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VANA, KIMBERLY D. MS; SILVA, GRACIELA E. PhD, MPH; MUZYKA, DIANN PhD; HIRANI, LORRAINE M. MSN
Author Affiliation: College of Nursing & Health Innovation, Arizona State University, Phoenix.
Reprinted from Vana KD, Silva GE, Muzyka D, Hirani LM. Effectiveness of an audience response system in teaching pharmacology to baccalaureate nursing students. Comput Inform Nurs. 2011;29(6):326-334.
DOI: 10.1097/NCN.0b013e3181f9dd9c.
The authors do not belong to speaker bureaus that promote audience response system technology. No external funding was received for this project.
Disclaimer: Authors declare no conflict of interest.
Corresponding author: Kimberly D. Vana, MS, College of Nursing & Health Innovation, Arizona State University, Downtown Campus, 500 N Third St, Phoenix, AZ 85004-0698 (email@example.com).
It has been proposed that students' use of an audience response system, commonly called clickers, may promote comprehension and retention of didactic material. Whether this method actually improves students' grades, however, is still not determined. The purpose of this study was to evaluate whether a lecture format utilizing multiple-choice PowerPoint slides and an audience response system was more effective than a lecture format using only multiple-choice PowerPoint slides in the comprehension and retention of pharmacological knowledge in baccalaureate nursing students. The study also assessed whether the additional use of clickers positively affected students' satisfaction with their learning. Results from 78 students who attended lecture classes with multiple-choice PowerPoint slides plus clickers were compared with those of 55 students who utilized multiple-choice PowerPoint slides only. Test scores between these two groups were not significantly different. A satisfaction questionnaire showed that 72.2% of the control students did not desire the opportunity to use clickers. Of the group utilizing the clickers, 92.3% recommend the use of this system in future courses. The use of multiple-choice PowerPoint slides and an audience response system did not seem to improve the students' comprehension or retention of pharmacological knowledge as compared with those who used solely multiple-choice PowerPoint slides.
Educators have promoted inquiry, teaching through questioning, to engage students dynamically in the attainment and retention of knowledge and skills. Traditionally, students have assumed passive roles, observing the instructors' performances, rather than actively participating with instructors and peers.1-4 Often, lectures present new knowledge, but lack dedicated time for teaching higher-order thinking skills such as analysis, synthesis, and problem-solving.1-4 Inquiry may be used to teach these higher-order thinking skills and increase student participation.4 However, encouraging student participation in large-lecture courses can be daunting due to time constraints and the reticence of pupils to ask or answer questions in front of large groups.
Audience response system (ARS) technology can address this need for increased interactivity and critical thinking in a large-classroom environment.1,2,5 Students' use of an ARS may promote student comprehension and retention by offering each learner several chances to participate in class, anonymously answering questions posed by the instructor. Researchers have suggested that students are satisfied with the use of ARSs, but the research is mixed on whether the use of these systems actually increases test scores. This study sought to investigate whether students' use of an ARS to answer multiple-choice PowerPoint (MCPP) slides (Microsoft, Redmond, WA) is more effective in increasing test scores than using MCPP slides alone.
An ARS is a communication technology that allows participants to interact with the lecturer; many of these systems seamlessly merge with PowerPoint presentations.2 The lecturer may post multiple-choice or true-false questions on a PowerPoint slide, and then each student answers by pressing an individual keypad button corresponding to his/her answer. These keypads, or clickers, use infrared, radio frequency, Bluetooth, or Wireless Fidelity (Wi-Fi) technology to communicate with a receiver, which is plugged into a universal serial bus (USB) port on the podium computer.1,6,7 After polling the audience, a bar graph of the classroom responses is displayed on a projected slide. The graph allows the presenter to gauge the level of participant understanding immediately and discuss the correct and incorrect answers.3 The lecturer may choose to review previous content, tailoring the lecture to comprehension level.1,2,8-15 The responses of each individual may be saved and then later printed in a variety of report formats.16,17 Thus, the responses to the ARS questions may be compared with future test scores if desired.
As new communication technologies become available, ARSs continue to advance. Currently, radio frequency is preferred to infrared technology because it accommodates larger audiences with less interference and does not require that the keypads be aimed at the USB receiver while inputting answers.1,16,17 Enterprising researchers are experimenting with using PDAs to communicate with the audience response receivers.1,7 In addition, student terminals or full laptop keyboards may allow participants to enter their answers to open-ended questions. The instructor may randomly select a student's typed response to project on the slide.18 Some students, however, may find laptops too cumbersome to tote to class and too slow to activate.19 Thus, laptop use in large lecture-class environments may be seen as burdensome by students.
The use of ARSs may increase active learning by students in large lecture classes5,13,20 and in small groups.1,3,6,21,22 When inserting MCPP slides within a lecture, other content slides must be omitted to stay within the lecture's allotted period. In addition, the lecturer must allow more time for each MCPP slide to present the question, discuss the correct and incorrect answers, and possibly reteach the content area. Thus, the use of an ARS may decrease the amount of lecture content that may be addressed.1,6,9 Increased student comprehension may, however, outweigh this time limitation. In addition, increased lecture preparation time is required to develop questions that encourage application, synthesis, and problem solving.3
Students, as well, have said that using the ARS helps them to judge their understanding of the content2,8,11,15 and provides them the safety of answering anonymously.1,2,6,9,11,23-25 Many students believe that the ARS questions help them perform better on quizzes and examinations.2,13 Stein et al13 stated that 89% of nursing students perceived a beneficial effect of discussing distracters, citing increased comprehension of the lecture content. In addition, the ARS questions may assist students in becoming familiar with the lecturer's test-question formats.13 Students may have "emotional" investments in their responses, which increase their attentiveness6 and participation.5,10,14 Lastly, the use of ARS positively influences class attendance.6,22,26 Overall, this technology has been widely embraced by students.2,6,8,11,17,20,27,28 This may be due to the partitioning of lecture content into small, manageable units and allowing students intermittent breaks from the lecture while increasing student engagement and attention.3,6,11-13,27,29 DeBourgh2 suggested that ARS questions be used every 20 minutes to prevent "cognitive overload."2(p81) Miller et al12 demonstrated that students assign higher lecturer evaluation scores to instructors who use an ARS.
Some researchers, however, have suggested that satisfaction levels are greater in the freshman-sophomore level courses than junior-senior level courses.20 They suggest that students may appreciate an ARS more when studying an unfamiliar topic. Some students have registered dissatisfaction with the use of an ARS in taking attendance,6 and others resent the increased expectation to participate in class.2 Of course, students have been known to deceive,6 responding with multiple keypads on quizzes and attendance.
Although students are generally satisfied with audience response technology, the literature is mixed on whether the students' use of ARSs increases student performance on test scores. Some researchers have demonstrated clear increases in test scores in ARS-enhanced lecture courses rather than typical lecture courses.19,22,28-30 Crossgrove and Curran20 found that students performed significantly better on test questions that had been discussed previously in ARS-enhanced lectures. However, retention of course material may be greater in introductory versus junior-senior level courses. Preszler et al26 discovered that the test scores improved as the lecturer's use of ARS questions increased. Other research showed no difference in test scores between courses utilizing didactic lectures versus lectures that incorporated ARS.11-13
The conflicting results on ARSs' ability to positively affect test scores could be attributed to how closely ARS questions parallel test content, the frequency of MCPP slides within the lecture, differences between freshman-sophomore and junior-senior course content and student expectations, the instructors' experience with inquiry, or other confounding variables, such as student age. In addition, the lecturer may have already incorporated inquiry or small group work into his/her course; thus, one more method of encouraging student engagement, ARS, may not result in further statistically significant score increases.20 Although ARSs may increase scores in traditional, didactic courses with one-way communication, this technology may not add any advantage in courses that already engage the learner in two-way communication. Ultimately, the interaction between pedagogy and ARS use defines learning outcomes,9 and the proposed benefits of ARSs must justify institutional and student keypad costs.3
Nursing researchers are beginning to investigate the use of ARSs to augment the acquisition and retention of nursing knowledge by nursing students. Three nursing studies evaluated the impact of ARSs on course test scores8,11,13; only the study by Abdallah8 showed increases in test scores. In 1995, Halloran11 investigated the use of computer-managed instruction (CMI) and keypads in a medical/surgical course taught to baccalaureate junior nursing students. The experimental group (14 students) used CMI and keypads in the lectures, whereas the control group (14 students) was taught the same content by the traditional lecture format, including discussion, overheads, and oral questioning. Both groups took the same three multiple-choice tests. The differences in test scores between groups were not significant; no differences in test scores were found between those nursing students who used CMI and those who participated in traditional lectures.
