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The reason why the comm sent you out in a heavy base might have been that he didn't know what kind of hound you were running. They really need some sort of quick read out that the comm can use. Since people switch hounds so often, I find it difficult to keep track of who is using what and the lack of indicators doesn't help.
I'm thinking that they need a dedicated commander's screen. Something like you hold down the Y button instead of just tapping it and you go into a Battlefield 2 style command screen with more options, albiet you have less awareness of things around you. In this screen you can place waypoints for squad members and maybe do special commander things like place artilly fire orders, or even something like radar relay, where you can pinpoint an enemy hound on the player's map for a short amount of time.
Players also need a compass at the top of their screen that includes a waypoint indicator. The compass on the sonar screen is a little too wonky to use properly.
I think we need to have everyone put their numbers on multiple areas of their hound to make identification a little easier. When I next jump online that's what I'll be doing.


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Without A Song
by paul pax andrews
- #89 in Nonfiction, Entertainment, Music, Music Styles, Jazz & Blues, Jazz
- #89 in Nonfiction, Entertainment, Music, Jazz & Blues, Jazz
- #18225 in Biography & Memoir
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without a song paul pax andrews
my story is threefold; an awakening then the gift of acceptance
followed by the journey of mindfulness. for my life has been blessed
with wonderful songs and endless rhythms.
" 1975 in sydney, it seemed that a jazz-room opened every month with maybe twenty different joints presenting energetic live music to packed houses; the 'explosion' and what did occur was sensational."
"how can one man bring together such collective consciousness as the quartet and design that spirit to express so much for so long? and great love, I heard such joy. still! I cannot imagine my life without coltrane, no way. no life. his ballads and his sheer beauty of tone are still very healing for me. again and again."
"a cabramatta stairwell; my old belt wrapped tight around my arm, held in the mouth to leave two hands free, slapping my fore-arm. I find a likely spot and try to raise blood, nothing. again i jab the sharp under my skin and pierce the vein. 'fuck that hurts, motherfuck'. try the other arm, she's got hers. "mmnnooohh" 'you ok baby?' this time...yes! ohhh! my belt slips from my mouth as the vein accepts the tiny shot."
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by on September 29, 2016
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- paul pax andrews, September 2012
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Elsberry Indians Center Kenny Lesley was named to the Lutheran High School Nike Cougar Classic All-Tournament team with a 45 point performance in the three games.Elsberry won the Consolation Title with a 56-41 victory over Orchard Farm.
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|Basic Data
|Official Country Name:
|Republic of Slovenia
|Slovenian, Serbo-Croatian
|Literacy Rate:
|Academic Year:
|Number of Primary Schools:
|Compulsory Schooling:
|8 years
|Public Expenditure on Education:
|Foreign Students in National Universities:
|Educational Enrollment:
|Primary: 98,866
|Secondary: 212,458
|Higher: 51,009
|Educational Enrollment Rate:
|Primary: 98%
|Secondary: 92%
|Higher: 36%
|Primary: 7,283
|Secondary: 14,573
|Higher: 3,907
|Student-Teacher Ratio:
|Primary: 14:1
|Secondary: 15:1
|Female Enrollment Rate:
|Primary: 98%
|Secondary: 93%
|Higher: 41%
The Republic of Slovenia (Republika Slovenije ) is situated in southeastern central Europe. With Italy to the west, Austria to the north, Hungary to the northeast, and Croatia to the east and south, Slovenia has just 46.6 kilometers of coastline on the Adriatic Sea in the country's southwestern corner. The capital city, Ljubljana, sits directly in the middle of Slovenia. Measuring 20,253 square kilometers, Slovenia is slightly smaller than the U.S. state of New Jersey. Most of Slovenia's terrain consists of mountains and valleys; many rivers flow through the eastern part of the country.
Slovenia's status as an independent country is a very recent phenomenon, excepting a brief period of independence more than a thousand years ago. In the late sixth century, Slavs moved into the valleys of the Sava, Drava, and Mura rivers in what is now Slovenia and, pressed by the Avars, spread to the Black Sea, Friuli plains, the Danube River, the Adriatic Sea, and Lake Balaton. During the seventh century, various Slavic tribes united, and by the mid-eighth century, the area was part of the Frankish empire with the Slavs converting to Christianity and losing their independence. An independent state of Slovenes in Lower Pannonia was established briefly in the late-ninth century for just five years. Meanwhile, use of the Slovene language increased, particularly in religious services, and the first records written in Slovene, the Freising Manuscripts, were produced. From the fourteenth to the sixteenth centuries, the Slovene regions came under the rule of the Habsburg monarchy.
