges have additional dedicated facilities. Network access is available from all rooms in the hall of residence on site.
It is University policy that all Colleges should have in place a system of academic and personal tutors for their students. A University-wide statement on such provision is included in the University's TQA Manual.
Additionally, the following units at Exeter between them provide a wide range of student support services:
- Student Counselling Service
- Study Skills Service
- Student Advice Centre (Students Guild)
- Chaplaincy
- International Office - Study Abroad Office
- Student Health Centre
- Family Centre (Streatham campus)
- English and Foreign Language Centres
- AccessAbility
The University Careers Advisory service provides expert advice to all students to enable them to plan their futures, through guidance interviews, psychometric testing, employer presentations, skills events, practice job interviews and CV preparation.
On the Tremough campus, student services are provided by the Combined Services for the University and for Falmouth College of Arts (with which the University shares the campus).
All Colleges are required to possess Student/Staff Liaison Committees, which allow students to contribute directly to the enhancement of educational and other provision at discipline level.
In addition to the above the College provides the following:
- A personal tutor system;
- A Team Skills Development Programme;
- Student Handbooks and module guides (available on the College website);
- Access to teaching staff - times when staff are available are posted on office doors and contact email addresses provided in student handbooks;
- Student representation at Department meetings.
Admission criteria
Students do not need any qualifications in Religious Studies, and a Theology degree course suits people with a very wide range of academic backgrounds.
Our standard offer is in the range ABB-BBB for those taking A-levels - or an equivalent level of achievement for those taking other qualifications. We decide offers on an individual basis, and are prepared to make lower offers in many cases. We do not usually include General Studies A-level in our offers, but all other subjects are acceptable.
As well as seeking good quality A-Level applicants, we target non-standard entry (NSE) applicants with the potential to benefit fully from the programme. With mature-age students we look for recent educational attainment in any area, and/or relevant work experience.
Regulations of assessment and academic standards
Each academic programme in the University is subject to an agreed College assessment marking strategy, underpinned by institution-wide assessment procedures. The security of assessment and academic standards is further supported through the external examiners appointed for each programme. Their responsibilities are described in the University's code for external examiners and include access to draft papers, course work and examination scripts. Attendance at the Board of Examiners and the provision of an annual report are both required. Clear procedures are also in place for the monitoring of these annual reports at both School and University level. See the University's TQA Manual for details of these processes (http://as.exeter.ac.uk/support/admin/staff/qualityassuranceandmonitoring/tqamanual/).
Indicators of quality and standards
The University and its constituent Colleges draw on a range of data in their regular review of the quality of provision. The annually produced Performance Indicator Dataset details admission, progression, completion and first career destination data, including comparisons over a five-year period.
The Department was last the subject of a QAA review in May 2001, where its provision was awarded 23 points (excellent). The review report can be read at http://www.qaa.ac.uk/reviews/reports/subjectLevel/q356_01.pdf.
Methods for evaluating and improving quality standards
The University has procedures in place for the regular review of its educational provision, including the annual review of both modules and programmes which draw on feedback from such sources external examiner's reports, student evaluation, student achievement and progression data. In addition, subject areas are reviewed every three years through a subject and programme quality review scheme that includes external input. These procedures are recorded in codes of practice contained in the TQA manual.


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Movie Snap mode on SX1 IS?
Started Sep 27, 2008 | Discussions thread
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Movie Snap mode on SX1 IS?
Sep 27, 2008
Canon USA site states SX10 IS has movie snap mode on its feautures that lets you capture still images while shooting a movie. Is this feauture available on SX1 IS while shooting 1080p?
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- This event has passed.
30th Annual Awards Program: Celebrating the Stars of Supplier Diversity
October 1, 2013 @ 5:00 pm - 10:00 pm EDT
Event Navigation
The MMSDC 30th Annual Awards Program celebrates the business relationships between major corporations and minority-owned firms. During this event, the MMSDC honors major corporations for their commitment to supplier diversity as well as for purchasing products and services from minority-owned businesses.
The evening begins with a Finalists Cocktail Reception at 4:30pm, followed by a General Reception & Strolling Dinner at 5:00pm. The Awards Presentation begins at 7:00pm and the night closes with desserts and networking immediately following the program.