Stein et al13 investigated the use of an ARS for pretest reviews in two successive freshman nursing anatomy and physiology courses (155 and 128 students, respectively). The students received three ARS test reviews and one traditional, lecture-format review prior to the examinations in each course. The ARS test review used a Jeopardy! game format (a television game show in which contestants are presented with answers and must respond with the correct question) with 25 questions. The question formats included multiple-choice questions, true-false questions, and labeling of diagrams. The 92% of students voiced positive satisfaction with the ARS technology. Most of the students (94%) perceived a beneficial effect on their test scores, although the test averages were not significantly higher in tests that followed an ARS review. If the students answered poorly on the ARS question in class, they generally gave significantly more correct responses on a similar test question when it was on the examination. Eighty-nine percent of the students felt that discussing the distracters, or wrong answers, to the ARS questions assisted their comprehension of the lecture content.
In fall of 2006, Abdallah8 investigated the effects of using a personal response system (PRS) with 71 junior nursing students in a nursing foundation course. Students were awarded extra participation points if they used their clickers in all classes. Initial and midterm assessments of the PRS were completed. Students' exposure to PRS questions resulted in 70% or more students correctly answering the same or similar content questions on the course quizzes; 80% to 92.5% answered these questions correctly on the midterm. The higher percentage of students answering correctly on the midterm may be due to the students' realizations that the quiz questions came from the PRS slides. At midterm, 67% of the students felt that the PRS assisted them in understanding the lecture content, as compared with 56% on the first day of class. Thus, clearer understanding of what constituted core content may have led to higher test scores, rather than PRS use. Studies are needed to separate the effects of active participation from that of ARS use.
Lastly, DeBourgh2 conducted an online survey of 92 advanced nursing therapeutics course students on their satisfaction levels with ARS use. Sixty-five students completed the anonymous questionnaire 1 week before the end of the semester. Most of the responding students (75.8%) recommended continued use of clickers, and 66% believed that the ARS increased their quiz and examination scores. Fifty-three percent came to class "better prepared."2(p83) DeBourgh2 did not evaluate the impact of ARS use on test scores.
The primary objective was to evaluate whether a lecture format using MCPP slides and an ARS was more effective than a lecture format solely using MCPP slides in the comprehension and retention of pharmacological knowledge among baccalaureate nursing students. In addition, this study sought to evaluate the students' satisfaction with the course, their perceived comprehension and retention of knowledge, and their satisfaction with the use of ARS technology.
This quasi-experimental study used convenience samples. The control group consisted of 55 baccalaureate nursing students enrolled in a nursing pharmacology course at the downtown campus of a large state university in fall 2007. This group attended lecture classes that used MCPP slides interspersed throughout the lectures. The intervention group comprised 78 baccalaureate nursing students enrolled in the same nursing pharmacology course at the west campus of the same university in fall 2007. This group attended classes with MCPP slides interspersed throughout the lectures and used an ARS to input their answers to the multiple-choice questions listed on the slides; radio-frequency keypads were used. The students were assigned to the only pharmacology course taught on their campus; thus, the students were unable to self-select the course based on pedagogy. Both groups had the same instructor, lecture slides, and content material for all semester class periods.
Students in both courses were invited to participate in this study during the first class periods. They were assured that their decision to enroll or decline would not affect their course grades and that all data collected would be coded to ensure anonymity and confidentiality. They were also advised that they could drop out of the study at any time. Students' answers to the MCPP slides and the test questions were coded so that their responses were not linked to their names. In the control group, 56 of 60 students chose to participate, and one later withdrew from the course. Another pupil chose not to complete the satisfaction questionnaire at the end of the semester. In the intervention group, 79 of 81 students agreed to participate; however, one additional student withdrew from the course. An exemption for this study was obtained from the university institutional review board.
All subjects in the control and intervention groups were asked to complete the demographic questionnaires during the first class period. Completion of the demographic questionnaire was considered consent to participate in the study. The demographic questionnaire included questions on age, sex, ethnicity, and prior educational degrees. In addition, the demographic questionnaire gathered information about previous ARS experience with courses or educational offerings, previous experience with healthcare or information technology, and familiarity with instant messaging and/or text messaging (categorized into 0, 1-25, 26-50, 51-75, 76-100, and >100 texts per week). The demographic characteristics between the control and intervention ARS group were compared using the Pearson's χ2 test. Student's t test was used to compare mean age between groups. P ≤ .05 was chosen for significance for all tests.
Each student in the intervention group at the west campus purchased an ARS keypad or clicker from the university bookstore, whereas the control group at the downtown campus did not purchase clickers for the pharmacology course. Each student's keypad was assigned an identifying number, which was linked to the student's name by an ARS participant list. All responses entered into each keypad were saved to a computer file after each lecture. The coded answers for each multiple-choice question (ARS and test) were then inputted into the study data for those students who chose to participate in the study. Each correct ARS answer was coded as 1; all other answers were coded as zeros. Data from students who scored zeros for all ARS questions in a lecture were presumed to be absent or nonparticipatory and were dropped from the analysis of ARS responses for that lecture. For a given lecture, 78 to 48 students utilized their clickers (mean, 66.2; mode, 72; median, 70). Because attendance was not mandatory, not all students attended each class period. In addition, students occasionally forgot their clickers.
Because some of the students in the intervention group had not yet procured their keypads before the first test, only the ARS data for the lectures covered in tests 2 to 4 were used. The students in the control group were given MCPP slides interspersed among the lecture's content slides and were asked to call out their answers. The instructor read the MCPP questions to both classes and then allowed 10 seconds for the students to respond. For each MCPP slide, the teacher discussed the correct answer and explained why each distracter was wrong to the control and intervention groups.
Students at both campuses were administered the same four-course tests throughout the semester. Each test covered six lecture topics. Each test consisted of six lecture subtests of 10 questions each, for a total of 60 multiple-choice questions. Each test question was worded differently than the ARS practice questions in lecture to encourage understanding of the concept versus memorization of the answers. Because the test score distributions were negatively skewed, the median differences in test scores for tests 2, 3, and 4 were compared between the two groups using the Wilcoxon rank sum (Mann-Whitney) test for independent nonparametric samples.
On the last day of the course, each group was given a satisfaction questionnaire asking the student's satisfaction with the nursing pharmacology course and his/her perceived comprehension and retention of pharmacological knowledge. The survey elicited opinions on the MCPP slides from both groups and on the use of an ARS for the interventional group. The students in the control group were also asked whether they wished they had an opportunity to use the ARS and would they choose a course that utilized an ARS over one that did not. The control group answered 13 questions on the survey; the ARS group responded to 21 questions. The questionnaire had five answer choices: (1) strongly agree, (2) agree, (3) neutral, (4) disagree, and (5) strongly disagree. Responses marked as (1) strongly agree or (2) agree were coded as yes. All other responses were designated as no. The authors chose to separate positive responses, strongly agree and agree from neutral or negative responses, because neutral responses were not endorsements for ARS use. The Pearson's χ2 test was used to compare the differences in percentages between the control and ARS groups on their satisfaction with the MCPP slides.
Subjects in the ARS group were significantly older than the participants in the control group (mean, 27.8 [SD, 9.4] years and 21.4 [SD, 3.0] years, respectively, P < .0001) (Table 1). The subjects in the ARS group were more likely to have prior degrees than those in the MCPP group, reaching a significance level of .007. In addition, the ARS group had more prior ARS course experience than the subjects in the MCPP group (P = .036). No significant differences were found between groups for sex, ethnicity, number of text messages per week, and prior experiences with ARS educational offerings, healthcare employment, and informational technology employment.
No significant differences between groups were found for the overall test scores for examination 2, 3, or 4. The P values were .475, .326, and .207, respectively (Table 2). Likewise, no subtest differences were found between the groups.
Differences in percentages between the control and ARS groups on the satisfaction statements about MCPP slides are presented in Table 3. The answers differed significantly between groups for two statements. The control group was more likely to agree that correct MCPP answers corresponded to correct examination answers (statement 5): 88.9% for the control and 66.7% for the ARS groups (P = .003). However, since the control group's answers to the MCPP slides were not collected, the accuracy of their perception cannot be verified. The ARS group was more likely to disagree that incorrect MCPP answers corresponded to incorrect examination answers (statement 6), 74.4% versus 57.4% (P = .041). The ARS group had performed better on the test questions than on the MCPP questions. The ARS and control groups both agreed that (1) MCPP slides increased understanding of the lecture content (statement 2): 98.7% and 100%, respectively; (2) a discussion of the correct answers to the MCPP slides increased understanding (statement 3): 98.7% and 98.1%, respectively; and (3) a discussion of the incorrect answers to the MCPP slides increased understanding (statement 4): 97.4% and 98.1%, respectively.
In addition, both the ARS and control groups agreed that the MCPP slides influenced content areas studied for an examination (statement 7): 56.4% and 66.7%, respectively. Both the ARS and control groups denied that correct MCPP answers led them to focus less on the content when studying for an examination (statement 8): 75.6% and 75.9%, respectively, but concurred that incorrect MCPP answers led them to focus more on content when studying for an examination (statement 9): 53.9% and 64.8%, respectively. Both groups readily agreed that MCPP slides assisted the students in attaining better examination scores (statement 10), 78.2% (ARS) and 87.0% (control group), and disagreed that the MCPP slides caused the pupils to perform more poorly on the examinations (statement 11): 97.4% (ARS) and 96.3% (control group).