In 1848 Slovene intellectuals published their first political program for a United Slovenia, but the Slovenes' liberation from Austro-Hungarian rule was not achieved until 1918 when the Kingdom of Serbs, Croats, and Slovenes was formed at the end of the World War I. During the World War II, Slovenes fighting the Nazis and the German, Italian, and Hungarian occupation of the region formed the Liberation Front (known as the "OF"). With the end of the war in Europe, Slovene became one of the six republics in the new Federal Peoples' Republic of Yugoslavia declared in November 1945.
As part of Yugoslavia, Slovenia experienced the nationalization of its businesses and industries and their placement under state control. Although Slovenia was relatively prosperous as a member of FPRY, by the 1980s the economy was deteriorating in Yugoslavia, and Slovenia suffered economic losses. A growing nationalist movement in Slovenia gained strength, and in a December 1990 referendum, 88.5 percent of the Slovenians who voted opted for independence. On June 25, 1991, the Republic of Slovenia declared its independence from Yugoslavia; two days later, the Yugoslav Army launched its attack against the newly independent country. Armed attacks only lasted about 10 days, however, as the peace agreement (the Brioni Declaration) signed on July 7, 1991, ended the Yugoslav Army's military campaign. By late October 1991, all Yugoslav soldiers had been pulled out of Slovenia; the next month, Slovenia published its "Law on Denationalisation" in the Official Gazette. The Slovene Constitution was adopted on December 23, 1991, and immediately came into force, confirming Slovenia's independence from Yugoslavia.
In mid-January 1992 the European Union recognized Slovenia as a separate country, and Slovenia joined the United Nations in May 1992. The first elections in the country were held in December of that year. In May 1993 Slovenia became a member of the Council of Europe. By September 1994 Slovenia had joined the General Agreement on Tariffs and Trade (GATT), which evolved into the World Trade Organization that December—with Slovenia as one of the founding members. In January 1996 Slovenia joined the Central European Free Trade Agreement. Five months later Slovenia signed an association agreement with the European Union granting Slovenia associate membership status, an agreement that came into effect in February 1999. June 1996 also saw Slovenia joining the Western European Union as an associate partner. On January 1, 1998, Slovenia became one of the nonpermanent members of the United Nations Security Council, further establishing itself as a European state actively participating in the international arena. All together, Slovenia belongs to about 40 international organizations as well as the main international financial institutions.
Nonetheless, the 1990s also marked a period of social unrest and political challenges for Slovenia. During the Balkans wars of the 1990s, thousands of refugees from neighboring countries poured into Slovenia, especially from Croatia, Bosnia-Herzegovina, and the autonomous province of Kosovo in southern Serbia. The movement of peoples in Slovenia due to the Balkans wars changed the numbers and proportions of ethnic groups living in the country to a significant extent, though the actual size of these changes had not yet been officially measured at the turn of the millennium. The 1991 census showed the ethnicity of Slovenia's population to be as follows: about 88 percent Slovene, 3 percent Croat, 2 percent Serb, about 1 percent Bosnian Muslim (Bosniac), and with less than 1 percent each of Hungarians, Italians, and other minorities, including Roma. About 71 percent of the population reportedly was Roman Catholic, 1 percent was Lutheran, 1 percent was Muslim, 4 percent was atheist, and 23 percent was other, including small proportions of other Protestant groups and Jews. About 91 percent of Slovenia's population spoke Slovenian in the early 1990s, whereas 6 percent spoke Serbo-Croatian and 3 percent spoke other languages, including Italian and Hungarian—the two principal other national minorities in the country whose languages were used in some of the country's schools.
The population of Slovenia, estimated at 1.9 million in July 2000, had a growth rate that year of only 0.12 percent. About 50.3 percent of the country's population lived in urban areas in 1999, when the population density was 98.7 persons per square kilometer. By 1999 nearly all Slovenes ages 15 and up were considered literate—about 99.7 percent of adult males and 99.6 percent of adult females. The total fertility rate in Slovenia in 2000 was 1.28 children born per woman. Approximately 16 percent of the country's population that year was 14-years-old or younger while 69 percent of the population was between 15 and 64 years of age and about 15 percent was 65 or older. At that time, Slovenia had an infant mortality rate of 4.56 per 1,000 live births and an under-fiveyears child mortality rate of 6 per 1,000 in 1999. The average life span of Slovenes in the year 2000 was 75.86 years (70.97 years for men and 78.97 years for women—a significant gender gap).