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The Trial of Batman
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Description: Bruce Wayne is put on trial by the last lawyer he ever wanted to see.
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text:
Golf scramble to benefit Big Brothers Big Sisters of Central Florida will be at Suntree Country Club on Friday.
- Filed Under
Book club: Kari's Book Club will meet at the Suntree-Viera Public Library, 902 Jordan Blass Drive, from 10 a.m. to noon Wednesday. The featured book will be "The Light Between Oceans" by M.L. Stedman. Call 321-255-4405.
Fun Yoga Flow classes: Playful yoga class for all levels will be offered at Aloha Fitness, 716 S. Patrick Drive, Satellite Beach, from 1 to 2 p.m. Wednesdays. There is a suggested donation of $5-$10 per class. Call 321-776-5509 or email email@example.com.
Yoga for young dancers: Yoga class for dancers ages 9-12 will be at Dance Arts Centre, 1855 South Patrick Drive, Indian Harbour Beach, from 4:45 to 5:30 p.m. Wednesdays. The cost is $50 per month. Call 321-777-2155 or visit danceac.org.
Fun Yoga Flow classes: Playful yoga class for all levels will be offered at Dance Arts Centre, 1855 South Patrick Drive, Indian Harbour Beach, from 5:45 to 6:45 p.m. Wednesdays. There is a suggested donation of $5-$10 per class. Call 321-766-5509 or email email@example.com.
Ballroom dance lessons: Lessons start at 6:30 p.m. Wednesdays at Wickham Park Senior Center, 2785 Leisure Way, Melbourne. Each month features a different ballroom dance lesson. Participants will have the chance to learn the advance waltz, samba, and more. The cost is $7 per class. Call 321-258-3805.
Beachside Fall Festival: The event will be from 5 to 10 p.m. Thursday, 5 to 11 p.m. Friday, noon to 11 p.m. Saturday, and noon to 6 p.m. Sunday at Holy Name of Jesus Church, 3050 SR A1A, Indialantic. Admission is free. Ride ticket cost is $1 per ticket. Each ride requires 3 to 4 tickets. On Thursday and Sunday arm bands for all day of rides is $20. Call 321-773-1630.
Paint with abstract artist: Abstract artist Jeff Filipski will teach from 7 to 9 p.m. Thursdays at Off Center Art Center, 559 W. Eau Gallie Blvd., Melbourne. Bring a canvas and a drink. The cost is $35 per class. Call 321-610-7116.
Book club: Book discussion group will meet at the Suntree-Viera Public Library, 902 Jordan Blass Drive, Melbourne, from 9 to 10:30 a.m. every fourth Thursday of the month. Call 321-255-4404.
Caregiver support group: One Senior Place, 8085 Spyglass Hill Road, Viera, will host a caregiver support group from 10 to 11:30 a.m. every second and fourth Thursday. The group is designed for those caring for loved ones with dementia and memory loss. Call 321-253-6320 or visit oneseniorplace.com.
Farmers market: The market is from 3 to 7 p.m. Thursdays at Wickham Park Pavilion, 3845 N. Wickham Park, Melbourne. Call 321-633-1703.
Brevard Classic golf scramble: Golf scramble to benefit Big Brothers Big Sisters of Central Florida will be at Suntree Country Club, 1 Country Club Drive, Melbourne, at 1 p.m. Friday. The cost is $75 per person or $300 per foursome. Call 321-242-6249 or visit bbbscfl.org/brevardclassic.
Fall Festival and Oktoberfest: Viera Fall Festival and Oktoberfest will be adjacent to the Brevard County School Board, 2700 Judge Fran Jameson Way, Viera, starting at 6 p.m. Friday, from 10 a.m. to midnight Saturday and from 11 a.m. to 6 p.m. Sunday. The event will feature arts and crafts, pumpkin carving, hay rides, German foods and beers, and more. It is free to attend. Call 407-616-8130 or visit viera.com/events.