Interestingly, the control group overwhelmingly disagreed with two statements pertaining to ARS use (Table 3). The control subjects rejected statement 12, which declared that they wished they had the opportunity to use the ARS; 72.2% said no. In addition, 77.8% rejected the statement that they would choose an ARS course over a non-ARS course.
Only the intervention group predominantly agreed that ARS use was beneficial (Table 3). The students felt that ARS feedback increased comprehension of the material (93.6%) and increased retention of lecture content (89.7%). Furthermore, the students in the ARS group agreed that the use of an ARS increased their examination scores (64.1%) and did not decrease their scores (97.4%). Most were glad to have the opportunity to use the ARS (94.9%) and would recommend that the ARS be used in nursing pharmacology courses (92.3%) and in other nursing courses (85.9%). In fact, 61.5% of the interventional students would choose an ARS course over a non-ARS course. Because junior-senior students were noted to be less embracing of ARS technology,20 the authors expected that students with prior degrees might not concur; this was not the case. Interestingly, 64.1% of the ARS group would not choose a course that used laptops to answer MCPP questions. Similarly, 83.3% of the respondents would prefer to use clickers versus laptops in answering MCPP questions.
Baccalaureate nursing students who attended nursing pharmacology lectures using MCPP slides and an ARS did not demonstrate increased comprehension and retention of pharmacological knowledge compared with those students relying solely on MCPP slides. There were no significant differences between course test scores or subtest scores between the MCPP and the MCPP plus ARS groups. The ARS group, who had older students with more prior degrees, performed the same as the control group students, who were younger. These results suggested that the use of an ARS did not provide an additional boost to students' test scores, and these results are similar to the findings of Stein et al13 and Halloran.11 The test scores may have been influenced more by the MCPP slides, which increased student engagement in both the ARS and control groups. Thus, MCPP use in both groups may have encouraged active inquiry and positively affected both groups' test scores, resulting in no discernable differences in test scores between groups, as Crossgrove and Curran suggested.20
As Stein et al13 observed, the students believed that ARS use enabled them to comprehend course material and attain higher test scores, even though the test scores were not significantly increased. Similarly, Abdallah8 noted that students felt that the ARS assisted their comprehension of lecture content, and DeBourgh2 remarked that students positively attributed ARS use to achieving higher examination scores. In the current economic climate, the lack of improvement in test scores may outweigh the increased student satisfaction levels when weighing the financial costs of ARSs to the institution and students. However, the merits of obtaining immediate student feedback by the instructor must not be underestimated when concurrently tailoring a lecture to their needs.
This study supports the benefits of inquiry in lecture courses, regardless of ARS use. Students in the ARS and control groups extolled the virtues of using MCPP slides within the lectures. Students in both groups overwhelmingly agreed that MCPP slides increased understanding of the lecture content and that discussion of correct and incorrect answers to the MCPP increased their understanding.
Generally, both groups agreed that correct answers to the MCPP slides corresponded to correct test answers; the students may have already shown mastery during the lecture and retained this learning at testing. Correctly answering MCPP slides in lecture did not lead the students in both groups to study less on that content when studying for a test. Pupils may have felt the need to revisit mastered material, believing the MCPP questions would be on the examination. The two groups disagreed, however, that incorrect answers to the MCPP slides resulted in incorrect answers on the examinations. The ARS group was more likely to disagree that incorrect MCPP answers corresponded to incorrect examination scores. Possibly, these older students had more experience studying for tests and recognized the need to study content areas in which they had difficulty. Students in both groups concurred that incorrect answers to MCPP slides led them to focus on that content when preparing for the examination. This focus may result in postlecture mastery of content. Thus, pupils prepared for examinations by reviewing mastered and nonmastered content.
Interestingly, the students who attended lectures with MCPP slides did not wish for an opportunity to use an ARS. Perhaps they preferred to avoid additional costs. The costs of ARS USB receivers and site licenses are negotiated between the university and vendor. Some of these costs may be passed to students through keypad purchases at the university bookstore. Or the pupils may have been pleased with the MCPP-slide format and been unaware of the advantages of anonymity and histograms provided by ARSs, the control group having significantly less previous ARS experience. Future crossover design studies are needed to investigate the reasons for the students' preferences between MCPP-enhanced lectures with and without ARSs, as well as to compare these MCPP-enhanced lectures with non-MCPP didactic lectures. In addition, studies are needed to determine whether cumulative final test scores are increased by the use of ARSs.
Although the test scores were not significantly different, the histograms of student responses allowed the instructor to tailor the lectures to overall student needs, instead of the vocal few. If instructors use existing ARS technology already established at their institution, they may decrease student costs by requiring one clicker for all courses at that institution. In addition, favorable student responses suggest that this technology improves the educational climate, which may be reflected in students' evaluations of faculty.12 Furthermore, if the control group had been allowed to try the ARS, the students might have embraced this technology.
A limitation of this study is that ARS participants may have chosen to switch clickers with other students without the researchers' knowledge. However, because no points were awarded for attending lecture or for responding to the MCPP slides, there was no incentive for students to exchange their registered clickers. If the students had answered for each other, comparison between the ARS and test responses for each student in the ARS group would have been invalid. The likelihood of the Hawthorne effect is low because the students used MCPP slides and the ARS throughout the semester, which diminishes the effect of novelty on the study's results. In addition, the satisfaction questionnaire has only been tested for content validity. Only questions deemed valid by all authors were kept. No other tests for reliability or validity were done. No validated satisfaction questionnaires on ARS use were found. Lastly, the generalizability of the results is limited because of the use of convenience samples rather than random sampling. These outcomes are specific to baccalaureate nursing students enrolled in a nursing pharmacology course. Further research is required on the impact of ARSs on student learning within other baccalaureate nursing courses.
For more than 19 additional continuing education articles related to education and to access the CE test for this article, go to NursingCenter.com\CE.
This article has been cited 1 time(s).
Audience response system; Computer-assisted instruction; Educational technology; Feedback methods; Interactive-voice response system; Student response system
© 2011 Lippincott Williams & Wilkins, Inc.
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Chief Market Strategist at Amana Capital www.NourHammoury.com كبير استراتيجيي الاسواق في امانة كابيتال Tweets are my own and not my employer's.
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Nour Eldeen M. Al-Hammoury, Chief Market Strategist at Amana Capital, was recently awarded 2nd place in the ArabFXIT international poll of analysts. This award was gained for Inter-Market Analysis reports that were tracked daily and compared to other numerous analysts around the world. One of Nour's major achievements was predicting the economic crisis six months before it hit and he continues to expect further economic panic in Europe. Nour also has a thread on Arabic Traders Forum, the largest pool for Arab traders online. Nour's thread was ranked best with the highest viewers online of more than one million viewers and around a thousand daily visits. Nour specializes in using Intermarket analysis whereby the technical and fundamental markets analyses are merged with the global economy's condition. Nour has been interviewed several times by major TV stations such as CNBC Europe, CNBC Asia, CNBC Arabia, Alarabiya, Bloomberg, Russia Today and Future TV News where he presented some thoughts, discussions and ideas about the world's markets and their directions. Nour earned the position as a CFTe (Certified Financial Technician) from the IFTA (International Federation Technical Analysts) and lately earned FSA Approved person from the Financial Services Authorities in the UK. Nour launched his own website www.NourHammoury.com , the first Inter-Market analysis website in the Middle East and the second website in the world with English and Arabic interface. Moreover, his website, twitter ( www.Twitter.com/NourHammoury ) and facebook (http://on.fb.me/f4UfXZ ) pages are updated on a 24/7 basis along the week and during the weekends as well.
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text:
When Will This Bull Market End? - Real Time Insight
On March 6, 2009 the market officially hit bottom with the
S&P at 666
(yes, that is an ominous place to start something
From there we have enjoyed a healthy and lengthy bull market.
Unfortunately all good things must come to an end. So as active investors it behooves us to contemplate what will bring about the end to this bull rally.
Traditionally these are the 2 main reasons that end a bull market and bring about the next bear.
* Recession on the way.
* Stocks very overvalued.
By far, most bulls find their demise because of a looming recession. However, there are occassions, like in 2000, where valuation was the main concern (read: tech bubble).
The easy money is to say that this bull market will end 4 to 6 months before the next recession. That is because investors have a good track record of sniffing these things out in advance and heading for the exits.
But what is trickier at this time, is to say WHEN it will take place. Pick your time range below and then provide your rationale in the comments section below.
1) Right now
2) By end of 2013
3) First half of 2014
4) Second half of 2014
5) 2015 or beyond.
SPDR-DJ IND AVG (DIA): ETF Research Reports
ISHARS-R 2000 (IWM): ETF Research Reports
NASDAQ-100 SHRS (QQQ): ETF Research Reports
SPDR-SP 500 TR (SPY): ETF Research Reports
To read this article on Zacks.com click here.