For centuries the economic base of the Slovenes was agriculture and forestry. However, during the twentieth century, especially during the years Slovenia was part of Yugoslavia, the country's industrial output grew substantially, and Slovenia became heavily industrialized. In 1999 Slovenia's GDP was US$20.7 billion, and the annual growth rate was 4.9 percent of the GDP. That year agriculture contributed only about 3.7 percent of the GDP while 38.4 percent of GDP came from industry, and 57.8 percent was derived from services (all estimates value added). Slovenia's annual per-capita income (GNP per capita) was about US$9,890 in 1999, much better that the per-capita income of any of the other five states that once had belonged to socialist Yugoslavia. Foreign direct investment in Slovenia by the late 1990s was also quite good: US$181.2 million for 1999. The World Bank noted that "Slovenia enjoyed the highest standard of living among the Republics of Yugoslavia" and that in 1999 Slovenia was "the most prosperous country in Central and Eastern Europe." The unemployment rate in 1999 was 7.4 percent, although reportedly about twice that figure obtained unemployment benefits. In 1998 nearly 11 percent of the workforce was employed in agriculture, 39 percent in industry, and 50 percent in services. Slovenia received substantial assistance from the World Bank and other international donors during the 1990s to reform its economic structures in the direction of private ownership. In 1993 Slovenia became a member of the World Bank, and in July 1993 the Bank awarded Slovenia its first Bank loan, worth US$80 million, to help privatize the economy and restructure the financial sector. About US$128.4 million in Bank funds for four economic development and restructuring projects had been committed for Slovenia by April 2000. By May 2000 discussions already were underway to start the process of Slovenia's eventual graduation from the Bank, since the country's economic performance had significantly improved compared with what it had been in the 1980s and early 1990s, and its economy having turned in a positive direction in 1993.
Slovenia is a parliamentary, democratic republic established according to the Constitution of December 1991. The Slovenian legal system is based on a civil law code. All Slovenes, men and women alike, are eligible to vote at age 18; 16- and 17-year-olds also can vote if they are employed. Slovenia's chief of state is the president, who is democratically elected to five-year terms of office. Since April 1990, Milan Kučan has been president of Slovenia. The executive branch of the national government also includes a prime minister and Council of Ministers. The prime minister, Andrej Bajuk since the Fall 2000 election of the national parliament (National Assembly or Drzavni Zbor ), is the leader of the majority party or the winning majority coalition. He or she usually is nominated by the president to serve as prime minister and elected by the National Assembly. The Council of Ministers is nominated by the prime minister and elected by the National Assembly. The National Assembly is a unicameral legislature of 90 representatives elected to 4-year terms. The national legislative branch also includes the National Council (Drzavni Svet ), an advisory body of 40 representatives of local, socioeconomic, and professional interest groups; the representatives are elected to 5-year terms. The National Council has certain limited legislative powers in that it can propose laws and review the National Assembly's decisions. The third branch of Slovenia's national government is the judicial branch, consisting of a Supreme Court whose judges are elected by the National Assembly after being recommended by the Judicial Council and the Constitutional Court, whose judges serve 9 year terms, are elected by the National Assembly, and nominated by the president. Slovene local affairs are administered through a system of 136 municipalities (obcine ) and 11 urban municipalities (obcine mestne ).
Slovenia has a relatively positive reputation in terms of respect for international human rights. Elections have been free and fair, and the government operates by democratic systems, which allow multi-party competition, freedom of speech, and freedom of association. The judiciary operates independently of the executive branch, and a human rights ombudsman deals appropriately with alleged abuses. However, some problems do exist in terms of police brutality and other violence against Roma, discrimination against non-Slovene residents, and violence and discrimination against women. Trafficking in women also exists. Compared with the other countries of the former Yugoslavia, however, Slovenia stands in relatively good stead. This is acknowledged by the fact that Slovenia is expected to be one of the first of the transitional democracies in Eastern and Central Europe to accede to full membership in the European Union.
