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Enjoy the sunshine and relax with a cold…
Roomy Kitchen where My Kitchen Rules at…
Unwind in the Lounge Area and relax
Bedroom 1 has a huge King Size bed and…
Bedroom 2 also with a great King Size Bed…
Bedroom 3 has 2 single beds, built in robe
Bedroom 4 with 2 sets of bunk beds for the
Bathroom with roomy shower
Open Plan Dining Area where you can all…
Point Turton All Weather Boat Ramp
Try to move from this spot - you'll find…
During your stay at Bayview on Turton Holiday House Accommodation offers luxury family accommodation for up to 10 people.
4 Bedrooms, 2 with a King Size Bed each, 1 with 2 Single Beds and 1 with 2 x 2 Single Bunk Beds.
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Great place to relax and enjoy the serenity.
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Booking Bayview on Turton will help you to relax in a luxury 4 bedroom Holiday Home.
Share the fun with another family or simply have the whole place to yourself.
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Girls basketball Super 5: Title doesn't feel real for Shawnee's Kelsee Grovey
SHAWNEE — The state championship still doesn't feel real to Kelsee Grovey.
The senior Shawnee guard and Oklahoman Super 5 team member helped lead the Wolves to an unbeaten season and the school's first girls basketball state championship last month.
Grovey averaged 13.5 points and 5.2 rebounds per game as a senior.
"It still hasn't set in at all," Grovey said of the title. "I'll be walking somewhere and someone will say congratulations, and it still just doesn't feel real."
Grovey was the team's leading scorer, but also the Wolves' defensive stopper. She was always put on the other team's top offensive threat.
In the final minute of the third quarter of the title-game win over Tulsa East Central, Grovey made consecutive steals and coast-to-coast layups to give Shawnee a five-point lead heading into the final frame.
The Wolves' semifinal win over Carl Albert and the championship game were unfamiliar territory for Shawnee, just because of how close the games were.
The Titans jumped out to a stunning 10-0 lead in the first quarter before Shawnee came back to win.
"That was horrible," Grovey said. "We had never been down that much. I think we were a little freaked out."
Then the championship game was a back-and-forth affair until Grovey's back-to-back steals.
"The whole game, I was thinking it was way too close," Grovey said. "We hadn't played a game like that, and we just had to find a way to get a lead. When I had those two steals and we had the momentum, that was my way of getting a lead and getting out of that situation."
Now, Grovey will move on to her college career. She has signed to play for Tulsa, where she'll room with Midwest City standout and fellow Tulsa signee Ashley Clark, who is on The Oklahoman's Super 5 second team.
"I've been talking to Ashley Clark a lot," Grovey said. "We keep talking about how excited we are and how we can't wait to get up there."

subset: commoncrawl


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More From Liebherr R 9XX electric hybrid excavator
25 Days of RollOuts: Liebherr R 9XX
Posted by Tina Grady Barbaccia on Dec 30, 2013
Liebherr's R 9XX 40-ton prototype electric hybrid excavator features an electric hybrid driveline and is powered mostly by a standard ...
Better Roads 2013 Top RollOuts
Posted by Tina Grady Barbaccia on Dec 04, 2013
Better Roads' editors choose the year's top products. We receive hundreds of new product submissions each year. After careful reflection on ...


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To My Bronies by WarePWn3Watch
©2011-2016 WarePWn3
Be polite, subtle and most importantly, always stay strong.
amen my fellow bronie!
I actually made a pendant of Pinkie's cutie mark for one of my fellow bronies. I just wish I had taken a picture before I gave it to him.
That's very thoughtful of you and I'm happy to have people like you in the fandom. Much love.
I salute you
I salute you
thats the best party you could vote for...
A smidgen of colour in a grey world. That's what I see in this.
I like it ^_^
Manly tears shall be shed
Great pic c:
I don't know why, but I keep staring at this picture and have a overwhelming feeling of pride welling up inside of me. It's a very.. Intense drawing. Bravo!
Thanks, but it sadden me that some of the bronies are a bit too vocal, I understand their excitement for FiM but not everyone will accept it with an open arms.
I love my fellow bronies. But I agree with you - There are some that give us a bad name. There's nothing wrong about being VOCAL about something you like.. But everything requires a certain amount of tact. Besides that some of us are just.. belligerent.
I concur, some moderation definitely helps a lot since recently the media has been picking on us ever so viciously. As for the belligerent I can't really say much but least I know that there are people like you to balance things out evenly. So I'd say more power to you.
More bronies need to keep this in mind.
Such a unique image. I really love it (plus is features my bestpony). So awesome, hon.
This is how I feel when I'm having a shitty day
Everyone has their ups and downs, I'm sure this holidays will be a good day for you.
This is awesome. Really captures how I feel about my broniness.
I don't know what the rest of that dude looks like, but I want him.
Not like a typical brony, I'll tell you that much (myself included)... u mad, guys?
very nicely done.


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Like adults, kids also get stressed out. They stress over school, bullies and fights with friends. They worry when their parents argue. They experience loneliness and have fears about many things from failing an important test to not fitting in.
In her book The Power of Your Child's Imagination: How to Transform Stress and Anxiety into Joy and Success, child educational psychologist and UCLA professor Charlotte Reznick, Ph.D, shares nine tools that help kids access their inner world so they can better traverse the trials and tribulations of growing up.
Here's a brief look at Reznick's valuable tools.


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lol those japs tho right they will make a show about anything ... why not here in northamerica lol
Japanese are crazy!!!
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* Benson
Nandita Meaning
Quick Facts
No. Of Syllables:3
No. Of Letters:7
Origin & Meaning
The meaning of Nandita is "delightful".
View the Nandita Name Popularity Page to see how the popularity trend for Nandita has changed since 1880, or to compare the popularity of Nandita to other names.
It may all be in the numbers.
The numbers that make up your child's name.
Children named Nandita are often adored and agile but most of all they are read more >>
Related Names
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Name Fun
Then just follow the diagram below.
Just for fun, see the name Nandita in Hieroglyphics, learn about ancient Egyptian Hieroglyphics and write a Hieroglyphic message.
Learn about nautical flags and see your name or message written in nautical flags, on the Nandita in Nautical Flags page.
Names Like This
Indian names generally contain a given name followed by some number of secondary names. Secondary names are often patronyms, names derived from the father, grandfather or other paternal ancestor, village names, occupation names, or names of gods.
Hindu given names are from Sanskrit. Given names derive from a number of sources including religion, nature, family names, and sanskrit vocabulary words. Sacred Hindu texts are the source of most names.