Zacks Investment Research


text:
|Introduction to AHA Basic ECG/Pharmacology Course $102
Basic ECG/Pharm is the Pre Requisite for ACLS & PALS
12 Lead ECG Course $102 , Monitor Tech Course $102
ECG+12 Lead ECG or 12 Lead ECG+Monitor Tech= $202
All 3: Basic ECG /Pharm + 12 Lead + Monitor Tech= $302
This 8 hr class is the prerequisite to ACLS or PALS Provider Course. It covers
interpretation of electrocardiograms, and how treat arrhythmias in emergency
cardiac care ECC with defibrillation and medications.
ECG students who want to renew their BLS cards,
bring their unexpired cards, do BLS skills check after ECG class &
get new card BLS card: $40 more.
"If you do not pass that day, you will need to come to another AHA ACLS training@
the Same Cost. No Free Re-do's So, do your homework, and come prepared to
pass the Megacodes the first time"
- Cunningham TC
Books are required in class & students may purchase them in class
or Students may purchase books online
( allow 2 weeks for delivery)
Students may order their books from
WorldPoint ECC 1-888-322-8350 www.eworldpoint.com
ECG & Pharmacology Class:
ECG & Pharmacology Student Workbook:
Item # 90-1069 $22.00
Student must bring their current BLS
CPR HCP Provider Card
|Address of our Classrooms:
In the Castle Building
Third Floor, Suite 302
15424 Hawthorne Blvd.
Lawndale, CA 90260
Office 310-219-0779
Mobile 310-466-9164
|CPRfun.com and Ez-ed.org names and web
pages design and content were Tom and Mary
Cunningham and cannot be copied or used
without written consent of Tom and Mary
Copyright by Tom and Mary Cunningham
The name American Heart Association and its
logo cannot be used without written consent of
the American Heart Association.
Number of people who have visited this web
page since January 2007:
|Please call us in advance to confirm the dates and times of classes.
The American Heart Association strongly promotes knowledge and proficiency
in BLS, ACLS, and PALS and has developed instructional materials for this
purpose. Use of these materials in an educational course does not represent
course sponsorship by the American Heart Association, and any fees charged for
such a course do not represent income to the Association.
|Click on Course You Want Below
|12 Lead ECG Course
Wed 06/03 10:00AM
Wed 07/08 10:00AM
Wed 08/05 10:00AM
Wed 09/09 10:00AM
Wed 10/07 10:00AM
Wed 11/04 10:00AM
Wed 12/09 10:00AM
Wed 01/06 10:00AM
|Basic ECG/ Pharm Course
Tue 06/02 10:00AM Tue 10/06 10:00AM
Tue 07/07 10:00AM Tue 11/03 10:00AM
Tue 08/04 10:00AM Tue 12/08 10:00AM
Tue 09/08 10:00AM Tue 01/05 10:00AM
|Monitor Tech Course
Thur 06/04 10:00AM
Thur 07/09 10:00AM
Thur 08/05 10:00AM
Thur 09/10 10:00AM
Thur 10/08 10:00AM
Thur 11/05 10:00AM
Thur 12/10 10:00AM
Thur 01/07 10:00AM


text:
0-1 Year
B.Tech/BE (CS/IT)
2013-Jul-15 - Last Date to Apply for this Job is Over.
Job Details:
Kerala State Electronics Development Corporation Limited (KELTRON), a premier Public Sector Undertaking in State Sector is on the lookout for following experienced personnel for appointment on contract basis as below:
Technical Assistant
Those with specified experience may apply online on or before 15-07-2013
Please verify the Bonafied of the companies individually, We make every Effort to ensure information on this websiet is authentic, and accurate. How ever it is Advised to verify the bonafied of Employers independently, We advise applicants to exercise caution when receiving emails that look suspicious, Some people might try to get money from you to accept your applications, but this should be considered attempt to fraud and you should never pay anyone to get any jobs through freshershome.com. Please Read Freshershome Privacy Policy!.
FreshersHome.com Is not RSPONSOBLE for anything in this regard. You might wish to look at Terms of Usage


text:
Weaver Elementary School
Public School | Grades PK-6 | Calhoun County
Weaver, AL 36277
(256) 741-7100
About This School
Weaver Elementary School is located in Weaver, AL and is one of 10 elementary schools in Calhoun County School District. It is a public school that serves 759 students in grades PK-6. See Weaver Elementary School's test results to learn more about school performance.
In 2011, Weaver Elementary School had 19 students for every full-time equivalent teacher. The Alabama average is 15 students per full-time equivalent teacher.
In 2011, Weaver Elementary School had 19 students for every full-time equivalent teacher. The Alabama average is 15 students per full-time equivalent teacher.
Student Ethnicity (2011)
Students (2011)
Students Per Teacher (2011)
Female/Male (2011)
50% 50%
Subsidized Lunch (2011)
District Spending (2010)
$8,160per student
See All Test Scores
Grade 3 Math Performance
Alabama Reading and Mathematics Test (ARMT) Results
write a review
Weaver Elementary School Reviews
By a Current Student on
this school has a horrible way of car riders i prefer the old way and lunchroom staff make a variety of foods so htat if thers something kids dont like they wont go hungry
Report this review
By jefiner5, a Parent on
My stepson goes wo Weaver Elementary and is in the 3rd grade. I love the staff at this school. His teacher makes sure we as parents are up to date on everything that is going on.
Report this review
By a Parent on
I think Weaver Elementrary School Is awsome
Report this review
Weaver Elementary School PhotosThere are no photos for this school yet. Be the first to add a photo.
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text:
Gift Card
Gift Certificates
New Restaurants
Where the Best Chefs Eat
SPECIALS in Australia
Early bird
Happy hour
All Categories
All States
78 Results
Mon 01 Sep 14 to Fri 18 Dec
05.00 pm - 06.00 pm
Happy hour
150 EAST Riverside Bar Restaurant
Finally Fridays
Join us every Friday for a Finally Friday session. Enjoy drink specials and live music from 5 PM. $3 Middies, $4 Wine, $6 Pints, $10 Cocktails Join us at ...
Sun 14 Sep 14 to Tue 31 May 16
06.00 pm - 10.00 pm
Ormeggio at The Spit
Stressless Sunday Dinners at Ormeggio
Wind up your weekend with a 5 course Chefs degustation for only $69 valid Sunday evening from 6pm. Relax and let our talented team at Ormeggio cook for you. (A la carte menu is not ...
Thu 18 Sep 14 to Tue 31 May 16
05.00 pm - 07.00 pm
Happy hour
Mr Mason
Mid Week Happy Hour @ Mr Mason
$6 for Mr Mason's choice of wine, beer and spirits. Mondays - Thursdays only 5pm-7pm.
Thu 01 Jan to Thu 31 Dec
12.00 pm - 03.00 pm
Mr Mason
Express Lunch @ Mr Mason
Express lunch menu available Monday - Friday 12pm-3pm Enjoy any main from the Express Lunch Menu for $20. Includes a glass of house wine, beer or soft drink. ...
Fri 09 Jan to Fri 25 Dec
10.00 pm - 01.00 am
The Aviary
Finding The Funk
The Aviary presents 2 Cent Professionals Every Friday night from 10pm – 1am in The Bird Cage Lounge Bar Jazz, Blues, R & B, Jump and Funk
Mon 12 Jan to Mon 28 Dec
The Aviary
Steak Day
Come down to The Aviary on Mondays to take advantage of our $20 Steak Specials! Or for just $25 add a schooner of Fat Yak! Available all day! No bookings required.
Tue 13 Jan to Sat 26 Dec
The Aviary
Feasting Menu
Feasting Menu Designed to be shared amongst 4 or more people Suitable for corporate and special occasions Dining options from $45 pp. Available Tuesday – Saturday | Bookings essential.
Tue 13 Jan to Fri 25 Dec
12.00 pm - 03.00 pm
The Aviary
Express Lunch at The Aviary
Express Lunch available Tuesday to Friday from 12pm – 3pm in The Bird Cage Restaurant Order any item from the express lunch menu for $20, or $25 with a glass of house ...
Tue 13 Jan to Sat 26 Dec
05.30 pm - 06.30 pm
The Aviary
The Early Bird get 10% off
Dine in The Bird Cage Restaurant Tuesdays to Saturdays, between 5:30pm and 6:30pm and enjoy 10% off your entire bill*. Just flash your member's card before you order or let us know when making ...
Wed 14 Jan to Wed 30 Dec
The Aviary
Mussel Wednesday
Every Wednesday in The Nest try our chilli mussels with crusty bread. Only $15! Or $20 with a schooner of Tap or glass of house wine. Bookings not required. See you at ...
Wed 14 Jan to Wed 30 Dec
The Aviary
$20 Pizza & Peroni
Every Wednesday from 5pm Get over hump day in the Nest Rooftop Bar $20 Pizza & Peroni No bookings required
Wed 14 Jan to Sat 30 Apr 16
The George
Hens High Tea @ The George
HENS HIGH TEA - A toast to the bride to be! Indulge in a variety of sweet & savoury treats matched with a pot of freshly brewed tea, two hours of cocktails ...