Art and poetry: Artist and poet Kyle Heinly will host Spoken Word Outspoken from 8 to 11 p.m. every fourth Friday at Off Center Art Center, 559 W. Eau Gallie Blvd., Melbourne. The event is open stage for poets. Call 321-610-7116 or visit ocacoffcenterartcenter.com.
Fall movie in the park: Free movie will be at Spyglass Hill Park, 7550 Spyglass Hill Road, Suntree, at 6 p.m. Friday. The event will feature a costume contest, spooky hayride, inflatables and games. Food and snacks will be available for sale. Call 321-242-8960 or visit suntreeflorida.com.
'The Haunted Island': The Satellite Beach Jr. Theatre workshop for kids will perform "The Haunted Island" at the Scotty Culp Auditorium, 565 Cassia Blvd., at 7 p.m. Friday. The cost is $3.50 at the door. Call 321-773-6458.
'Comedy, Cocktails, & Magic': The 10-13 Club of Brevard, an organization of retired and active duty police officers, will present a dinner and show at the Crowne Plaza Oceanfront, 2605 N. SR A1A, at 7:30 p.m. Friday. The show will feature "New Jersey's Bad Boy of Comedy," Mike Marino. The cost is $40 per person or $350 for a table of 10. Call 321-220-9269 or visit bc1013club.org.
TGIF Seaside Piecemakers: Quilters group will meet at the Suntree-Viera Public Library, 902 Jordan Blass Drive, from 9 a.m. to 1 p.m. every second and fourth Friday of the month. The group does not meet in December. Call 321-255-4404.
Medicaid seminar: Aging Matters will lead a seminar on "Medicaid and Planning for Tomorrow" at the Satellite Beach Public Library, 751 Jamaica Blvd., at 1:30 p.m. Friday. It is free to attend. Call 321-269-1511 or email email@example.com.
Paws in the Park: The event will be 9 a.m. to 1 p.m. Saturday at Wickham Park Pavilion, 3845 N. Wickham Park, Melbourne. Features include at dog walk-a-thon around the park, a costume contest, companion and pet look-a-like,best pet trick contest, vendors, pet psychic, and more. The three biggest pledges from walk-a-thon receive a prize and the first 75 pledges of $20 or more will receive a "Paws in the Park" T-shirt. Proceeds benefit Central Brevard Humane Society. Call 321-636-3343 or visit crittersavers.com.
Masquerade ball: Sanlahi, Inc. will host the event to promote Philippine culture at the Holiday Inn Melbourne-Viera, 8298 N. Wickham Road, from 6 to 11 p.m. Saturday. The event will feature dinner, dancing, silent and live auctions, door giveaways, and poster contests. The cost is $40 per person. Call 321-960-5454 or visit sanlahi.org.
Epilepsy walk: The walk starts at 10 a.m. at Wickham Park amphitheater, 2500 Parkway Drive, Melbourne. Features include food, entertainment, silent auction, and more. Participants are encourage to wear their Halloween costume. Registration starts at 9 a.m. Proceeds benefit Epilepsy Association of Central Florida. Call 866-864-1416, ext. 102.
Free Art Saturdays for kids: Free art class for kids will be at Off Center Art Center, 559 W. Eau Gallie Blvd., Melbourne, from 10 a.m. to noon every Saturday. Space is limited, so registration is required. Call 321-610-7116 or email firstname.lastname@example.com.
Eau Gallie farmers market: The market is open from 8 a.m. to 2 p.m. Saturdays at Eau Gallie Arts District on Eau Gallie Boulevard and Highland Avenue in Melbourne. Call 321-917-0721 or visit brevardfarmersmarkets.com.
Author David Sedaris: Humor author David Sedaris will perform at 7 p.m. Sunday at King Center, 3865 N. Wickham Road, Melbourne. The show will feature a 60 minute reading by Sedaris followed by audience questions. Tickets start at $43. Call 321-242-2219 or visit kingcenter.com.
Pastel painting class: Deb Pettigrew will lead a class in pastels for all levels at the Art Gallery of Viera, 2261 Town Center Ave., Suite 101, from 6 to 8 p.m. Tuesdays or from 10 a.m. to noon Sundays. The cost is $20 per class or $75 for 4 classes. Call 321-749-1153 or email firstname.lastname@example.com.