Concerning the basic philosophy of Slovenia's educational system, the 1995 "White Paper on Education in the Republic of Slovenia" spelled out several key values and principles underpinning the educational reform efforts begun in the 1990s. In its December 2000 report on Slovenia's education system, the Ministry of Education and Sports reported these to be: "(1) accessibility and transparency of the public education system, (2) legal neutrality, (3) choice at all levels, (4) democracy, autonomy, and equal opportunities, and (5) quality of learning to take precedence over the accumulation of facts." The Ministry also pointed out that a "legislative framework for change" resulted from the "White Paper" with a series of laws passed between 1996 and 2000 that have provided specifications and support for reforms in the organization and funding of the education system from preschool through university levels; adult education; professional and academic titles; the establishment of school inspectorates; linkages between formal and informal education in the area of vocational training and certification; music schools; schools and classes for children with special needs; the promotion of computer literacy; textbook revisions and modern teaching methodology; foreign languages; school meals; and school construction. Among the most important education laws passed in the 1990s were the 1993 and 1999 Higher Education Acts, the 1996 Vocational and Technical Education Act, and the Act on the Provision of Funds for Urgent Education Development Programmes. The Constitution of 1991 contained elements related to education, specifying certain essential aspects of the education system such as the autonomy of state universities and other institutions of higher learning and the basis of the state's obligation to financially support higher education.
The legislative reforms of the 1990s prompted by the 1995 "White Paper" were directed toward achieving the following objectives, according to the Ministry: making more educational opportunities available to all persons with special needs and improving the mainstreaming of special learners; widening the variety of preschool education, methods of teaching, and approaches to learning at all levels; facilitating transfers across different categories of education and making full- and part-time studies more accessible; increasing the number of adult learners and making adults more functionally and culturally literate; providing for greater educational opportunities for the socially disadvantaged; ensuring gender equity in education; establishing a higher education system more like that existing in other European countries and coordinating the system with European developments; promoting quality; and strengthening post-graduate studies, the links between teaching and research, and connections among higher education institutions, industry, local communities, and the public. Methods for monitoring the implementation of educational reforms also were developed in 1999 so that education authorities could assess the degree and quality of educational improvements being made in the country. The Phare program of the European Union also has provided assistance in this area.
Slovenia has a relatively well-educated populace, and the education system is undergoing reform to bring it in line with the style, quality, and content of education and training provided by the European Union member states. As of the year 2000, more than 50 percent of the population aged 15 or older in Slovenia had graduated at least from upper-secondary school programs. Of those aged 19 to 29, less than 20 percent had not completed upper-secondary education. In 1999 some 21.3 percent of the economically active population in Slovenia had completed only basic education or had no formal education, while 78.7 percent of the active population had finished at least upper-secondary schooling. Over time, the proportion of the population enrolled in school programming has increased, although Slovenia's low birthrate means that incoming classes of preschoolers and children in the first few grades are smaller than in the recent past. Furthermore, compared with the European Union countries, Slovenia has very favorable teacher to student ratios. With the exception of postsecondary and higher education levels, schools in Slovenia experienced increasingly smaller class sizes during the 1990s and early twenty-first century. This has generally been seen as positive for student learning. Finally, progression rates from one level of education to another have increased over time in Slovenia, meaning that students are continuing on for more education than they had in the past.
In the 1999-2000 academic year, 185,554 pupils and students were enrolled in basic education in Slovenia. Through a gradual phasing-in process, children and youth between the ages of 6 and 15 are now required to attend 9 years of compulsory basic education, an increase from the previous 8 years of compulsory schooling. These first nine years cover primary and lower-secondary education levels, which are divided into three stages. The first stage of three years includes classes where pupils receive only descriptive grades; in the second three-year stage, pupils receive a combination of numerical grades and descriptive grades. By the final three years of basic education, only numerical grades are given. (The earlier system, reformed in the late 1990s, included two sets of four grades with children starting school at age seven and attending an optional year of preschool at age six.) An optional tenth year of basic schooling in preparation for passing the external knowledge portions of the exam required to enter upper-secondary schooling was added as part of Slovenia's newly revised educational programming. The language of instruction in Slovenia's elementary and secondary schools is generally Slovene, although Italian and Hungarian also are offered as languages of instruction for the Italian and Hungarian minorities in the two bilingual areas of the country.
Upper secondary education in Slovenia comes essentially in three different versions: four years of general secondary education in gimnazije, which provide general and classical education programs in preparation for tertiary studies (or for a vocational course in preparation for entering the labor market); four years of technical secondary education leading ultimately to professions in engineering and other fields, where technical graduates go on to tertiary studies in vocational and professional colleges; and two and a half or three years of vocational education in various forms, including combined classroom learning and on the job training and apprenticeships. Three-year vocational training programs can be followed by a two-year vocational-technical program, direct experience in the labor market, or at least three years of work experience followed by examinations to qualify students as a master craftsman, foreman, or shop manager and, consequently, the same level of recognition as students passing a four-year technical training exam. Those who finish examinations in general subject areas can qualify for tertiary studies in vocational education as well. In general, the education reforms implemented in the second half of the 1990s increased the availability and flexibility of education and training programs for students, making it possible for those who took vocational courses to transfer into technical programs and for others to shift out of a general education track into a more practical, work-oriented one.