Fri 30 Jan to Thu 31 Dec
Riley Street Garage
Express Lunch @ Riley St Garage
Take a pitstop and refuel at Riley St Garage with one of the best burgers in town for only $12. Located a quick 5 min walk from the CBD. Tuesdays to ...
Tue 03 Feb to Thu 31 Dec
Riley Street Garage
Ladies Who Lunch @ Riley St Garage
$60 set menu with a glass of bubbles Gifts for all pre-booked tables 12pm-3pm every Saturday Book your table now! Call on 02 9326 9055
Tue 03 Feb to Thu 31 Dec
Happy hour
Riley Street Garage
Martini & Oyster Hour @ Riley St Garage
5-6 PM Tuesday to Thursday $12 Tanqueray Martinis Half price freshly shucked oysters Also available: $5 craft tap beer, and $10 glasses of Vintage Chandon ...
Tue 03 Feb to Thu 31 Dec
Riley Street Garage
Frank Friday @ Riley St Garage
Join Riley St Garage for their Frank Friday Long Lunch $75 PER PERSON SET MENU With a choice of either a Tanqueray Martini or Jack Daniels Neat, served the way Frank ...
Tue 24 Feb to Thu 31 Dec
Terra Rossa
Now serving all of your traditional breakfast favourites Grab a coffee to go, slowly sip the morning away or let us coordinate your next breakfast event Monday - Friday ...
Tue 03 Mar to Thu 03 Mar 16
Republica St. Kilda Beach
Specials @ Republica
Monday $10 pizzas from 5pm Happy hour from 5-6pm Tuesday $12 fish & chips Happy hour from 5-6pm Beach Volleyball & tunes from 6pm ...
Thu 12 Mar to Sat 12 Mar 16
Terra Rossa
Guess What? We stay up late! Join us for a delicious Pizza, cheese platter & salumi board till 12am on Friday & Saturday! Drinks available in Front bar ...
Fri 20 Mar to Sat 19 Dec
04.30 pm - 05.30 pm
Happy hour
Wolf Lane
Wolf Lane
Cocktail O'Clock Every Friday and Saturday from 4.30pm - 5.30pm Barman's choice of $12 cocktails $7 schooners $7 wines $7 house spirits Enjoy with complimentary pretzels
Tue 24 Mar to Thu 31 Dec
Vintaged Bar & Grill
Vintaged Dinner Special
The $27 Lunch Choose from a selection of four delectable dishes + your choice of either a glass of wine, craft beer or soft-drink. Monday – Friday *Terms ...
Tue 24 Mar to Thu 31 Dec
Vintaged Bar & Grill
Vintaged Cheese & Wine Tasting
Sample a selection of cheese sourced from South East Queensland cheese-makers. Sample five wines including sparkling, white and red and sticky wines paired with a selection of cheese. $30 per person including ...
Thu 23 Apr to Wed 30 Dec
150 EAST Riverside Bar Restaurant
Festive Functions @ 150 East Riverside Bar Restaurant
Celebrate the Festive Season in a gorgeous, relaxed riverside setting this year! Choose from various indoor and outdoor venues and three fantastic value packages, including 150 EAST Riverside's brand new Poolside Cocktail Package available for ...
Thu 23 Apr to Tue 31 May 16
World Restaurant & Bar
World Restaurant & Bar Lunch Break Special
$18 Lunch Break Available Monday - Thursday 12pm -4pm Menu specials change weekly Sample menu for week ending 23 April Chicken Chipotle ...
Thu 23 Apr to Sat 30 Apr 16
04.00 pm - 07.00 pm
Happy hour
World Restaurant & Bar
World Bar Restaurant Happy Hour
Happy Hour(s)! Monday to Friday 4pm - 7pm $10 Cocktails | $8 James Boag's | Rotating wine specials
Thu 23 Apr to Tue 31 May 16
World Restaurant & Bar
Monday Night Steak Special
Every Monday from 5pm Chef's cut 200gm steak with chips, salad and your choice of peppercorn or mushroom gravy. $20 with a glass of house wine, pot of ...
Thu 23 Apr to Tue 31 May 16
12.00 pm - 03.00 pm
The Terrace Hotel
The Magnificent Seven Lunch Special @ The Terrace Hotel
Your choice of 7 delish lunch dishes – 7 days a week! $25 including a glass of beer, wine, soft drink, coffee or tea – superb value between 12 noon and 3pm every day. ...
Mon 27 Apr to Wed 27 Apr 16
Ananas Bar & Brasserie
Express Lunch @ Ananas Bar & Brasserie
The Sydney business lunch is set to have a makeover - becoming a speedy affair following the launch of Ananas' first ever Express Lunch Menu, offering the perfect combination of beautiful food at delicious prices ...
Mon 27 Apr to Tue 31 May 16
12.00 pm - 03.00 pm
Conservatory at Crown Melbourne
Conservatory Sunday Lunch
Bring a little sophistication to your Sundays with Conservatory's indulgent Sunday lunch. Enjoy a delicious lunch between 12pm and 3pm featuring Asian, Western, Eastern or Indian specialties for $95 per person, or ...
Mon 27 Apr to Thu 28 Apr 16
Grosvenor Hotel
Monday Night Bingo @ Grosvenor Hotel
Come along and join us for Bingo with a twist. You won't find any stale or boring bingo calls here! Free entry and great prizes to be won $15 Gourmet burgers all day ...
Tue 28 Apr to Thu 28 Apr 16
Grosvenor Hotel
Daily Specials @ Grosvenor Hotel
Monday - $15 gourmet burgers ALL DAY Monday gives you the chance to enjoy one of Grosvenor's gourmet burgers for $15. It's also Local's night where you can BYO a bottle of wine from ...
Wed 29 Apr to Wed 27 Apr 16
Grosvenor Hotel
Wednesday Night Trivia @ Grosvenor Hotel
The Funkiest trivia competition around! Join Grosvenor Hotel and Funky Bunch Trivia to test your general knowledge skills Free entry and great prizes to be won $15 Gourmet parmas all day From ...
Sat 02 May to Mon 02 May 16
Downstairs Restaurant
Saturday Brunch @ Downstairs Restaurant
British inspired Downstairs Restaurant is spreading its wings and will start opening for Saturday Brunch. It will be open conveniently from 10am until 3pm every Saturday, so there is no excuse to miss out on ...
Tue 05 May to Tue 31 May 16
Park Hyatt Sydney - The Dining Room
Harbourside Lunch @ The Dining Room - Park Hyatt Sydney
1, 2, 3 COURSE LUNCH MENU IN THE DINING ROOM Enjoy a casual lunch with family and friends or a business lunch with The Dining Room's simple and delicious one, two or three course ...
Fri 15 May to Sun 15 May 16
Happy hour
Steel Bar & Grill
Happy Hour at Steel Bar & Grill
The balcony bar comes alive daily from 4pm for Steel Bar & Grill's renowned happy hour. Unwind from a day's work with $5 wine, vodka, beer, scotch, gin and tequila, available Monday through Friday from ...
Fri 15 May to Sun 15 May 16
Caffe e Cucina
Lunch Special @ Caffe e Cucina
Try the Lunch Special Menu at Caffe e Cucina! From Monday to Thursday – 12pm to 4pm SPECIAL OFFER 2 courses menu $ 35.00 3 ...
Fri 22 May to Sun 13 Dec
12.00 pm - 03.00 pm
Manta Restaurant
Manta Weekend Lunch Special
Weekend Lunch Special $49 – two course including a glass of wine $59 – three courses including a glass of wine Each course has 3 ...
Mon 25 May to Wed 25 May 16
Tali @ Lasseters Hotel Casino
Friday 501 @ Tali
Friday 501 is the perfect place to celebrate the end of the working week!
Wed 27 May to Fri 27 May 16
Tempo @ Lasseters Hotel Casino
Ladies Night @ Tempo
Ladies night at Tempo is on every Thursday until 10pm!
Wed 27 May to Fri 27 May 16
The Juicy Rump @ Lasseters Hotel Casino
Burger Night @ The Juicy Rump
Beef Burger Veggie Burger Chicken Tandoori Burger all served with chips Only $15 on Member Mondays from 6pm!
Wed 27 May to Fri 27 May 16
The Juicy Rump @ Lasseters Hotel Casino
Rib Night @ The Juicy Rump
Rib Night is on every Thursday @ The Juicy Rump from 6pm Get BBQ pork ribs with chips and salad for only $15
Thu 28 May to Sat 28 May 16
The Juicy Rump @ Lasseters Hotel Casino
Shuck & Cluck Sundays @ The Juicy Rump
Shuck & Cluck Sundays $1 oysters from 12pm-3pm Choose from kilpatrick, nam jam or natural $12 for 1kg of chicken wings Choose from hot & spicy, BBQ ...