'Fall Colors' concert: The Space Coast Flute Orchestra will give a free concert of fall-inspired music at Suntree United Methodist Church, 7400 N. Wickham Road, at 3 p.m. Sunday. There is no cost, but donations will be accepted. Call 321-385-7236 or visit scfo.org.
'Music on the Hill': The Creative Arts Foundation of Brevard will host a free concert at the Friendship Fellowship of Pineda, 3115 Friendship Place, Suntree, at 4 p.m. Sunday. Call 321-254-3398 or visit creativeartsbrevard.org.
Trunk or Treat: The free event will be from 5 to 7 p.m. Sunday at Ascension Lutheran Church, 1053 Pinetree Drive, Indian Harbour Beach. Features include trunk or treating, drinks, hotdogs, and games. Costumes are encouraged. Call 321-773-1815.
Brevard Workforce Mobile Express Unit: The mobile career center will provide job assistance services for mature workers at One Senior Place, 8085 Spyglass Hill Road, Viera, from 8:30 a.m. to 2 p.m. Monday. Call 321-394-0511.
Creative cards and gift-making: Ree Nathan will lead the class on creating greeting cards, gifts or gift bags at the Art Gallery of Viera, 2261 Town Center Ave., Suite 111, Viera, at 10:30 a.m. and 1:30 p.m. Monday. The cost is $12 per class, and materials are included. Call 321-773-0095 or email email@example.com.
Book club: Barbara's Book Chats club will meet at the Satellite Beach Public Library, 751 Jamaica Blvd., at 1 p.m. Monday. The featured book will be "The Girls of Atomic City" by Denise Kiernan. Call 321-779-4004 or email email@example.com.
Sign Language for kids: Kids ages 7-15 will learn basic sign language at the David R. Schechter Community Center, 1089 South Patrick Drive, Satellite Beach, from 6:30 to 7:45 p.m. Mondays through December 2. The cost is $30 per session. Call 321-773-6458.
'Menopause the Musical': The show starts at 7:30 p.m. Tuesday at King Center, 3865 N. Wickham Road, Melbourne. Tickets start at $50.50. Call 321-242-2219 or visit kingcenter.com.
YogaKids classes: Class for kids ages 5-10 will be at Aloha Fitness, 716 S.Patrick Drive, Satellite Beach, every Tuesday from 4:30 to 5:15 p.m. The interactive class features topics on math, science, reading, and more while incorporating yoga. The cost is $10 for a single class, or $32 for 4 classes. Call 321-766-5509 or email email@example.com.
Kidstuff guitar classes: Kids ages 7-15 will learn guitar and vocal skills at the David R. Schechter Community Center, 1089 South Patrick Drive, Satellite Beach, at 5, 6 or 7 p.m. Tuesdays. The cost is $70 per month. Call 321-243-7598 or visit kidstuffbymelany.com.
'Kicking Cancer for Our Team': Pizza Gallery & Grill, 2250 Town Center Ave., Viera, is requesting donations of $0.50 each to benefit two team members who are facing breast cancer. Call 321-633-0397 or visit pizzagalleryandgrill.com for information.


text:
My co-workers know this already, but I figured I'd share it here anyway. I'm a bit like a 'kid on Christmas' when the mail comes—I always run down to the mailbox and pick it up and then sort through it myself. Oh well, we all have our idiosyncratic little tendencies and this one is one of mine. Any way, every so often, I get a letter from the BBB in the mail. I don't know why they don't switch to E-mail, but that is neither here nor there. Their letters could be a number of things, like an advertisement from a fellow member company, our annual membership dues, or it could be a complaint from a customer.
Last February (2009) I got a letter from our local BBB chapter, which came at an odd time, and wasn't a complaint, bill or ad. It was a certificate, made out to SingleHop. We were being honored by the BBB for a full calendar year (2008) without them receiving as much as a single customer complaint about us. Naturally, I was ecstatic about the certificate, and ran to my keyboard to post about it on this Blog. Then, I hung it proudly on the wall by the entrance to our office, front and center.
I'm very happy to announce that it happened again for '09, and now there are two certificates hanging on the wall. SingleHop has not been the subject to even so much as one BBB complaint in both 2008 and 2009, and that's something that most web hosts, including almost all of our competitors, can't claim.