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Monday, March 05, 2012
14 Comments | Copyright: IANS
After wooing the audience with her bold and sensuous act in "The Dirty Picture", actress Vidya Balan returns with another intense role of a pregnant woman in her forthcoming film "Kahaani", which releases Friday.
Produced and directed by Sujoy Ghosh, this will be Vidya's fourth woman-centric film after "Ishqiya", "No One Killed Jessica" and "The Dirty Picture". The film also features Bengali actor Parambrata Chattopadhayay and Nawazuddin Siddiqui in prominent roles.
"Kahaani" tells the story of seven-month-pregnant Vidya Bagchi, who flies down to Kolkata in search of her missing husband, all alone in the festive city.
With nothing to rely on than just a fragment from her memories about him, Vidya begins her relentless search for her husband Arnab Bagchi. However, all clues seem to be in vain when everyone tries to convice her that her husband does not exist.
Soon she realises that things are not as they seem. She is determined to unravel the truth about her husband - for herself and her unborn child - even if it puts her life in danger.
The actress made director Ghosh wait for a long time before signing up for the film. Vidya didn't like script at the first reading, but the director kept altering it until she finally agreed to be a part of it. Vidya nows considers herself lucky to be a part of the film.
She has been aggressively promoting the movie - dressed like her character along with a baby bump.
While some actress may find it hard to sport a fake baby bump, Vidya admits she didn't have to struggle too much with it.
"It was not tough at all. During our college life, we all friends used to do all the nautankis and these stand-up items. And my favourite role would always be of a pregnant woman. So the walk and all came to me very naturally," said Vidya.
Music composers Vishal-Shekhar, who are known for creating new-age, peppy music, have gone intense in their compositions for "Kahaani". The duo have even made megastar Amitabh Bachchan sing Rabindra sangeet "Ekla cholo re" for it.
The 69-year-old is all praise for the duo.
"This particular, world famous number 'Ekla Cholo', expounding to all that if no one came to you on your calling, walk alone!! And what a fabulous song has been incorporated by Vishal-Shekhar. Truly awesome and worthy of all award," said Amitabh.
Vidya has become one of the most bankable actresses ever since the success of films like "Ishqiya", "No One Killed Jessica" and most recently "The Dirty Picture".
With the film's trailers making waves, Vidya is likely to continue her winning streak with "Kahaani".
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RBC Wealth Management was recognized in July 2012 as the world's sixth largest Global Wealth Manager in Scorpio Partnership's Global Private Banking Benchmark 2012, an annual survey of the global wealth industry.About RBC Wealth Management RBC Wealth Management is one of the world's top 10 largest wealth managers. RBC Wealth Management directly serves affluent, high-net-worth and ultra-high-net-worth clients in Canada, the United States, Latin America, Europe, the Middle East, Africa and Asia with a full suite of banking, investment, trust and other wealth management solutions. The business also provides asset management products and services directly and through RBC and third-party distributors to institutional and individual clients, through its RBC Global Asset Management business (which includes BlueBay Asset Management). RBC Wealth Management has more than C$577 billion of assets under administration, more than C$339 billion of assets under management and approximately 4,300 financial consultants, advisors, private bankers and trust officers.
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Welcome to Rona Homes
Rona Homes has been a quality housing option for Ohio since 1969. Rona Homes' founder, Ronald Thomas, began with the manufactured housing industry in 1962. Mr. Thomas has built a display center in Pataskala that is its own "Parade of Homes".
Rona always has several homes on display, many of them furnished, to give you the best vision of how nice your new home will look.
Over the years, this family owned business has built the equivalent of a city with thousands of high quality homes being placed throughout Ohio.
In 1998 Rona Homes started a new venture in anticipation of a new century with the opening of Summit Ridge Estates in Pataskala.
This deluxe manufactured community is often referred to as the "Next Generation in Manufactured Housing" because it easily dispels the stereotypical "trailer courts" of yesteryear.
Summit Ridge Estates is located at 13400 Cleveland Rd and offers all the beauty and warmth of traditional housing communities. When all the phases are completed, over 300 families will be enjoying quality, affordable housing.
Rona Homes wants you to know that we, the family behind the business, value and appreciate our customers.
We know that purchasing a home is one of the most important decisions in a family's life and because of that, we are committed to quality and your satisfaction.
Our family and the entire Rona Homes' staff will do our best to offer you the highest quality, professional service.
Thank you for considering us.


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England Monster Wayne Rooney
Perfect 10
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i know this might seem like an odd thread but...
i own a Dahon Tournado that was a gift to me and is unfortunatelly too big. it's a 56cm version and i'm only 168 so i would surely need the 52cm frame. I'm thinking that I'm either gonna sell the bike or just buy a new frame (not a folding frame as i don't really see the point with a road bike) and swap all the parts.
what i want is a touring bike... something i can commute on but also do my weekend - sort of sporty - rides.
i'd like to hear some opinions on what option you think is better. thanks.


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Rooms feature Italian linen and duvets on oversized beds and great big soaker tubs - so if you're looking for more bed than space, this is a good place to...645 Howe Street
Voted one of the world's Top 100 Hotels by Condé Nast Traveler in 2005, Opus has a reputation for being hip and luxurious without attitude. Rooms feature...322 Davie Street
If you're hoping for a Hollywood encounter in Los Angeles' damper northern suburb, then the Pacific Palisades is the place to stay. It's popular with film...1277 Robson Street
Located above the famous white sails of the Canada Place Convention Centre that have come to symbolise Vancouver, this rounded glass building has...300-999 Canada Place
As they aim to 'maximise your mingling' the SameSun is ideal for lone backpackers or travellers looking to meet young, like-minded people on shoestring...1018 Granville Street
Made up of two tall glass skyscrapers, the Wall Centre dominates the Vancouver cityscape. Light tubes at the pinnacle of each tower are 11m (36ft) high and...1088 Burrard Street
Since opening in 1986, the Sutton Place has established itself as the haven for visiting movie stars shooting in Hollywood North. This is an AAA Five...845 Burrard Street
You really can't get much closer to the beach or Stanley Park than the Sylvia. Opened in 1913, this hotel started out as an apartment block, but was...1154 Gilford Street
Sometimes you want to arrive in a city and be a part of the club. Stay here and enjoy the privileges of Vancouver's foremost private member's club, the...837 Hastings Street at Howe Street
This friendly, independent hotel is quite small with just 83 rooms and always has the most beautiful fresh-cut flowers on display. The rooms are ornate and...845 Hornby Street
A classic Vancouver luxury hotel since 1930, the Bayshore had the first high-end hotel restaurant in town, Trader Vic's (now the more casual Seawall Bar and...1601 Bayshore Drive
Located on the edge of Downtown and Yaletown, this fully serviced boutique apartment hotel is chic, central and reasonably priced. All the suites have...433 Robson Street


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Don't waste your money
on 10/5/2011
Returning this item for a second time. Major waste of money. The first one would not sync. The second one wouldn't even allow the USB cable to be plugged in. It is very poorly made. I have wasted the last month waiting for a working device. I'm done.
Was this review helpful to you?YESNO


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Seeing the Forest and the Trees, Part II part of Newsletter Articles
SENCER E-Newsletter, October 2005, Volume 5, Issue 2 Wm. David Burns The next piece is the second part of a two-part essay titled, "Seeing the Forest and the Trees," by SENCER PI, David Burns. The first ...
How Can Global Experience Improve Science Education? Ask the Experts Among Us part of Newsletter Articles
SENCER E-Newsletter, September 2005, Volume 5, Issue 1 One can argue that it is virtually impossible to teach about science in the context of unsolved public issues without naturally considering global issues. In ...
Pilot Study at Wagner College Links Critical Thinking and Civic Responsibility: Donald Sterns Gives Presentation on Study at SENCER NJ Meeting part of Newsletter Articles
SENCER E-Newsletter, November 2005, Volume 5, Issue 3 Donald E. Stearns, professor of biology from Wagner College, gave a presentation titled "(CT)2: Critical Thinking for Civic Thinking" at the Fall ...
Mercer Education and Science Majors Connect During National Chemistry Week part of Newsletter Articles
SENCER E-Newsletter, December 2005, Volume 5, Issue 4 Laura Blinderman and Helen Tanzini, Mercer County Community College, New Jersey A group of 8 faculty from Mercer County Community College attended the 2005 ...
SENCER Evaluation Report Indicates Significant Gains Among Women, Non-Majors, and Previously Underperforming Students part of Newsletter Articles
SENCER E-Newsletter, April 2006, Volume 5, Issue 6 A preliminary evaluation report from the SENCER Evaluation Team that finds that women, non-majors, and previously underperforming students show significant ...
Science and Math Education on Display at Capitol Hill Poster Session: Students and Faculty Share Their Work With Members of Congress and Special Guests part of Newsletter Articles
SENCER E-Newsletter, May 2006, Volume 5, Issue 8 For two hours the reception room in the Longworth House Office Building was all abuzz with students, faculty, elected officials, and special guests. The event ...
SENCER Makes a House Call to LaSalle University part of Newsletter Articles
SENCER E-Newsletter, March 2006, Volume 5, Issue 6 La Salle University, Philadelphia, PA, was pleased to host a one-day SENCER house call for several of its Arts and Science faculty members on January 5, 2006. The ...
Expanding the Teaching Commons: Initiating the Conversation part of Newsletter Articles
SENCER E-Newsletter, September 2006, Volume 6, Issue 1 Brian Hagenbuch, Holyoke Community College Over the past six years, all types and sizes of academic institutions have participated in the SENCER Summer ...
SENCER/NSF Awardees Plan New Courses, Faculty Development part of Newsletter Articles
SENCER E-Newsletter, October 2006, Volume 6, Issue 2 Awardees of the SENCER/NSF sub-grants plan to infuse new methods into existing curricula and courses in some cases, to revise general education, or to bolster ...
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SENCER E-Newsletter, November 2006, Volume 6, Issue 3 Participants predict that they will reach a large number of students with work initiated at SSI 2006 - over 50,000 undergraduate students during this academic ...