Tue 02 Jun to Sat 31 Dec 16
Terra Rossa
Pausa Pranzo
Pausa Pranzo Take a break and join Terra Rossa for lunch! $18 for your choice of main from the Pausa Pranzo menu Add a glass of ...
Tue 02 Jun to Thu 02 Jun 16
The Emerson
Thursdays @ The Emerson
Presenting We Love Locals @ The Emerson Rooftop Thursdays - 5pm til late Enjoy any main meal with beer or wine for $20!
Tue 02 Jun to Thu 03 Dec
Baygarden Restaurant at Novotel Brighton Beach
Lunch Special @ Baygarden Restaurant at Novotel Brighton
Enjoy a 3 course set menu and a glass of wine for only $39! Not available on Accor Advantage Plus/Accor Plus
Thu 25 Jun to Thu 31 Dec
05.00 pm - 10.00 pm
Garden Court Restaurant at Sofitel Sydney Wentworth
A night to remember
Combine a luxurious night at the theatre with Sofitels Garden Court pre performance one or two course dining menu. Enjoy the French inspired flavours and cleanse your pallet with the Garden ...
Wed 01 Jul to Thu 31 Dec
The George
$7 Member Drinks
The George Rewards You! $7 Member Drinks Includes schooners of James Squire Beers, Glasses of Prosecco, Waterdancer Cabernet Merlot & Semillon Sauvignon Blanc Available everyday for George Rewards ...
Wed 01 Jul to Thu 31 Dec
The George
Hens Dinner Party
Gather the girls for a hen's party dinner at The George! Enjoy a delicious two course meal with a glass of bubbles for only $55 per person Continue the ...
Wed 01 Jul to Thu 31 Dec
The George
VIP Packages
Let The George help you celebrate in style with one of our VIP Packages VIP Package 1 - $150 Suitable for 4-6 people Includes a designated area for you and ...
Wed 01 Jul to Thu 31 Dec
Happy hour
The George
Happy Hour @ The George
Every Friday from 5pm - 6pm Kick start your weekend at The George! Cocktail of the week - $12 James Squire Schooners - $7 G.H. Mumm Champagne glasses - ...
Wed 01 Jul to Thu 31 Dec
The George
Breakfast at The George
Monday - Friday from 7am - 10am Join us before work and choose from a selections of breakfast favourites to enjoy with a barista made espresso coffee! Bookings available ...
Thu 02 Jul to Sat 26 Dec
12.00 pm - 03.00 pm
Il Barocco - Palazzo Versace
High Tea @ Il Barocco
A High Tea where petit treats, sumptuous desserts, gourmet sandwiches and elegant savouries are endless? Indulge in the ultimate High Tea Buffet exclusive to Il Barocco. Featuring a ...
Thu 09 Jul to Thu 31 Dec
Firewater Grille Restaurant
$29.95 Buffet Lunch at Firewater Grille
Enjoy a sumptuous selection of dishes including Asian inspired choices, seafood, cold meats, salads and dessert. Now $10 off at just $29.95 Visit www.firewatergrille.com.au for more details or phone (08)9261 8025 Available Monday ...
Sat 11 Jul to Fri 11 Dec
Bells at Killcare
$35 Fish Friday @ Bells at Killcare
Fish Friday at Manfredi at Bells every Friday at lunch. Enjoy the fish of the day served with house-made bread, olives, roasted rosemary potatoes and a mixed leaf salad. Unwind ...
Sun 12 Jul to Tue 12 Jul 16
Stockroom at Intercontinental Double Bay
Sunday Soirée @ Stockroom Restaurant
Stockroom restaurant and grill in Sydney's Double Bay has launched a new stylish lunch experience on Sundays, combining a decadent fresh produce-driven buffet with divine Perrier-Jouët Champagne. A lavish and leisurely way ...
Mon 10 Aug to Mon 29 Feb 16
The George
High Tea @ The George
Indulge in a variety of sweet & savoury treats including: - Freshly baked scones with mixed berry, lavender & balsamic jam & cream - French macarons - Petit open sandwiches ...
Thu 17 Sep to Sat 17 Sep 16
Postales Lunch Special
Nestled next to Postales Spanish Restaurant in the heart of the GPO, Postales Spanish Tapas Bar is the ideal location to relax and enjoy an elegant experience away from the frantic pace of the city. ...
Fri 16 Oct to Thu 31 Dec
Meat Fish Wine
Lunch Burger Deal
Come in and try Meat Fish Wine's burger of the week plus a glass of house red/white, a Peroni or soft drink for $19.50. Available Tuesday to Saturday, 12-3pm.
Tue 27 Oct to Thu 31 Dec
Garden Court Restaurant at Sofitel Sydney Wentworth
The Celebration High Tea
The Celebration High Tea has been especially created to provide the best private or semi private environment for especial celebrations. Sofitel Sydney Wentworth and Angelic Events have joined efforts to indulge up to 120 guests ...
Sun 01 Nov to Sun 31 Jan 16
Soirée at Sofitel Sydney Wentworth
A Fairytale for Sweet Tooths @ Soiree
Boris Cuzon has taken inspiration from one of Sofitel Sydney Wentworth's partners; The Australian Ballet and created a fairy-tale masterpiece. Delight is fairy bread cheesecake, chocolate tartlets and its feature element will be "the spindle ...
Sun 01 Nov to Thu 31 Dec
Wolf Lane
Le Cirque Magnifique
Evoke your imagination, inspire your senses, be entertained. Let Wolf Lane's Event Staff juggle your party-planning this year Come one, come all and enjoy our carnival style food carts ...
Mon 02 Nov to Thu 24 Dec
Verandah Restaurant & Wine Bar
All inclusive Christmas function packages from $57 per guest!
Planning Your End of Year Celebration? It's that time of year again! This year, Verandah has taken the stress and hassle out of choosing the perfect venue for your end of year ...
Thu 05 Nov to Thu 31 Dec
Essence on Exhibition at Melbourne Marriott
Festive Packages @ Essence on Exhibition
Whether you're looking for delicious dining experience with all the trimmings, organising a celebration with your colleagues or just to simply celebrate in style with your friends and family - Essence on Exhibition has got ...
Fri 06 Nov to Sun 06 Nov 16
Express Lunch @ Contrabando
Enjoy unbeatable value in Sydney's CBD with Contrabando's $20 set menu with an authentic Mexican feel. Served with a beverage, you'll be in and out during your lunch break in no time. ...
Fri 06 Nov to Sun 06 Nov 16
Slide into Monday @ Contrabando
From the team who brought you Taco Tuesday, you can now slide into Monday with Contrabando's great new deal. Enjoy "So-Cal" flavoured mini burgers inspired by travels throughout Southern California and Mexico ...
Fri 06 Nov to Sun 06 Nov 16
Taco Tuesdays @ Contrabando
Enjoy $3 tacos at Contrabando all day and night every Tuesday 12 -3PM, 5PM TILL LATE This week's taco selection - CRISPY FISH, TOMATILLO, ...
Fri 06 Nov to Sun 06 Nov 16
$10 Cocktails @ Contrabando
From noon, let Contrabando's resident mixologist whip you up your favourite cocktail THE LIST MOJITO MOUNT GAY WHITE RUM, MUDDLED LIME, GARDEN MINT, SODA ...
Fri 06 Nov to Sun 06 Nov 16
Tacos & Drinks @ Contrabando
Every Friday lunch at Contrabando is a party! ANY 4 TACOS FOR $20 $20 JUGS OF SANGRIA $10 MOJITOS BUCKETS OF 4 BEERS FOR $22 TACOS ...
Fri 06 Nov to Sun 06 Nov 16
Cafe Del Mar
Ladies Long Lunch @ Cafe del Mar
Ladies can dine in style with Cafe del Mar's lunch special Saturdays & Sundays from 12pm-5pm Chef's exclusive menu Complimentary glass of Chandon on arrival ...
Fri 06 Nov to Sun 06 Nov 16
Cafe Del Mar
Express Lunch @ Cafe del Mar
Express Lunch Deal @ Cafe del Mar $25 with a complimentary glass of Chandon or a Peroni Mondays to Fridays between 12pm-4pm
Fri 06 Nov to Sun 06 Nov 16
05.00 pm - 07.00 pm
Happy hour
Cafe Del Mar
Happy Hour @ Cafe del Mar
Unwind after work with $5 drinks at 5pm @ Cafe del Mar Includes tap beers, house wines and house spirits Mondays to Fridays // from 5pm-7pm
Fri 06 Nov to Sun 06 Nov 16
Cafe Del Mar
Sunsets @ Cafe del Mar
Reckless Republic and Cafe del Mar presents Sunsets Sundays Midday till 10pm Free entry with bottle service
Fri 06 Nov to Sun 06 Nov 16
Cafe Del Mar
Sparkling Hours @ Cafe del Mar
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Lagoon Restaurant
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The 90's Golden Age.
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September 23 2013, 02:42 PM
Re: The 90's Golden Age.