Tertiary education in Slovenia includes academic higher education (lasting from four to six years), professionally oriented higher education (lasting three to four years), and vocational education at the postsecondary level (lasting two years). Additionally, post-graduate education in specialized studies or at the magisterij or doctoral level is available to graduates of the academic and professional higher education programs. These advanced programs typically take one or two years for specialized studies, two years for magisterij programs and four years for the doctoral programs.
Children and youth with special needs have received significant attention by Slovenia's educational administrators and teachers. Special development classes are provided for children ages three and over who have severe mental and physical disabilities. Modified curricula in elementary schools address the basic educational needs of pupils with minor mental disabilities, and moderately or severely impaired children are taught in special classes in elementary schools, after which they can find jobs in special centers. Mainstreamed classes for special needs students are provided through secondary schools and special schools in lower and upper secondary level vocational education and training. Special schools also exist for the more severely affected students who cannot function as well in the types of mainstreamed programs provided through regular schools. Students with learning difficulties may attend regular school programs and receive additional individual and group assistance of various types, integrated with their mainstreamed programming. Schools in hospitals also exist, providing children who are hospitalized for long periods of time with educational opportunities. A new special education law passed in 2000 outlined the rules for placing children with special needs in the most appropriate school programs with special committees established to assist in this process. Individualized education plans are highlighted in this law, which likewise facilitates the transferring of children between programs to ensure the best placements possible by increasing the monitoring of student placements and progress. Parents are now included to a larger extent in the planning and implementation of educational programs for special needs children and youth. In 1999-2000 Slovenia's special needs student population included 443 preschoolers enrolled in preschool institutions, a total of 2,796 students following modified curricula in elementary schools, and 2,003 students enrolled in special education institutions and in elementary schools offering special training in job skills. In 1997-1998 special needs students enrolled in modified curricula programs in secondary schools numbered 563. In the mid-1990s more than 3,000 teachers provided education to special needs students in Slovenia.
Additional educational programming is provided by some of the nongovernmental organizations operating in the country, many of them linked to the European Union and to initiatives designed to promote democratization in Central and Eastern Europe. For example, the Open Society Institute, funded by the Soros Foundation, has operated a "Step by Step Program" since 1995 that encourages parents and community members to become more involved in the education of preschoolers and elementary-age students. Among the goals it promotes, "Step by Step" encourages creativity and problem-solving in children, parental involvement in educational decisionmaking, and better learning opportunities for impoverished children, children with disabilities, children of minorities such as the Roma, and refugees living in Slovenia.
Preschool education in Slovenia is optional, although the age level for entering compulsory education recently shifted downward from seven years of age to six years. In the 1999-2000 school year, 64,151 children between the ages of 1 and 6 were enrolled in preschool programs—3,523 classes provided through a total of 808 institutions (either separate preschools or units within elementary schools). Taught by a teaching staff of 7,148, these children attended mainly publicly supported programs, but some attended secular or religious (mainly Catholic) private preschools. Nearly 60 percent of children between the ages of 1 and 6 attended preschool institutions in the late 1990s.
Children between the ages of 6 and 15 are enrolled in basic education. In 1995 the gross enrollment rate for basic education was 97 percent. By the late 1990s almost 98 percent of pupils successfully completed their basic education, and nearly all the basic education graduates went on to upper-secondary studies. In 1999-2000, approximately 185,554 pupils and students were enrolled in compulsory education, attending 816 elementary schools and distributed across 9,106 classes. At the close of the 1998-1999 school year, 15,140 teachers taught children enrolled in the basic education grades. The average class size for elementary schools covering the first 8 grades (9 grades, in the new system) in the year 2000 was 15 to 20 students. This was significantly lower than the European Union's maximum of 35 and lower than Slovenia's own maximum of 28. At the turn of the millennium the pupil to teacher ratio in Slovenian elementary schools was 12.4:1.
Students who complete the required basic education (previously eight years, but as of the early 2000 decade, nine years) take external examinations to progress on to the upper-secondary level. With the new education reforms of the nine year basic education divided into three cycles of three years each, students will be taking statewide examinations at the end of each of the cycles. The grades from these examinations after the first and second cycles will only be used to provide feedback to the students, their parents, and teachers. Grades from the third cycle exams will be used to determine whether or not pupils are ready for the next higher level of schooling.