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And the one that matters the most
Only for the most extreme circumstances
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Basel, Switzerland-based agricultural products company
Syngenta AG
) announced an agreement with Cellulosic Ethanol Technologies,
LLC - a subsidiary of Quad County Corn Processors. The agreement
allows Syngenta to use the latter's Adding Cellulosic Ethanol
(ACE) technology - a new process for ethanol plants.
ACE technology is considered apt for increasing the plant's
ethanol production and increasing corn oil production and
ensuring higher protein content in Dried Distillers Grains. The
technology, when combined with Syngenta's Enogen corn trait, will
enable the starch and the fiber in a corn kernel to be converted
into ethanol.
Corn sales are a major revenue driver for Syngenta. Corn sales
represented roughly one fourth of the company's total revenue in
2013. The deal is expected to strengthen the company's foothold
in the corn market.
Syngenta has been attempting to gain market share through
acquisitions and product launches. Recently, the company
announced the acquisition of Italian durum wheat seed company
Società Produttori Sementi.
Apart from durum wheat seed, Società Produttori Sementi also
deals with common wheat and alfalfa. The durum wheat is grown in
over 330,000 hectares of land in Bologna. The deal will enable
farmers in Italy and other countries to fulfill the increasing
demand for pasta which has a global market worth $16 billion. The
acquisition is expected to significantly boost Syngenta's
revenues in the upcoming quarters.
With a market capitalization of $34.9 billion, Syngenta
currently holds a Zacks Rank #3 (Hold). Some better-ranked stocks
in the industry include
The Andersons, Inc.
Gruma S.A.B. de CV
) and
CVR Partners, LP
). All these stocks carry a Zacks Rank #2 (Buy).
The views and opinions expressed herein are the views and opinions of the author and do not necessarily reflect those of Nasdaq, Inc.
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Editor's Note: This article was originally published at 10:00 a.m. EDT on Real Money on May 28. To see Chris Laudani's latest commentary as it's published, sign up for a free trial of Real Money.NEW YORK ( TheStreet) -- Since bottoming out in July of last year, video game retailer GameStop (GME - Get Report) (GME - Get Report) has been on a tear as investors anticipate a slew of new gaming consoles this holiday season. The shares are up almost 100%. On Friday, the stock got whacked once investors realized that Microsoft's (MSFT - Get Report) recently-announced Xbox One could hurt the used game market. Any changes to the used game market would have a significant effect on GameStop's business model. Microsoft held a press event last Tuesday to announce the new Xbox One. While the announcement was long on hype and short on details, investors came to the conclusion that Xbox One could change the way used games are bought and sold. Presumably, Xbox One would allow consumers to trade used video games digitally after paying a fee to Microsoft. Customers would log in and pay for access codes, to activate old discs. While Microsoft has not confirmed the rumors, the gamer blogs lit up the Internet all weekend with angry rants about the possibility of having to pay a fee to trade a video game that you've already bought. After all, if you lend your car to a friend, the automaker doesn't get a commission on the transaction -- why should Microsoft? With the possibility of the used disc fee equal to the brand new disc, there would be little incentive to trade physical discs. The entire business would move to the Internet. Both Microsoft and Sony (SNE) have danced around the issue by avoiding any explicit statements about the used market or how the new business model would work. (Although both say the used market will still exist.) One thing is clear. With gaming inevitably going digital, GameStop faces a very serious challenge to its business model. GameStop officials have said since the new gaming consoles are not backwards compatible, GameStop's business should stay healthy since buying and selling used games can continue for quite some time. After all, there are millions of old games out there. Many gamers like to browse through the used bins and pick up games they haven't played for 50% off. Used games account for 48% of GameStop's revenue.
Laudani: No Digital Disaster Yet for GameStop
Chris Laudani
May 28, 2013 | 11:55 AM EDT
By Chris Laudani |
May 28, 2013 | 11:55 AM EDT
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text:
- GhanaClothingFunding via ID Ghana
Nyame Nhyir...GhanaClothingFunding via ID Ghana
Nyame Nhyir...GhanaFoodFunding via ID Ghana
Alleluia Group
Akouavi Blandine is 29 years old and married to a reseller named Raffic. The couple has four children all in school and all are their dependents. Blandine Akouavi lives with her husband and children. The couple provides together for all the different expenses of the household. Akouavi Blandine has not attended school.
For six years Akouavi Blandine's activity has been the sale of fabric. This allows her to contribute without much difficulty to the needs of the family. In order to better meet the needs of her customers, Blandine Akouavi wants to strengthen the level of her activity. To do this, Blandine Akouavi requests, together with the other members of the Alleluia group, a second loan from ALIDé.
Additional Information
About AlidéAlidé is a Beninese NGO that works to reduce poverty by offering sustainable access to productive loans like this one in addition to savings, training sessions, and social work to low-income families.
Supporters of this loan should be aware that there is some risk of being repaid late. Because the Beninois Ministry of Finance has imposed restrictions on the amount of money Alidé can send to Kiva, the organization can only send monthly repayments in installments smaller than $13,000. This means that some Kiva lenders may receive their repayments late. However, Alidé remains a healthy institution in good standing with its creditors, and Kiva would like to continue working to support its clients. For more information, please refer to Alidé's partner profile page.
This is a Group Loan
In a group loan, each member of the group receives an individual loan but is part of a larger group of individuals. The group is there to provide support to the members and to provide a system of peer pressure, but groups may or may not be formally bound by a group guarantee. In cases where there is a group guarantee, members of the group are responsible for paying back the loans of their fellow group members in the case of delinquency or default.
Kiva's Field Partners typically feature one borrower from a group. The loan description, sector, and other attributes for a group loan profile are determined by the featured borrower's loan. The other members of the group are not required to use their loans for the same purpose.
About Benin
0View loans »
Success!! The loan was 100% repaid
- Repayment Term
- 9 months (Additional Information)
- Repayment Schedule
- Monthly
- Pre-Disbursed:
- Oct 14, 2011
- Listed
- Nov 16, 2011
- Currency Exchange Loss:
- Possible
- Ended:
- Jun 15, 2012


text:
MIAMI — Rashard Lewis has decided to join the Miami Heat, becoming yet another shooting option for the reigning NBA champions.
The free agent forward and the Heat agreed to terms Tuesday, and Lewis is expected to sign his contract Wednesday. Lewis' decision comes just four days after Ray Allen agreed to accept an offer from Miami.
Allen and Lewis were Seattle teammates for five seasons, from 2003 through 2007 - and both figure to fit perfectly into Miami's plan to surround LeBron James, Dwyane Wade and Chris Bosh with even more shooters who can stretch defenses.
Allen's 2,718 made 3-pointers are the most in NBA history, and Lewis ranks fifth among active players with 1,690 makes from beyond the arc.
Lewis will make the veteran minimum from Miami for this coming season, worth about $1.3 million. He's picking up another $13.7 million because the final year of his most recent contract — a $118 million, six-year pact — was bought out earlier this offseason by New Orleans, who acquired the 6-foot-10 forward in a trade with Washington and then waived him.
Slowed by left knee problems this past season, Lewis averaged 7.8 points in 28 games for Washington. For his career, he's averaged 16.1 points with Seattle, Orlando and Washington.
Camby makes way back to Knicks
HOUSTON — Marcus Camby is returning to New York, while the Houston Rockets continue to reshape their roster.
Camby, 38, agreed Monday to rejoin the Knicks in a deal that sends three players and two second-round draft picks to Houston. Yahoo Sports reported that Camby's deal was for three years and $13.2 million.
The Rockets will get guard Toney Douglas, centers Josh Harrelson and Jerome Jordan and second-round picks in 2014 and '15. The 6-foot-11 Camby, meanwhile, will be back in New York where he played from 1998-2002. Though Camby has battled injuries during his NBA career, he remains a productive rebounder and shot blocker even after 16 seasons.
Copyright 2016 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.