BillJ wrote:
The "Abrams movies are dumb action flicks" chant gets tiresome. Anyone whose watched them without preconceived notions about what Star Trek is, knows this simply isn't true.
The Abrams films hold up quite well when compared with what the franchise has produced before.
The simplest answer to this is "No". I watched these films without any expectations of what I wanted them to be. These are stupid action films, which is why many Trekkies call them stupid action films. Because they are... Stupid... Action... Films.
I'm not patronizing you or trying to be a douche, but I'll try to explain my opinion in more details...
Why are they stupid action films, you may ask? Where's my proof? First off, I'll agree that these new Star Trek films are very little departure from most of the TNG films which were also mostly stupid nonsense. The 2009 film was an acceptable action film, but the stupid aspects of it were so many that I can't see how it can be considered Star Trek. The look is sort of right, but the feel is wrong. The emphasis is on the physical, not the cerebral. The characters are all hyper charged for the sake of stereotyping. Uhura is promoted to the third main character, a change I will never forgive. Her character is terrible and completely out of sync with her original counterpart and the Spock-Uhura relationship is boring and bereft of all chemistry. Poor Bones has been demoted to nothing.
All this aside, Into Darkness was a new level of awful. All it did was rip off from all other Star Trek films into a convoluted stupid mess. The laziness of the writing, the stupidity of the story (super blood that brings people back from the dead??????????) and the endless references (rip offs) were just cheap and unnecessary. Why not make a very good original story with interesting developments which makes the audience think? The reason is obvious, because these films are made to only make money. There is no real interest in making a good movie with an interesting story, just something safe that will make money. Which is why they used all the cheapest tricks to draw in all the Star Trek nerds to see it. I was one of them.
With The Butler, Into Darkness is the worst film I've seen in theater this year.
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Looking for holiday inspiration? Our Advent and Christmas devotionals are here.
32:27 lest their adversaries should misunderstand. Though Israel deserves utter destruction because of her disobedience (v. 26), the Lord preserves a remnant of the people, lest the Gentiles take credit for their victory over Israel and fail to see God's hand in history. Assyria and Babylon were later judged for their arrogant misunderstanding (Is. 10:12–19; 47:6–8).


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3M Sun Control Window Film Neutral 60 can eliminate hot spots within a building, block harmful UV rays that can fade furnishings, and reduce glare on televisions and computer screens. Customers can choose the degree of visible light transmitted and total solar energy rejected through the window.
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BUILDINGS provides facilities management professionals commercial buildings tips and trends trough online webinar events (BuildingsVIP), monthly newsletters, whitepapers and case studies.
In addition to content, BUILDINGS features a comprehensive list of products and services and is your link to the companies that provide these valuable facilities management and commercial buildings resources.
You also have the opportunity to maintain your commercial buildings certifications with BUILDINGS. Continuing Education Units are available with approved content from BOMI.
©Copyright 2014 Stamats Communications, Inc. All rights reserved / BUILDINGS


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Formula One is all about leading-edge technology and speed. Red Bull Racing just had another championship-winning performance by designing and running the best racing cars on the track. At every step, IBM Platform Computing — acquired by IBM in 2012 — powered Red Bull Racing's high performance application infrastructure for both design applications such as computational fluid dynamics as well as near real-time race analytics, helping them clinch the win.
Red Bull Racing's Sebastian Vettel on Sunday won the Formula One championship in Brazil, solidifying his status as one of the all-time great drivers. He is now one of three drivers to have won the World Championship three years in a row — after Juan Manuel Fangio and Michael Schumacher – and the youngest driver ever to do so. Red Bull Racing itself also won the 2012 Formula One World team (Constructor) championship last week. Red Bull Racing's dominance is clear with triple double (Team and Driver) championships in 2010, 2011 and 2012.
I spent time this month with Matt Cadieux, CIO of Red Bull Technology, at the first Formula One race held at the new Circuit of the Americas track in Austin, Texas. Matt explained how simulation drives improvements in race car design and the overwhelming demands it makes on processing power and IT infrastructure.
F1 governing bodies also limit the amount of simulation and wind-tunnel time teams can use, requiring Red Bull to be highly efficient and maximize its IT footprint. This constraint mirrors budgetary restrictions at commercial organizations. Red Bull Technology uses IBM Platform LSF for dynamic application and resource management, with the objective of maximizing utilization and throughput for simulation applications. Platform LSF manages a heterogeneous environment of high performance clusters along with the IBM General Parallel File System (GPFS) for file management.
In addition to the optimization of the car's design, Red Bull makes hundreds of modifications and near real-time decisions during a race. For this, IBM Platform Symphony incorporates in-race sensor information from the car and track to return recommendations for the team on tires, designs and strategy.
Please join us in congratulating the Red Bull Technology team behind Red Bull Racing for their incredible accomplishment. Watch the video about the road to the team championship for more about the car.
To learn more about IBM Platform Computing, visit our website, blog, follow us on Twitter, or read the Red Bull Racing case study. You can contact Jay Muelhoefer here or follow him on Twitter.
To effectively compete in today's changing world, it is essential that companies leverage innovative technology to differentiate from competitors. Learn how you can do that and more in the Smarter Computing Analyst Paper from Hurwitz and Associates.


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Valentin Splett
Meilen, Zürich, Switzerland
Not Accepting Guests
- Last login 8 months ago
Join Couchsurfing to see Valentin's full profile. It's free!
About Me
Working for a start-up that helps stroke patients regain the ability to walk: www.ability-switzerland.com
I love travelling, playing violin, reading, photography, motorcycling, I love Wes Anderson movies, always read 4 books at the same time, and you will have a hard time ever finding me in a bad mood.
I love couchsurfing because it connects like-minded people who dig travelling, meeting new faces, sharing stories, and have a sense of meaningful adventure.
I pretend to not have a major grand scheme in my head that can be summarized in a few phrases, but here's a few of my favorite quotes:
"Hate the sin, love the sinner"
(Mahatma Gandhi)
"Only two things are infinite, the universe and human stupidity, and I'm not sure about the former"
(Albert Einstein)
"To achieve great things, two things are needed; a plan, and not quite enough time."
(Leonard Bernstein)
"The higher the monkey climbs, the more you see of his ass"
(General Joe Stillwell)
"If this is coffee, please bring me some tea; but if this is tea, please bring me some coffee."
(Abraham Lincoln)
"I have not failed. I've just found 10,000 ways that won't work."
(Thomas A. Edison)
"I love deadlines. I like the whooshing sound they make as they fly by."
(Douglas Adams)
"Life is short. Break the Rules. Forgive quickly, Kiss slowly. Love truly. Laugh uncontrollably. And never regret anything that makes you smile"
(Mark Twain)
Why I'm on Couchsurfing
I hosted a bunch of people in Boston over the years and surfed a few times while on vacation or on business trips. I am currently living in a shared house with roommates in Switzerland so can't host right now :(
so far, only awesome and awesome plus. I made some amazing friends while couchsurfing or hosting.
Music, People, Sports, Traveling, Politics, Arts, Reading, Science, Languages, Business, Stories, Cooking, Drinking & Talking... maybe I should just list what I'm not interested in!
Music, Movies, and Books
Shostakovich Symphonies, Louise Attaque and Peter Fox, Wale, Dragonforce, Django Reinhardt, Stevie Wonder, Wagner, Tschaikovsky, Pearl and the Beard, and SO much more...
The Life Aquatic with Steve Zissou, Big Fish, Batman Begins, The Pianist, Amelie, and more recently Robot & Frank and Intouchable
The God Delusion by R. Dawkings, White Mans Burden by W. Easterley, War and Peace (took me over a year), The Art of Seduction, Introduction to NLP, and the Economist
One Amazing Thing I've Done
I've been lucky enough to have been to Japan, Korea, Thailand, Vietnam, Chile, Russia, France, Norway, Sweden, Italy, Latvia, Serbia, Spain, Greece, Austria, and several other European countries. My last job allowed me to travel all over the place in the US and Canada. Right now I'm finally taking time off to only travel.
Teach, Learn, Share
I can teach you how to play the Violin, how to produce biopharmaceuticals, how to speak Swiss-German, how to administer foreign aid, how to crawl, how to cure back pain, and I can tell you how to invest your money, how to tell lie from truth, any there's more but if I told you I would have to kill you.
I want to learn every language I can get a hold of, I want to learn to dance, I want to be able to cook better, to meet people from all over the world. I also want to learn how to build a house, and how to whistle with two fingers in my mouth.
What I Can Share with Hosts
Stories, brain teasers, music, pictures, book tips (in dire need of some right now!), board games, wine bottles,
Countries I've Visited
Austria, Canada, Chile, Denmark, Estonia, France, Germany, Greece, Italy, Japan, Latvia, Liechtenstein, Netherlands, Norway, Russian Federation, Serbia, South Korea, Spain, Sweden, Switzerland, Thailand, United States, Viet Nam
Countries I've Lived In
Latvia, Switzerland, United States


text:
SABAN SPEAKS TOO COON: Nick Saban is probably going to hear from the Ethnic Studies department in Tuscaloosa after they hear him call an LSU fan a "coon-ass" (among other things) in this off-the-record audio provided by the website profootballtalk.