Until the late 1990s, upper-secondary schools in Slovenia focused on integrated programs of vocational training and general education, designed to prepare students for both the labor market and higher education programs. With the education reforms at the end of the 1990s, Slovenia's education system now includes a variety of educational programs at the upper-secondary level with contrasting goals: shorter vocational training programs of two and a half to three years leading directly to employment after graduation and extended, four year training programs characterized by mainly general studies or by technical or vocational orientations. Gimnazija programs were reintroduced in the mid-1990s to offer students general and classical coursework as preparation for tertiary studies, and later in the decade more professionally oriented gimnazija programs were added to prepare students for careers in engineering, business, and the arts. Gimnazija programs culminate in the matura examination in five subjects, that was introduced in 1995 to replace the final examinations previously administered to graduating students. The gross enrollment rate for general secondary education was 21 percent in 1996. The new matura examination also serves as the entrance examination to higher education. Gimnazija students who do not wish to continue their education after completing upper-secondary schooling can take a vocational course and obtain qualifications in specific occupational fields. Four-year technical studies programs at the upper-secondary level are also possible, preparing students for vocational and professional colleges. After taking their final examination, or more recently the poklicna matura examination, students can proceed directly into postsecondary vocational and professional training from technical study programs at the secondary level. Graduates of secondary level technical programs can also take a special matura course to prepare for the regular matura examination that qualifies them for tertiary studies in any academic field.
With the education legislation passed at the end of the 1990s, vocational training programs were enhanced by better partnerships between vocational training institutions on the one hand and business and industry on the other. Short term vocational programs were established for elementary school graduates and for students with special needs and/or those failing to have completed basic education (i.e., the first eight or nine years of schooling) successfully. These training programs reinforce earlier training in general studies provided by elementary schools and also introduce general and vocational knowledge and skills to enable students to secure simple jobs. Passing the examination at the conclusion of the short-term vocational programs allows students to enter the job market or to proceed on to other secondary school programs. Those students who complete elementary schooling can enroll in vocational training lasting three years through vocational schools or in cooperation with employers through a work-study arrangement involving school-based education coupled with apprenticeship. The three-year vocational training programs typically finish with a final examination. The successful passing of this examination qualifies students to enter the labor market or to go on to two-year vocational-technical programs that culminate in the poklicna matura examination, the examination administered to students who go through upper-secondary level, technical-training programs. Additionally, graduates of the three year vocational programs can work for at least three years and then take an examination to qualify for postsecondary studies.
In the 1999-2000 school year, 105,455 secondary students were enrolled in 147 secondary schools—142 publicly funded and 5 private gimnazije. Of all secondary students, 30,608 were enrolled in vocational programs, 43,303 were enrolled in technical programs, and 97 took vocational courses, while 31,265 followed gimnazije programs and 182 were enrolled in the course preparing them for the matura examination. (Counts include full-time students and students with special needs.) The student to teacher ratio at the secondary level at the end of the 1990s was 12.1:1, an improvement over the comparable figure of 14.2:1 at the beginning of the decade.
Several forms of higher education exist in Slovenia with the number of choices increased by the education reforms made in the late 1990s. In 1996-1997 postsecondary vocational colleges (višje strokovne šole ) were added, linking education and work experiences more closely with much of the training provided by private companies. Training in these colleges lasts for two years and ends with a diploma examination and the title of the vocational area in which the student is qualified, enabling the graduate to begin work in a specific occupation. Starting with the 1998-1999 academic year, graduates of this form of training were also allowed to enter certain professionally oriented programs in higher education schools, depending on the decision of the latter institutions. In 1999-2000 Slovenia had 9 postsecondary vocational colleges—7 public and 2 private—serving a total of 2,447 students, of whom 1,189 were youth and 1,258 were adults.
Additional forms of higher education in Slovenia are provided through faculties and art academies belonging to universities, stand-alone faculties established as private institutions offering both professional and more academic study programs, and professional colleges offering only professional training. Slovenia had two public universities at the turn of the millennium, the University of Ljubljana and the University of Maribor, which together encompassed a broad range of faculties, academies, and colleges. The private colleges included schools for undergraduate and post-graduate study in such areas as environmental sciences, the humanities, business, and the arts, among others. A dual system was developed in the late 1990s whereby certain higher education programs trained students for specific professions and other programs give students more general preparation for further professional studies or for advanced academic studies and research. Higher education is divided into undergraduate studies, whose graduates receive a diploma and the first degree title, and post-graduate studies, leading to a second degree title, the title of specialist, the academic title of magister znanosti or magister umetnosti (equivalent to a Master's degree), or doctor znanosti (equivalent to a Ph.D. degree).