text:
Police: Woman's foot slips; drives into trainStaff Report | January 08,2013MIDDLESEX – Vermont State Police say a woman drove into a moving train after her foot accidentally slipped Tuesday morning from the brake to the accelerator.
Colleen R. Bloom, 59, of Middlesex, was driving on Cross Road in Middlesex when she attempted to stop for the Amtrak train going by and her foot slipped. There were 24 passengers on the train, but state police say no one, including Bloom, was hurt in the crash.
The train was traveling at 59 mph and knocked Bloom's Toyota Rav 4 to the side after impact. State police say the vehicle sustained substantial front end damage and the train was stopped for an hour because of the crash.MORE IN This Just InBARRE The Raiders built a 13-1 halftime lead before shifting into cruise control Thursday... Full StoryPOULTNEY Dylan Manning made the most of his last-minute addition to the Poultney lineup. Full StoryThe Plainfield Area Business Alliance will hold the first of a series of meetings for local... Full Story
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text: I had the pleasure of profiling local artist W. Scott Trimble for last year's Artopia in Georgetown, where he created a large, meandering wooden trestle in a parking lot. It was hugely successful; everyone wanted to walk on it. This year for Bumbershoot, he's created a smaller, scaled-down structure called Skater's Gauntlet, appropriately located outside next to the skateboard park. Unfortunately for daredevils, however, the loop-the-loop track is built at around 1/8 scale. Meaning it would be the perfect size for Barbie's boyfriend Ken, or G.I. Joe, to ride--if they had the guts! Made of new-cut lumber and freshly painted blue metal, it's like a roller coaster--a dare for tiny athletes. It surely will tantalize the young riders who roll and leap inside the park proper. (Meanwhile, parents will breathe a sigh of relief that Skater's Gauntlet is only a model, not a pathway to the ER.)


text:
Step 2: Fire Pelosi and ReidThe two congressional leaders -- Nancy Pelosi and Harry Reid -- crafted and delivered a win. When it comes to rallying a party-line vote, both have proven their worth. But neither was able to deliver any congressional Republican votes. And that will be the key leadership skill if November elections alter the liberal-conservative balance. Different leadership styles are appropriate for different leadership situations. Leadership literature calls this "situational leadership." In the 1980s, Lee Iacocca was able to pull together a warring management and union at Chrysler to bring the company back from the brink. Several years later he was pushed out. Iacocca was a turnaround master, but average at a company that required operational excellence. Success in one situation doesn't ensure success in another.
Step 3: Create a Joint Change Vision
Step 4: Renew the Congressional Operating ModelEvery organization needs periodic renewal, a time to analyze its operations and commit to performance improvements. The process begins with an appointed leadership asking foundational questions. For Congress these might include:
- How should Congress operate? What must it deliver and how?
- What are the roles of congressional leaders and representatives? How and when should they be measured and how should those measures be publicized?
- What behaviors are acceptable and not acceptable and what are the sanctions for inappropriate behavior?