text:
In-store prices may be even lower than sale prices shown below!*
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Event/Sale Pricing discounts are off the compare at price. Compare at price is using soley as a guide to compare products and prices in the marketplace which may, or may not have resulted in our actual sales.
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Add this stylish bar to your entertainment space for a fun and functional environment where friends and family will love to gather. The bar has a generous table surface so you can pull up a bar stool and relax. The back side features a generous work surface, with two cabinet doors below with spacious enclosed storage for all of your entertainment items. A wine rack and stemware racks make this bar a great choice, keeping everything you need close at hand. Sleek clean lines, contemporary silver handles, and tapered feet create a sophisticated style that will blend easily with your contemporary home. Pair this bar with bar stools from this collection to create everyone's favorite hangout spot.
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5150 Hwy 52 North
Rochester, MN 55901
(507) 288-2101
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text:
List<Object> list = new ArrayList<Object>();
list.add(new Bus());
Harshit Rastogi wrote:Hi
If you try following code:
List<Object> list = new ArrayList<Object>();
list.add(new Bus());
The second line will give compile time error even though Bus is an Object. Similar thing is happening in your code. You are trying to retreive Object from list c which has Bus objects.
Rob Prime wrote:When I decompile test.class this is the contents of the main method (I've added the comments):
ArrayList arraylist = new ArrayList(); // a
arraylist.add(new Car());
ArrayList arraylist1 = arraylist; // b
ArrayList arraylist2 = arraylist1; // c
arraylist2.add(new Bus());
// for loop starts here
Bus bus;
for(Iterator iterator = arraylist2.iterator(); iterator.hasNext(); System.out.println(bus))
bus = (Bus)iterator.next();
As you see, even though you don't use the declared generic type Bus, the compiler does.
Sam Mercs wrote:Can you post the source code for this? It cannot be the original source code? The for loop of the original source code is
for (Object obj : b) //------------------(A)
which should decompile to
Object obj;
for(Iterator iterator = arraylist1.iterator(); iterator.hasNext(); System.out.println(obj))
obj = iterator.next();
Rob Prime wrote:
Right. I should have mentioned that code was decompiled with the for-loop over c, not b. It therefore uses c's generic type. With b everything works fine because it doesn't cast the contents.
Rob Prime wrote:Probably a difference in compilers.
Rob Prime wrote:But does Eclipse use that one? I can clearly see an exe called "eclipsec.exe" in my Eclipse installation folder. That looks to be Eclipse's own internal compiler.


text:
Does it translate profiles, groups, group directories and member directories as well?
On the link it only mentions
- activity streams
- bp elements
I assume activity stream translations are automatic, using an API from Google or Bing.
But I am more interested in WPML-style manual translation of profiles in particular, through also of group pages (including things like group names)
Just to clarify, I am not asking if it translates profiles, groups, etc, automatically but rather whether like WPML it allows manual translation of these things…


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Cmdr. Bugart is a native of Cocoa Beach, Florida. He is a 1979 graduate of the U. S. Naval Academy at Annapolis, MD where he earned a Bachelor of Science degree in Management and Technology. Upon graduation, he reported to NAS Pensacola, Florida and later to NAS Kingsville, Texas for flight training. He was designated a Naval Aviator in April 1981. His first assignment after earning his wings was with the Hellrazors of VA 174 at NAS Cecil Field, Florida where he qualified as a Light Attack pilot in the A-7E Corsair II. His first fleet squadron was VA 86 flying from the deck of the USS EISENHOWER(CVN-69) in the Mediterranean Sea. Cmdr. Bugart made two deployments with the Sidewinders as the Schedules, NATOPS and Quality Assurance Officer. During this tour he was selected for transition to the F-14 Tom Cat and was subsequently transferred to the Tophatters VF-14 in Oceana NAS , Virginia, to undergo Tom Cat training.We reserve the right to replace any of the patches, based on availability.
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"I was extremely surprised," Dusman said.
Superintendent Joe Padasak said the move was not a demotion.