In the 1999-2000 academic year, 46 higher education institutions (39 public and 7 private) provided the above types of professional and academic training to a full range of tertiary students: 77,609 undergraduates (54,605 full-time and 23,004 part-time); 478 students in short, first degree university programs (169 full-time and 309 part-time); 35,145 students in professional programs (18,320 full-time and 16,825 part-time); and 41,986 students in academic programs (36,116 full-time and 5,870 part-time). At the post-graduate level, 3,006 students were studying in programs leading either to the magisterij degree or to the specializacija degree. (Figures were unavailable for students enrolled in doctoral-level programs.) Academic staff and support staff in higher education institutions in the 1999-2000 academic year, counted as full time equivalents (FTEs), numbered 3,682: 1,849 teachers, 1,818 assistants, and 15 researchers. The student to teacher ratio for higher education at the end of the 1990s was 15.8:1, which is slightly higher than the figure of 13.7:1 at the start of the decade, due to increasing numbers of students at the tertiary level without an equivalent rise in the number of teaching staff. However, the graduation rate of students entering tertiary studies has improved, since a greater proportion of students entering higher education programs actually graduate than was true in the past. Foreign students are welcome to study in Slovenia but must be competent in the Slovene language. A year-long preparatory program in Slovene is thus provided for international students intending to study in Slovenia who lack the necessary language skills upon arrival. Of the number of seats allocated for public higher education in Slovenia each year, an additional 5 percent are allocated for foreign students, which is generally sufficient to accommodate the number of non-Slovene students interested in pursuing tertiary education in Slovenia. A variety of educational exchange programs operate between Slovenia and the European Union member states and other countries, based on a number of agreements made between Slovenia and other states from the 1970s on. Substantial information is provided via Slovenian websites on the Internet to educate international students about educational opportunities and exchanges with Slovenian institutions of higher education.
Responsibility for educational administration in Slovenia rests primarily with the Ministry of Education and Sports. The Ministry drafts national policies on education, science, and sport; plans for the structuring and funding of educational institutions; manages public educational institutions; inspects schools; and administers financial aid. The Ministry also prepares legislation regarding education, science, and sport and must implement the laws and administrative regulations pertaining to these areas. The scope of the Ministry's tasks includes not only all levels of education within Slovenia but also the education of ethnic and national minorities such as the Roma, Italians, and Hungarians living in Slovenia and the education of the Slovenian minorities living in Austria, Hungary, and Italy. Educating special needs children and youth within Slovenia and providing supplementary courses worldwide in the Slovene language and culture also fall within the realm of the Ministry, as do initial and in-service training programs for Slovenia's teachers. In addition to the Ministry of Education and Sport, the Ministry of Science and Technology plays a significant role in developing and implementing international cooperation and exchange programs involving higher education institutions. The Ministry of Health, Families, and Welfare arranges specialized training in medicine for medical students in Slovenia, placing students in training programs connecting university institutions and clinics.
Various government councils also have been created to oversee the development of plans for education reforms in specific areas. For example, the National Curriculum Council with its associated subject-oriented committees was charged with developing new curricula for use in Slovenia's schools until the late 1990s when it was replaced by Councils of Experts for general, vocational and technical, and adult education, who adopted new curricula in line with the education reforms being made. The new curricula reflected a non-ideological (i.e., non-socialist) approach in presenting course content, and pedagogical emphasis was placed on developing learning and problem-solving skills in students instead of on rote memorization. Teaching students how to learn moved to the forefront, replacing earlier emphases on the teaching of specific content. The Council for Higher Education provides the government with advice on legislation pertaining to higher education and helps plan and implement higher education policies. Facilitating cooperation among various higher education institutions is also the responsibility of this council. The Association of Rectors of Slovenia and the Council for Science and Technology are two other significant bodies charged with educational planning and oversight. The EU Programmes Agency in Ljubljana and the Office of International Relations of the Ministry of Education and Sport promote cooperation with higher education programs and institutions in the European Union member states and other parts of the world. Associations of teachers and students are also increasingly active in Slovenia. The Slovenian Student Union is the principal national student association, headquartered in Ljubljana. Various student associations attached to the universities also exist, as well as a new Disabled Student Association. The Slovenian Society of Teachers is the principal professional association for educators in the country.