text:
Trends in U.S. mathematics and science achievement are mixed, but somewhat positive on the whole. Students are more often taking advanced courses in both subjects, and their performance is slightly improved from, or no
worse than, the performance levels set in the 1970s. Larger shares of students-including those from underrepresented racial and ethnic groups-are meeting basic levels of proficiency in both subjects than in past years, although wide gaps in
achievement remain between students from these groups as compared with whites and Asians. (See "Do Policies and Socioeconomic Factors Play a Role in Achievement?") [Skip Text
Do Policies and Socioeconomic Factors Play a Role in Achievement?
Performance differences among states may reflect any number of factors, including differences in educational policy and in demographic characteristics. The 1996 Policies and Practices Survey, conducted by the Council of Chief State School Officers, provides information on several useful indicators of instructional quality: number of mathematics and science credits required for graduation, status of standards implementation, and requirements for teacher licensing (CCSSO 1996). An examination of these variables revealed no systematic patterns that might account for performance differences among states.
In the area of social and economic factors, there are suggestions from some studies that differences in "opportunity" may be linked to differences in student background and other socioeconomic variables. Several studies have shown that poor and minority students are more likely to attend schools with severely limited resources and less well-prepared teachers, more likely to be sorted into low academic tracks that limit their access to advanced mathematics and science courses, and less likely to attend schools that offer these advanced courses (Oakes, Gamoran, and Page 1992).
Performance in mathematics and science may also be influenced by other demographic characteristics such as family background. A study that examined the relationship between increases in achievement and changes in family characteristics in the 1980s found that gains made by white students could be completely accounted for by improved family circumstances over the years examined, but only one-third of the gains made by black students-and virtually none of the gains made by Hispanic students-were explained by these factors (Grissmer et al. 1994).
Several studies have attributed differences in mathematics and science achievement to the types of courses students complete (Jones et al. 1992 and Gamoran 1986). Acting on the premise that more high-level courses will result in higher achievement, many states and school districts raised graduation requirements in mathematics and science (as well as in other core subjects) following publication of A Nation at Risk by the National Commission on Excellence in Education (1983). Two years before its release, only nine states required two or more years of science and two or more years of mathematics. Fifteen years later, 42 states had put these stricter graduation requirements into place (CCSSO 1996).
Comparisons of U.S. achievement with that of other countries provide another important perspective on how well students and schools are performing. International comparisons reveal that, although U.S. students are performing relatively well in
science compared with the rest of the world, there remains much room for improvement in mathematics. The performance of students in high-scoring nations demonstrates what is possible for students to achieve at the elementary, middle, and high school
levels in this or any country. And, in so doing, student performance overseas provides information educators and policymakers can use in setting appropriate policies, expectations, and goals. Unfortunately, there is no reliable way to determine if
the U.S. standing has improved or worsened in recent years. Comparisons with earlier assessments cannot be made because of methodological differences between the studies, differences in the content tested, and changes in countries participating in
these tests. (For further information on performance assessments in general, see "Assessing Student Performance.") [Skip Text Box]
Assessing Student Performance
Assessment-in the educational context-is the process of gathering evidence about a student's knowledge of, ability to use, and disposition toward some subject matter with the purpose of making inferences from that evidence for a variety of ends. A test is a measuring instrument for evaluating and documenting those outcomes. Simple enough to describe, assessments are not simple to devise nor have they proven easy to integrate effectively within the instructional programs of large education systems. At their conceptual base, assessments are a complex endeavor and the inferences that can be made from them for individual students, teachers, schools, as well as whole educational systems need to be considered with numerous caveats.
There are differences of opinion among educators, researchers, and policymakers about the design and use of standardized and performance-based assessments.
Traditional standardized tests-usually of the short answer variety that are administered, scored, and interpreted in a consistent manner wherever and to whomever given-are the tests that are most often now in place in states and at the national level. But they do not necessarily measure well those aspects of learning such as creativity, deep conceptual understanding, and the ability to apply learning in a number of contexts deemed important or appropriate by many of today's educators. Traditional tests of student performance (answering a question with a single correct short answer) are an efficient method to assess large numbers of students at low cost. However, traditional, norm-referenced, multiple-choice tests are criticized for not adequately measuring complex cognitive and performance abilities. Moreover, they have often been used to limit students' access to further learning opportunities (Darling-Hammond 1991, Glaser 1990, and Oakes 1985).
There are a variety of classroom, school and school district, state, and national tests used for numerous purposes. Their assessment functions include the following:
The National Assessment of Educational Progress has been conducted in mathematics and science learning since the late 1960s and early 1970s. NAEP uses a formal, systematic procedure to obtain a sample of students' knowledge over time and to make generalizations about how student populations are performing. NAEP has attempted to add performance items to its assessment approach in order to assist in measuring not only students' knowledge of mathematics and science, but also their ability to apply that knowledge and to articulate various aspects of problem solving.
Numerous alternative assessment experiments are being implemented and debated in schools and communities across the nation. Different testing alternatives include performance tasks, open-ended questions, portfolios, observation, and student journal writing and self-assessment.
In recent years there has been a conceptual shift in some research and policy circles as to what constitutes "good" assessments of achievement. Some current trends in measuring and analyzing student performance include:
Research findings suggest that achievement tests of any kind are not a good predictor of success. Many forms of bias affect performance on tests: the choice of items, responses deemed appropriate, and the content selected are the product of culturally and contextually determined judgments (García and Pearson in press, Gardner 1983, and Sternberg 1985).
The factors that influence test scores (e.g., opportunities to learn, poverty and social class, test motivation and testing skills, language ability, and educational experiences outside of the classroom) are well-documented. These factors sometimes occur jointly-sometimes at different times-in the test-taking process, making it impossible to track each systematically. As Oakes et al. (1990) point out, although individual effects can be identified for both race and social class, for example, it is the combination of the two-their multiplicative power-that needs to be examined and measured. But new forms of assessment do not themselves remedy these socioeconomic complexities.
Darling-Hammond (1994b) argues that changing test forms and formats without changing the ways in which assessments are used will not change the outcomes of education. The equitable use of performance assessments depends on both the designs of the tests themselves and how well the assessment practices are interwoven with the progress of school reform and the improvement of teaching.
However, an assessment that attempts to perform too many functions will inevitably do none well. Some functions must be passed over in favor of others, and it is at this point that the test development process can become roiled in miscommunication. It is vital to delineate appropriate roles-student diagnosis, curriculum planning, program evaluation, instructional improvement, accountability, and certification-for different assessments (Linn and Herman 1997). And importantly, whatever test is created must be credible in the eyes of the public.
In analyzing test results, their meaning must not be misunderstood. For example, the results of a test given at various grade levels should not be interpreted as if they were an assessment of the progress of the same students over time (i.e., longitudinal). The results of annual achievement data reflect a (cross-sectional) snapshot of progress at that given time. The tests administered as part of TIMSS provide rich information about the performance of U.S. students compared to those of other countries in mathematics and science, and provide connections for understanding performance within the context of curriculum and instruction at specific grade levels. However, TIMSS data are not longitudinal in nature, meaning that the same students are not being tested in the fourth grade and then, four years later, in the eighth.
Much more research is needed on the fairness and validity of new modes of assessment. In addition to these concerns, investigations into the effects of aligning assessments with rigorous standards for student achievement would benefit a multitude of local, state, and federal audiences. Nonetheless, it is not only the form of the tests that is important in determining the impact of an assessment program on students, teachers, and schools; it is the use to which the results are put (Messick 1989).
This discussion concentrates heavily on various concerns regarding the measurement of achievement at the elementary and secondary levels, where at least some actions have been taken to assess performance; this is in contrast to the postsecondary level, where gaps remain.
High school graduates in the 1990s are much more likely to have completed advanced courses in the sciences such as biology, chemistry, and physics. In 1994, 93 percent of graduates had taken biology compared with 77 percent of 1982 graduates. Similarly, more than half now take chemistry compared with less than one-third in 1982, and one in four now complete physics compared with about one in seven in 1982. Although they remain a minuscule fraction of the total, the proportion of students completing advanced placement courses in these science subjects has also increased.
Female graduates are more likely to have taken biology and chemistry in high school than male students, but less likely to have taken physics. This represents a change in the coursetaking patterns of young women as compared with young men. In 1982, female graduates were about as likely as males to have taken chemistry and substantially less likely than males to have taken physics. (See figure 1-1.)
Students from racial and ethnic groups underrepresented in science made substantial gains in the proportions taking advanced science courses. More than 90 percent of blacks, Hispanics, and Native Americans now complete high school having taken biology. In chemistry, the proportion of blacks completing the course doubled (from 22 to 44 percent), rates for Hispanics nearly tripled (from 16 to 46 percent), and completions by Native Americans rose by more than half (from 26 to 41 percent) between 1982 and 1994. Similarly, progress was made in physics coursetaking between 1982 and 1994, although the proportions of students from black and Hispanic groups remain less than 20 percent. The proportion of blacks taking physics almost doubled, and the percentage of Hispanics nearly tripled. No discernible increase in the proportion of Native Americans completing physics was detected over the 12-year period. All in all and despite the progress, there remains a substantial gap in the proportions of blacks, Hispanics, and Native Americans who take chemistry and physics compared with Asian Americans/Pacific Islanders and whites. (See figure 1-2.)
In the 1970s, science proficiency scores of elementary and secondary students remained largely flat, but-beginning in the mid-1980s-students began to show improvement. (See figure 1-3.) By the mid-1990s, 9-year-olds and 13-year-olds were scoring slightly higher than their counterparts of 1973, and the scores of 17-year-olds had rebounded to the higher 1973 levels.
Of all school subjects, science in particular has been a sticking point in comparisons of student performance between sexes and among racial and ethnic groups. The underrepresentation of women in the science, mathematics, and technology workplace makes sex-based achievement differences a continuing concern among educators. However, national assessments of educational progress reveal that there are no real differences in science proficiency between 9-year-old girls and boys. Thirteen- and 17-year-old boys edge out girls in science performance, but this difference is small and has narrowed for 17-year-olds since the early 1970s. (See appendix table 1-3.)
Of much more compelling concern at the moment are the racial and ethnic differences that remain in science achievement. The performance of black and Hispanic students at all age groups was far below that of whites in 1996, as has been the case for decades. And although the difference between black and white students has declined for 9-year-olds and 13-year-olds since the 1970s, the disparity for 17-year-olds remains virtually unchanged. There has been no change in the difference between Hispanic and white achievement at any age. Average test scores of Native American students based on a related 1996 science assessment were closer to the national average than is the case for black and Hispanic students. Lower achievement is thought to be one reason why minority students make different elective course choices or are screened out of opportunities for more advanced study in science (Oakes 1990).
It is also useful to examine achievement differences across states. Science proficiency was reported on a state-by-state basis for the first time in 1996. (See "The Making of a New Science Assessment.") Figure 1-4 shows how eighth grade students in each participating state compared to the national average. In general, most of the high-scoring states were in the Central, Western, and New England regions of the
country, while the majority of the lower performing states were in the Southeast.[2] [Skip Text Box]
The Making of a New Science Assessment
In 1996, in order to better measure the effects of current approaches to science education, the U.S. Department of Education made major changes to subject matter assessment in science through its National Assessment of Educational Progress. The new test represents a departure from earlier ones both in the science that is tested and in the way it is tested. First, factual knowledge is assessed within meaningful scientific contexts. Second, level of performance depends not only on knowledge of facts, but also on the ability of students to integrate this information into a larger body of knowledge, and the capacity of students to use the reasoning processes of science to develop their understanding of the natural world.
The 1996 assessment used a variety of methods for measuring student performance:
The framework from which the assessment was constructed was developed through a consensus process that brought together science teachers, curriculum experts, other educators, policymakers, members of the business community, and the general public. The framework divides science into three major fields: earth, physical, and life sciences. It also assesses such mental processes important for scientific thinking as conceptual understanding, practical reasoning, and investigation by experimentation.
Although the changes introduced in 1996 mark a meaningful and rich new source of information on student performance, comparisons cannot be made with results of earlier assessments. Consequently, this chapter relies on the NAEP trend assessments in science in making comparisons of student performance over time.
Across states, racial and ethnic differences in science proficiency were apparent, and these cross-state differences followed many of the same patterns as overall state-by-state test score differences. That is, students of all races and ethnicities tended to score more highly in states with high overall science performance than in states with consistently lower performance. However, the magnitude of the difference in average scores varied to a surprising degree from one state to another. Average science scores for Hispanic and black populations, for example, fluctuated enormously across different states.
Black students scored below the national average in science in all states. Blacks scored highest in Colorado, but this score was not as high as even the lowest average for whites of any state. The largest achievement gaps between black and white students were in Wisconsin, Connecticut, and New York. With the exception of New York, Hispanic students in states known for their large Latino populations-California, Texas, Florida, and New York-achieved the national overall average score for Hispanic science proficiency.
Notwithstanding the substantial cultural differences and variations in geographic settling patterns across these states and within the U.S. Hispanic population, it was most often in Southeastern states that Hispanic student achievement lagged farthest behind. The largest differences between averages for Hispanics and whites were found in Connecticut, New York, and four Southeastern states. (See appendix table 1-4 for science achievement scores for Asians/Pacific Islanders and Native Americans.)
In the recent international comparative study on mathematics and science achievement (TIMSS), U.S. students performed better in science than in mathematics and better at the fourth grade than at the eighth grade level. U.S. fourth graders performed very well on the science assessment-they answered 66 percent of the science items correctly (compared with the international average of 59 percent). The only nation to score significantly higher was South Korea. (See figure 1-5.) In addition, U.S. fourth graders earned scores higher than the international average in all four science content areas: earth science, life science, physical science, and environmental issues/nature of science. (See appendix table 1-5.)
U.S. eighth grade students performed less well relative to other countries in science than fourth graders, scoring just above the international average. Eighth graders in the United States answered 58 percent of the science items correctly, compared with an international average of 56 percent. (See figure 1-6.) Like U.S. fourth graders, scores of U.S. eighth grade students exceeded the international average in all science content areas: earth science, life science, physics, chemistry, and environmental issues/nature of science. (See appendix table 1-6.)
In the United States, boys scored slightly higher than girls in science at the fourth grade, but there was no difference between the sexes at the eighth grade. In other countries that participated in the study, boys outperformed girls in science in 40 percent of the countries at the fourth grade and in almost half of the countries at the eighth grade. (See appendix table 1-7.)
U.S. students are now much more likely to have taken advanced mathematics courses in high school than they were in years past. In 1994, close to 70 percent of seniors had completed geometry, 58 percent had completed algebra 2, and 9 percent had completed calculus.[3] These figures represent a more than 20-point gain in the percentage of students taking algebra 2 and geometry, and about a 5-point increase in calculus since 1982. High school females are now more likely than males to have taken geometry and algebra 2, and about as likely to have completed calculus. (See figure 1-7.)
There remain substantial disparities across racial and ethnic groups in advanced mathematics coursetaking. This gap is apparent in geometry and algebra 2 as well as in the most advanced courses in the college preparatory sequence. In calculus, about one-quarter of Asian Americans/Pacific Islanders completed the course compared with about 10 percent of whites, 6 percent of Hispanics, and 4 percent each of blacks and Native Americans.
However, despite the unequal enrollments, progress has been made in the proportion of students in all racial and ethnic groups taking advanced mathematics. Half or more of white, Hispanic, and Asian American/Pacific Islander students in the class of 1994 completed algebra 2 and geometry, the so-called gatekeeper courses for advanced study in mathematics and science. Large gains were made in groups underrepresented in mathematics between 1982 and 1994. The proportion of black students taking geometry increased from 29 to 58 percent between 1982 and 1994. The proportion of Hispanics went from 26 to 69 percent, and the fraction of Native Americans taking geometry rose from 34 to 60 percent over the period. These groups also experienced 20 to 30 percentage point gains in algebra 2. (See figure 1-8.)
Mathematics performance of U.S. students remained fairly stable during the 1970s and began to improve in the 1980s. The most recent assessments indicate small but significant gains for 9-year-olds and 13-year-olds through 1996. (See figure 1-9.) On the other hand, performance of 17-year-olds remains at the 1973 level after recovering from a slight dip in the 1980s.[4]
Although the achievement of U.S. students in mathematics has shown slight gains over time, there remains a large proportion of students unable to demonstrate anything more than basic levels of knowledge (often associated with NAEP's level 2
performance). (See "The Making of a New Mathematics Assessment.") This is particularly true at grade 12 where just one in six students performed at or above level 3 (level 4 being the highest). At grades 4 and 8, respectively,
approximately one in five and one in four students performed at this level. Despite the disappointing news, this is an improvement from 1990 when substantially fewer students demonstrated level 3 performance. [Skip
Text Box]
The Making of a New Mathematics Assessment
National Assessment for Educational Progress tests in 1990, 1992, and 1996 differed markedly from earlier assessments in that they were designed to reflect the relatively new content and teaching standards published by the National Council of Teachers of Mathematics (NCTM 1989 and 1991). These newer assessments included questions from the five core content areas defined by the mathematics standards:
The 1990, 1992, and 1996 mathematics assessments also attempt to measure students' cognitive abilities such as those emphasized in the standards: reasoning, problem solving, and communicating with and about mathematics.
At the same time that standards-based assessments were being developed, efforts were made to associate numerical scores on the test with descriptive labels and definitions that capture the levels of knowledge and skill demonstrated by students' overall responses to test items. Results from the 1990 assessment placed performance on a continuum that ranged from knowledge of "simple arithmetic facts" at the low end to knowledge of "multistep problem solving and algebra" at the high end. Results from the 1992 and 1996 NAEPs were reported at one of four proficiency levels that ranged from "below basic" to "advanced." The value and validity of these proficiency levels have been matters of debate since their introduction (U.S. GAO 1993). To permit comparability with reported results without conveying judgments about the capabilities a particular score represents, this chapter reports performance levels simply designated as levels 1 to 4. These levels correspond numerically to the score ranges used in 1990 and 1992 mathematics assessment reports. (See appendix table 1-10.)
However, considerable progress has been made in the 1990s in the proportion of students performing at least at level 2. Between 62 and 69 percent-depending on grade level-of students in 1996 were able to perform the more basic levels of mathematics, compared with 52 to 58 percent in 1990. (See figure 1-10.)
In 1996, there were no substantial differences between the proportions of male and female students performing at or above level 2 in mathematics at any grade level. A slightly higher proportion of males than females demonstrated the more advanced performance (level 3) in 4th and 12th grades, but not in 8th grade. (See appendix table 1-10.)
As in science, differences in the mathematics achievement across racial and ethnic groups have followed a consistent pattern over the years: white and Asian American/Pacific Islander students generally achieve at significantly higher levels than do black, Hispanic, and Native American students. Despite some gains between 1990 and 1996, the proportion of black, Hispanic, and Native American students who performed at level 2 or above lagged far behind that of whites and Asian/Pacific Islanders. There were about 40 points between the percentage of white students at level 2 and the percentage of black students, about a 30-point lag for Hispanics, and about 20 points for Native Americans. (See appendix table 1-10.)
Larger proportions of white students in all three grades were performing at or above levels 2 and 3 at the end of the six-year period of the assessment than they were in 1990. The percentage of black fourth graders who performed at level 2 or above increased by 13 points between 1990 and 1996. Hispanic and Native American students showed no statistically significant improvement at any grade or at any level of proficiency during that period.
Also between 1990 and 1996, there has been a striking rise in the number of states where 50 percent or more of eighth grade students scored at or above level 2 mathematics proficiency.[5] In 1996, of the 40 states participating in the state-by-state analysis, only students in Alabama, Louisiana, Mississippi, and South Carolina failed to meet this performance criterion. In comparison, in 1992, only 23 of 35 states, and just half of 1990 participating states, could claim 50 percent or more of their students at or above level 2 performance. (See figure 1-11.) However, there were large differences among racial and ethnic groups across states in meeting the 50 percent criterion. In 1996, half or more of white eighth graders in all states achieved level 2 performance; only in Iowa, Montana, and North Dakota did half or more of Hispanic eighth grade students meet the basic level of proficiency; in no state did half or more of black students perform at this level.[6]
Studies suggest that state economic conditions play some part in mathematics achievement, although a direct and powerful relationship has not been identified. Four states in which less than half of eighth graders functioned at or above level 2 in mathematics (Alabama, Louisiana, Mississippi, and South Carolina) were compared with the six states in which three-quarters or more of students achieved at this level. Comparisons were based on three key variables: poverty rate, educational expenditure, and the percentage of minority students in each state. Comparisons suggest an association between these indicators and mathematics performance. (See text table 1-1.)
As in science, performance in mathematics of U.S. fourth grade students in the 1995 TIMSS study was comparatively better than eighth grade performance, averaging 63 percent of items correctly answered compared with 59
percent internationally. (See figure 1-12.) But, unlike in science, U.S. mathematics performance at fourth grade was far behind that of Singapore, South Korea, Japan, and Hong Kong-whose fourth grade students
averaged 73 to 76 percent correct-and a host of other countries. (See figure 1-13.) U.S. eighth graders answered just over half of the items on the mathematics assessment correctly. This was below the international
average of 55 percent correct, and students in the highest performing nations-Singapore, South Korea, Japan, Hong Kong, and Flemish-speaking Belgium-averaged 65 percent correct or higher. In most countries-including the United States-there were no
differences between the sexes in mathematics performance at the fourth or eighth grade. (See "Mathematics and Science Achievement of the Highest Performers" and appendix table 1-14.)
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Mathematics and Science Achievement of the Highest Performers
Achievement can also be evaluated by comparing the top students in different nations. Often, the comparison is based on the proportion of each nation's students scoring in the top 10 percent of the international distribution. As would be expected on the basis of findings already presented, proportionately more students from Singapore, South Korea, and Japan came out on top in both subjects and at both the fourth and eighth grade levels. For example, at the eighth grade level, 45 percent of the students from Singapore scored in the top 10 percent of the international mathematics distribution and 31 percent scored at the top of the science distribution. A smaller percentage of U.S. students made the top cut. In science, 13 percent of eighth grade students and 16 percent of fourth grade students scored in the top 10 percent of their respective international distributions. In mathematics, only 5 percent of U.S. students in eighth grade and 9 percent of students in fourth grade reached the top 10 percent international benchmark. (See appendix table 1-15.)
The performance of students varied over mathematics content areas both within and among countries.[8] In fourth grade mathematics, U.S. students performed at or above the international average in all areas
except measurement. (See appendix table 1-12.) U.S. eighth grade students performed best on algebra, fractions, and data representation/analysis, where performance was on a par with international averages.
They did less well on proportionality, geometry, and measurement. (See appendix table 1-13.)