"Definitely not," Padasak said. "Normally in a demotion there's a loss in pay and benefits. That's not the case here."
"It seems sneaky," said board member Joan Smith. "I knew 'they' were up to something. I just didn't know what."
Smith said "they" referred to administration, including Padasak, and some board members.
Board member Norman Blowers said he was aware "some things were pending."
"It's the administration and possible board members because they're tight with Joe," Smith said.
The meeting will be at 7 p.m. Wednesday in the district's Administration Building, 435 Stanley Ave. Padasak anticipates a packed crowd for the meeting. The meeting room size was recently reduced to accommodate about 50 visitors instead of around 120.
Padasak described Dusman's shift as a "lateral move."
"We wanted a focus on K to 2," Padasak said. "We have significant behavior problems in our kindergarten class. That takes a lot of intervention and coordination doing functional behavior assessments. There's no process in place to do that. We have children entering the district who are not special ed (but warrant behavior evaluations). (Special ed) department has enough to do with their identified children.
A Facebook group titled Stand Up NOW for Cathy Dusman popped up over the weekend and had 723 members by Monday afternoon.
"I find it disheartening that the community has three days to speak to board representatives over such an important position in this district," Dusman said.
Dusman had no comment on if the change was a demotion. She did note that her responsibilities will remain mostly the same, despite the title change.
Dusman was hired as assistant superintendent by former Superintendent Edwin Sponseller in 2003. Padasak started his position with CASD in 2006.
She found out about the change on Friday.
"I was informed by the district solicitor and the superintendent on Friday afternoon that my position as assistant superintendent was recommended to be abolished. I was also informed that for the remainder of my contract I will need to report to Ben Chambers (Elementary School) and I will have an office there. I will no longer be in the administration building for the remainder of my contract."
Dusman was packing up her office in the district's administration building on Monday. If the board approves the change, she will report to Benjamin Chambers on Thursday, where her new office will be located.
Dusman's contract expires on Aug. 25. The position will be abolished at that time. If the board approves the move, Dusman said her new title will be assistant superintendent of early childhood education until her contract expires.
Smith said she began contacting principals around the district to gather their opinions about Dusman. Some didn't return phone calls, but many did and cited "fear" about supporting Dusman publicly, Smith said.
Padasak said he instructed principals who called him not to talk to Smith and talk to board President Stanley Helman instead.
"Everyone I heard from is in support of Cathy's position," Smith said. "They can't understand what's going on, either. I've gotten emails from teachers and administrators and they're scared to death to talk in support of Cathy for fear something will happen to their jobs. That's huge. They're afraid to talk because they're afraid they'll get fired, get bullied or both."
On Aug. 27, Dusman's new position will be dubbed director of early childhood education. The focus of the position centers in pre-kindergarten to second grade.
Dusman will report directly to Padasak. She will no longer be in charge of any elementary schools in the district. Assistant Superintendent Bill Hodge will in be charge of all schools at the elementary and middle levels.
Dusman was in charge of all elementary schools in the district before the 2010-11 school year, she said. At that point, she was stripped of supervision of the district's elementary schools in Chambersburg, which now are under Hodge's domain.
In the latest Pennsylvania System of School Assessment results, six of Dusman's 10 elementary schools - in outlying townships - made AYP in 2012. Of Hodge's five schools - Thaddaeus Stevens Elementary, Andrew Buchanan Elementary, Benjamin Chambers Elementary, Chambersburg Area Middle School North, CAMS South - only Chambers made AYP in 2012.
Chambers and Stevens are listed under the Pennsylvania Department of Education's underperforming schools list. Chambers and Stevens had test scores among the lowest 15 percent across the state, both in 2011 and 2012.
"A lot of (township schools) have received banner recognition from the district in the form of academic gains and academic accomplishments," Dusman said. "I am extremely proud of the teachers and administrators in the township schools under my supervision. They are dedicated to doing what's right for the students of the township schools."
Messages left for board President Stanley Helman, Vice President Kim Amsley-Camp and board member Anne Boryan were not returned before 4:30 p.m. Monday.
Brian Hall can be reached at 262-4811 and firstname.lastname@example.com, or follow him on Twitter @bkhallpo.


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