To the folks outside of the durty south, coon-ass "is an epithet used in reference to a person of Cajun ethnicity."
Partial transcription of Saban's down-low convo to reporters about an LSU fan commenting about his defection to rival Alabama:
"One of the guys on the board, one of the board of trustees guys (at LSU) … you won't be able to put this on the thing … like these people around here sitting up on the stage, at LSU, is walking down the street yesterday before the Sugar Bowl.
"He calls me, there was a guy working in a ditch, one of those coon-ass guys, that talk funny. I can't talk like them, but he (the LSU trustee) can, most people in Louisiana can, and he (guy in ditch) says, (Saban imitating cajun accent) 'Hey, you see that Coach Saban signed up with Alabama?' … however they talk … (returns to cajun accent) 'that son of a b—-, i feel like he's (expletive) my wife."
Don't know who loves this more, Wayne Huizenga or the member of the Lousiana State faithful who uploaded the embarrassing audio.


text:
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David Duchovny
Jump to
Actor David Duchovny rose to fame in the early 1990s as paranormal-obsessed FBI agent Fox Mulder on the hit television series "The X-Files" (1993-2002). Duchovny's understated but convincing delivery - no small feat in the face of the show's far out UFO/government conspiracy subject matter - helped make him an idol among TV viewers and pop culture aficionados. Such was the public's identification of the actor as Agent Mulder, Duchovny struggled to find a project with a similarly wide audience after departing his still popular show in 2001. Regardless, he kept busy with a wide variety of films and television shows, including "House of D" (2005), which he wrote and directed, and the Showtime series "Californication" (Showtime, 2007- ), but it was the paranoid FBI agent with an affinity for sunflower seeds who would remain his most compelling creation.


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Exclusive finds with a new theme each month.
Shop: Pop-In
Our VP of creative projects shares what she's into.
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Stay updated with a steady stream of new info.
Write a review for a chance to win a $1,000 gift card. See details.
Chat with a Customer Service Representative or call 1.888.282.6060.
Bright beads in a variety of shapes can be manipulated along twisting wire tracks for play that also develops hand-eye coordination.


text:
Results 1-10 of 85 for Natixis. (0.020236 seconds)
relevance / newest first / oldest first
NGAM makes changes at NexGen
25 Aug 2015
Natixis Global Asset Management has announced a number of organisational changes at NexGen Financial (acquired by Natixis in 2014) which ...
View this article
Natixis: Meet the team
16 Jun 2015
The team involved in designing and adapting the Natixis range of synthetic delta one investment solutions across a broad universe of assets ...
View this article
Natixis: Nimble and global
05 May 2015
Natixis has structured its equity finance business so that its strategy and services meet its clients' needs in a rapidly changing regulatory ...
View this article
Natixis signs up for Eurex Clearing CCP
30 Jan 2015
Eurex Clearing has announced that Natixis, the corporate, investment management and financial arm of Groupe BPCE, has become a clearing ...
View this article
Thought leadership: Simon Sourigon, Natixis
29 Sep 2014
Simon Sourigon, head of collateral trading and liquidity management or Natixis in Paris, explains how repo transactions are facilitating funding ...
View this article
Natixis: Moving to real time
03 Apr 2014
... environment has heightened the importance of client relationships among securities lending providers, according to Natixis' Regis Lavergne, global ...
View this article
Natixis hires equity derivatives sales head
10 Mar 2014
Eric Le Brusq has been hired by Natixis as global head of equity derivatives sales, effective from March 10 2014. He will ...
View this article
Natixis strengthens UK management team
25 Nov 2013
Natixis Global Asset Management (NGAM) has made three additions to its UK institutional team with the appointments of Alex Wharton, Fred ...
View this article
Natixis Asset Management: Why we created Mirova
09 Jan 2013
... By Philippe Zaouati, head of Mirova Zaouati is head of development and member of Natixis Asset Management's executive committee since 2007 ...
View this article
Natixis follows SocGen and BlackRock
03 Dec 2012
Natixis follows in the steps of SocGen and BlackRock by targeting project finance to secure higher performing investments. ...
View this article
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Schlumberger has announced the availability of its StimMAP LIVE hydraulic fracturing diagnostics service. This new service can optimize field drilling and production plans, reduce stimulation costs, and allow process changes to be made in real time to maximize fracture effectiveness.
By analyzing microseismic events created during the fracturing process and automatically locating them in 3-D space, the service maps the fractures while they are being created. As a result, the fracture treatment can be optimized.
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Thanks for joining in today's party. The topic for this hour is for pictures of babies!
So let's talk about photos taken of babies! How do you prefer to pose baby? What kind of clothing or props do you use? How often would you prefer to photograph a baby during the first year?
For a chance to win a copy of Anne Geddes new book Beginnings, add one of the new Anne Geddes avatars then come back here and share your thoughts on this hours topic - you even can upload your favorite baby picture as your contribution!
And don't forget that you'll have more chances to win tonight at our Twitter party from 9:00 - 10:00 PM eastern time!


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What is the purpose of the colon before a block in Python?
if n == 0:
print "The end"
The colon is there to declare the start of an indented block.
Technically, it's not necessary; you could just indent and de-indent when the block is done. However, based on the EIBTI Python koan (explicit is better than implicit), I believe that Guido deliberately made the colon obligatory, so any statement that should be followed by indented code ends in a colon. (It also allows one-liners if you continue after the colon, but this style is not in wide use.)
It also makes easier the work of syntax-aware auto-indenting editors, which also counted in the decision.
This question turns out to be a Python FAQ, and I found one of its answers by Guido here.
PS Thanks to ShaChris23 for supplying a correction to the Python FAQ URL; the Python site has been reorganized since this answer was first written.
Consider the following list of things to buy from the grocery store, written in Pewprikanese.
When I read that, I'm confused, Are chunkykachoo and pewpewpew a kind of lalala? Or what if chunkykachoo and pewpewpew are indented just because they are special items?
Now see what happens when my Pewprikanese friend add a colon to help me parse the list better: (<-- like this)
Now it's clear that chunkykachoo and pewpewpew are a kind of lalala.
Let's say there is a person who's starting to learn Python, which happens to be her first programming language to learn. Without colons, there's a considerable probability that she's going to keep thinking "this lines are indented because this lines are like special items.", and it could take a while to realize that that's not the best way to think about indentation.
Three reasons:
As far as I know, it's an intentional design to make it more obvious, that the reader should expect an indentation after the colon.
It also makes constructs like this possible:
Note (as a commenter did) that this is not exactly the shining gold standard of good Python style. It would be far better to have a blank, there:
to avoid confusion. I just wanted to make it clear, with the first example, that it's possible to write like that, since having the code for the


text:
Fossilized Coral Rough
This fossil material displays the unusual internal structure of the original coral. Approximate Mohs hardness 6.5 to 7.
Fossilized Coral Rough "A" Grade - $9.00/pound
Only $6.00/pound for bulk purchases of 50 pounds or more!!
Locality: Indonesia
These stones range in color from light creams to translucent medium to dark oranges.


text:
How can I change my game from full screen to Windowed mode (or vice versa)?
When playing a download game, you can play the game in two modes;
Full Screen
. Full screen means exactly what is says, the game will take up the whole monitor. While Windowed displays the game in a window that fits in your monitor. Due to the different resolutions that you can set your comptuer to and the type of monitor you are using, some games are better played in one mode versus the other. Some newer LCD monitors do not allow a game to change its native resolution (which is what playing a game in full screen mode will do), in this situation, it is better play the game in windowed mode. In order to change the mode you are playing in you will need to open the options window in your game. This is usually found in your game's main menu. Here is an example of the options page in the game Jewel Quest 2. The game is currently in Windowed mode because there is NO check mark in the "Full Screen" option. If you want to play the game in Full Screen mode, simply place a check mark in the "Full Screen" box and click on the OK button.
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"This card fit perfectly with my daughter's dance party theme. The card is adorable and such high quality. They arrived in just the right time and have only heard rave reviews from my daughter's friends."
"These cards have an excellent quality and have a beautiful design. They were perfect invitations for my occasion. I would definitely recommend this to everyone I know."
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"Overall, I love these invitations! I decided to round the edges of the invitation. There was plenty of space on the front to put in the details of the party. On the back, I chose the one picture option. The only think I wish I could have done would be to round the edges of the picture on the back - the hard corners make it look somewhat out of place - but that obviously was nothing major and I'm sure only something I will notice. I like that Tiny Prints also includes rectangle envelopes so that I don't have to pay more in shipping for the square invitation."
"I was very impressed with the quality of the card-stock my invitation was printed on. My invitations are beautiful. I will be using Tinyprints again!!"