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Respond to Review of Pure and Whole - JingAn
by Lynnetto
Review: My favorites! Arabian wrap, tofu cheesecake, detox drink, lentil burger, lentil soup, wild seaweed salad, spring tabbouleh salad (and likely more which I have yet to try). It is strange but true. Eating Kush food makes me happy. And it also inspires me to choose healthier when I am back at home preparing my own food. Thank you for the inspiration, Kush.
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While I was feeding a friend's dogs, Petey tried to follow me, going out onto a busy road. I left my phone home, and when I returned an hour later, it was blown up with missed calls and texts from the fire department and police department as they shuttled him from one department to another.
Wedding Weeping
Our dog woke up his grandparents (who were sitting him the weekend of our wedding) every two hours by crying. He missed us.
So that nobody else can have them
I pee on treats I don't like. Even when they are given to me by well-meaning pet store employees just trying to get on my good side. I guess that's why they don't carpet pet stores?
Wee Angus is 'totes destructive!
I am Wee Angus the English bulldog and I tore up my mom's new Italian tote bag.
Yum Socks!
This is Spotty, she is an 11-week-old sock thief who is pretending to be sad and innocent.
Bailey is a 4 year old border collie mix. We got him from a family that originally adopted him to be a guard dog. As you can see, he is a pretty big wimp. We have some pretty epic summer thunderstorms and I've never seen him this terrified before!
Efficiently disgusting
I eat dirty tissues so I can poop and wipe at the same time. Money works too..
Vitamin crunch!
I eat BUGS !!! We get a bit of mosquito hawks creep into our home & Trek will eat them up, yum dinner !!
Whilst staying with my parents our dog Amigo opened my suitcase, removed the bag of bread mix, opened it all over the carpet then proceeded to get into my case and sleep on my clothes. He was not even sorry.
Lodi's Dog Park
Where tennis balls come to die


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John Kinyua
Update on John KinyuaJohn is 29 years old. He is married to Faith and together they have two children. He is a farmer and has been in the business for the past three years.
This is his third term loan. He repaid his previous loans well and in good time. He will use the loan to buy seeds and fertilizer for planting.
In the future, John hopes to practice farming in a more profitable way, such as by using technology to increase his yield.
Previous Loan DetailsJohn has practiced farming in Ndunyu Njeru town for the last two years. He is 28 years old and married to Faith Nyambura. They have two children. He was introduced to KADET LTD by his friend, and this will be his first loan. He plans to use the loan amount to buy seeds and ferilizer for planti... More from John Kinyua's previous loan »
Additional Information
About VisionFund KenyaVisionFund Kenya is dedicated to economically empowering its clients by providing financial services to improve living conditions of micro-entrepreneurs and their children across Kenya. VisionFund Kenya is the microfinance subsidiary of World Vision Kenya. Obtain more information on VisionFund Kenya from its website.
Concurrent and Successive Loans
Our Field Partners often work with borrowers over a series of loans as the borrowers build credit, take out bigger loans, and expand their businesses. In order to make it easier for our Field Partners to post loans for borrowers who have been listed on Kiva before, we allow them to post successive and concurrent loans for their Kiva borrowers. This means that our Field Partners are able to post a borrower's second, third, etc., loan on Kiva without having to re-enter all of the borrower's information.
This borrower has been listed on Kiva before, so you'll see an updated loan description, as well as excerpts of the original descriptions from earlier loans. Most borrowers take out loans consecutively, meaning that they receive a second loan after having repaid the first. However, sometimes our Field Partners give out concurrent loans, allowing borrowers to take out one primary loan and a secondary "add-on" loan along with it. These "add-on" loans are typically smaller than the borrower's primary loan and serve a different purpose. Because Field Partners can now post loans as successive and concurrent loans, you will be able to track borrower progress over time and see the various ways a borrower is working with our Field Partners through funds from Kiva's lenders.
About Kenya
592View loans »
Success!! The loan was 100% repaid
- Repayment Term
- 14 months (Additional Information)
- Repayment Schedule
- Monthly
- Pre-Disbursed:
- Mar 14, 2012
- Listed
- Apr 15, 2012
- Currency Exchange Loss:
- Possible
- Ended:
- Apr 17, 2013
Photo from previous loan
Kiva allows our Field Partners to re-use the same photo for individual borrowers that have been posted on Kiva's website once before in a 24 month period, and we allow them to re-use group photos for up to 24 months, provided that 80% of the current group's membership is represented.
Taking, collecting, and uploading photos of borrowers is one of the most challenging elements of using Kiva for our Field Partners. In order to make Kiva easier for Field Partners to use, we have allowed them to post successive and concurrent loans without taking a new photo of the borrower if the criteria above are met.


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Harry Arter willing to battle on for Bournemouth's survival
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User Comments
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Great reflection effect!
Bob Bennett - 18/Nov/13
Bob Bennett - 18/Nov/13
Thanks. They were very special conditions, made for some memorable images.
Jack Frost - 18/Nov/13
Jack Frost - 18/Nov/13
The reflections are amazing...
mr mills - 18/Nov/13
mr mills - 18/Nov/13
Superb lighting and conditions to get that reflection. It was crap the day I was there in March.
Sean Kelly - 22/Nov/13
Sean Kelly - 22/Nov/13


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|Warren Buffett
Buffett: Tax The Rich
TheStreet) -- Warren Buffett, the second-wealthiest man in America, wants to pay more taxes.NEW YORK (
"People at the high end -- people like myself -- should be paying a lot more in taxes. We have it better than we've ever had it," Buffett told
ABC News in an interview scheduled to air Nov. 28, according to
Buffett is Chairman and CEO of Omaha, Neb.-based Berkshire Hathaway (BRK-B) a conglomerate that includes publicly-traded companies like Wells Fargo (WFC - Get Report), Goldman Sachs (GS - Get Report), Coca Cola (KO - Get Report) and American Express (AXP - Get Report), among its vast holdings. "If anything, taxes for the lower and middle class and maybe even the upper middle class should even probably be cut further," Buffett said in the interview. Top earners paid between 69% and 92% of their income in taxes from 1936 to 1981 but have paid below 40% ever since 1987. The highest tax bracket, defined today as people earning more than about $375, 000, hasn't exceeded $400,000 since 1942. Buffett is the second richest man in America, according to Forbes, which puts his wealth at $45 billion. Tax cuts enacted during the George W. Bush presidency, which benefit earners in five different income brackets, are set to expire at the end of the year unless Congress acts. -- Written by Dan Freed in New York.
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Patriotic Serving Dishes. Just fold and serve! Patriotic Serving Dishes feature red and white stripes and a blue border with white stars over them. These paper trays are great for serving up burgers, hot dogs, chips and popcorn during your 4th of July celebration. Unfolded, 7 1/2" x 5 1/4". Simple assembly required. © OTC
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Get your head in the Halloween spirit with the perfect 'do for your costume! Headpieces, wigs, beards, mustaches - whatever the hair, we've got it here for kids and adults. So make sure you get your look just right for Halloween night with this grey Biblical Beard & Wig. Top quality, beard and wig set great for biblical characters to use in Easter and Christmas productions. Special Shipping Information: This item ships separately from other items in your order. Imported.
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A Seat Among Shambles by tfavrettoWatch
©2007-2016 tfavretto
This is a shot from the interior of an abandoned house located roughly 4 km east of Iron Bridge, ON. The house made for a great setting, but it didn't have much that I could single in on as a subject, so I brought this chair along with me to use in the photo.
Photo details:
Camera: Nikon F50
Shutter Speed: ~5 seconds
Aperture: F/22
Film Speed: 100 ASA
Date Picture Taken: April 18, 2006
Scanned from 4x6" print, processed in Photoshop.
Location of photograph: [link]
Photo details:
Camera: Nikon F50
Shutter Speed: ~5 seconds
Aperture: F/22
Film Speed: 100 ASA
Date Picture Taken: April 18, 2006
Scanned from 4x6" print, processed in Photoshop.
Location of photograph: [link]
Nice shot 8D
The effects in the background is nice c:
The effects in the background is nice c:
wow amazing picture! I'm assuming there is a window behind the camera also to light the chair or did you use any other way of bounceing the light on the chair! Again all I can say is amazing!
Thank you, and thanks for the . This is all natural light. I was standing in an open doorway when I took this photo, and there was a large window off to my right as well.
really good composition
The chair looks comfy, very much at odds with its decaying surroundings. I like the partly desaturated tones in this one!
How'd you bring the chair along with you?? It must be really bulky... ^^ And it looks really nice to sit in!
It's a pretty small chair, it's actually built for a child. It fit easily in the back seat of my car.
Beautiful colour and textures. Great idea to bring the chair for a subject, it fits nicely.
beautiful tones and textures!
my home!
Fantastic work!
wow..the light so awesome.. great photo
great title!
I'm relieved you say you brought the chair along... I would have found it decidedly creepy if you'd found it there, perfect among the ruins.
Evocative image!
Evocative image!
I love this style, nice shot
Very cool photo. The scene is perfect. Nice work!
Really cool, I like this!
the rocker is in such good condition.. nice shot.
I like the contrast between the disorderly wrecked room and the clean lines of the chair
beautiful shot. have you got an under-exposed shot ? I think that would work VERY well also.
Thanks. And I think you're right. I have already replaced this with a slightly underexposed version.
nicely done and simple yet poetic


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Would a kit like this be ok: http://elifebike.com/peng/iview.asp?...-43-GR8W.234ME ?
Hall Sensorless 201 24v - so I just get a 36 volt battery and I guess I'd need a different controller to hook it to that kit? I'm not sure how one runs a 24 volt motor at 36 volts. It doesn't burn out?
The LiFePo4 might be overkill but I suspect the battery will be around longer than the motor. Would another type of battery be significantly lighter and provide around the same power? 30 miles is likely overkill since I do pedal a lot.
Or this kit, which is a 300 motor already at 36 volts?


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Oldham County and South Oldham are one step closer to playing in the same football district starting in 2015.
The KHSAA Board of Control approved a draft of the football alignment for the 2015-18 seasons Tuesday.
The draft was configured after schools were given the option of "playing up" a class, or moving down a class if the opportunity was available. Oldham County made such a move, going from 6A to 5A.
The 2015-18 alignment will be presented to the membership before likely being finalized during the Board's May meeting.
GOSHEN – Cameron Masterman changed North Oldham's game against Oldham County Thursday night with one big swing.
Masterman hit a fifth-inning grand slam over the left-field wall to push the Mustangs lead from 1-0 to 5-0. North would go on to win 7-4, evening the regular season series against its visiting cross-town rival at 1-1.
The win came one night after a Christian Haynes single in the seventh gave OC a 4-3 win over North in Buckner.
BUCKNER – Christian Haynes had chances to give his Oldham County team the lead in both the third and fifth innings Wednesday night against North Oldham.
In the third, with the bases loaded, two outs and the game tied 3-3, Haynes struck out. In the fifth, with runners on the corners, two outs and the game still knotted at three, he grounded out to North pitcher Ethan Cleary.
As Oldham County charged to a second straight Region 8 title last year, one of its best players was stuck in the dugout.
Kailey Rigdon, a junior first baseman garnering Division-I interest, dove back into third base during a game over the 2013 spring break. The momentum of her dive carried her body forward, but her arm stayed put, grabbing the base.
A season-ending torn labrum in her shoulder was the result. The injury was especially frustrating, Rigdon said, because it affected her college plans.
As many 3-year old colts are currently prepping for the first Saturday in May, I spend a lot of free time that I don't have prepping for the most confounding two minutes in sports too.
To avoid the paralysis by analysis from setting in, it's fun sometimes to jump off the horses and just savor some of the other people, places and things that make Derby time so special.
After spending the winter lifting weights, county football players get to step outside and do some work on the field this week.
North Oldham, Oldham County and South Oldham have all either started or are starting spring football practice this week. The teams have three weeks to conduct 10 practices, per KHSAA rules.
Coming a little after halfway between the end of one football season and beginning of the next, North coach Billy Martin said spring practice is one of his favorite times of the year.
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