Financing education is one of the chief responsibilities of the government of the Republic of Slovenia. In 1995 about 12.6 percent of public spending and 5.8 percent of Slovenia's GNP was dedicated to education. The same year, 16.9 percent of the public funds expended on education supported higher education, and the amount spent on each tertiary student was equivalent to 38.0 percent of the GNP per capita. Basic and secondary education are free in Slovenia. Costs for attending public universities are more reasonable, on the whole, than in the European Union member states. Tuition in the late 1990s, for example, was generally less than US$1,500 per year in the social sciences and humanities and less than US$2,000 for other disciplines at the undergraduate level. For Master's and specialist programs, tuition costs were up to US$2,250 in the social sciences and humanities and US$3,000 in other disciplines. At the doctoral level, a year's tuition in the social sciences and humanities ranged up to US$2,250 for students who had already completed a Master's program or specialist degree studies and US$4,500 for those who had not; in other disciplines the comparable figures ranged up to US$3,000 and US$6,000, depending on the discipline (social sciences and humanities versus other disciplines).
Administrative responsibility for educational research in Slovenia also falls under the jurisdiction of the Ministry of Education and Sport. Educational research is conducted in conjunction with the regular activities of the teacher-training institutes in the higher education system as well as by a special government council, the Ministry of Education and Sport, and the Statistical Office of the Republic of Slovenia.
Opportunities for adult education in Slovenia are abundant and varied, although efforts to improve access for all adults to further training are continuing. During the 1990s significant attention was placed on increasing programs for adults at all educational levels—basic education, upper-secondary levels, and higher education. An adult education master plan for the 10-year period lasting until 2010 was to be adopted by the National Assembly in 2001, outlining the main strategy and goals for adult education in the country. A wide variety of schools and institutions have offered educational programming to adults, and the number of offerings has increased over time, particularly after Slovenia moved to privatize industry and enterprises.
Traditionally, adult education has been provided through peoples' universities (ljudska univerza ); in addition, schools and higher education institutions catering to youth also include courses for adults, which have been adapted to the needs and learning styles of more mature learners. Both day and evening courses and programs are available, including apprenticeship training, through full time and part time schedules, covering academic subjects as well as professional, vocational, and in-service training. Post-graduate studies are also available to adult learners in Slovenia. Private companies and various interest organizations also offer educational programming for adults. The Slovenian Institute for Adult Education has supported projects involving independently run learning centers, opportunities for educational exchanges, study circles, multimedia-supported learning, and distance education. Trade unions also design programs to prepare employees for retirement. The Slovene Society of Teachers and the University of Ljubljana's Faculty of Arts together established the "Third Age University" in 1986 to give senior members of Slovene society the opportunity to take part in learning activities as well.
During 1998-1999 the Ministry of Labour, Family, and Social Affairs and the Ministry of Education and Sport jointly initiated "Programme 5000" to provide education and career support to the unemployed. In 1999 more than 23,000 unemployed adults took part in the various offerings of this special, publicly supported program. A new law passed in 2000 has established a nonformal certification system through which vocationrelated knowledge can be assessed and verified, qualifying adults for new types of work or for additional training in already developed occupational skills.
Distance education has increasingly drawn attention from educational administrators and instructors in Slovenia. As the country becomes more technologically advanced and interacts increasingly with the European Union's member states, advances in educational technology are also being made and integrated with learning programs. At the University of Maribor, the Faculty of Economics offers distance-learning programs that culminate in a higher education diploma. Concerning the level of information technology in Slovenia, in 1999 there were 251.4 personal computers for every 1,000 people in the country—roughly 1 computer for every 4 persons. The same year, Slovenia had 7 Internet service providers and 99.1 Internet hosts were available for every 10,000 people. More traditional forms of technology are also readily accessible for educational purposes. In 1997 there were 805,000 radios and 710,000 televisions in Slovenia, a country whose population was less than two million. Roughly speaking, this meant that one radio was available for every two and a half persons and one television was available for every three people.
In Slovenia basic education teachers are trained primarily in four-year programs in Faculties of Education, with an additional year of absolventski staž provided to allow students to complete their academic requirements, write their diploma thesis, and prepare for the defense of their thesis. Secondary school teachers are also trained in Faculties of Education and in other faculties as well. Their programs likewise last four or four and a half years, plus a year of absolventski staž. Professional examinations for teacher certification follow the training programs of both basic and secondary level teachers. Additionally, secondary level teachers can also be prepared by completing higher education programs and working for three years. They then follow a special credentialing course that qualifies them to teach in secondary schools. The teaching staff at vocational colleges are called "vocational college lecturers" (višji predavatelji ) and must complete undergraduate studies, pedagogical qualification, and three years of relevant work experience, plus have achieved special competence in their professional fields. Higher education faculty are prepared through doctoral training programs in the various disciplines in which they eventually will teach.
The education system of the Republic of Slovenia is impressive indeed. While the country continues to undergo the difficult process of transitioning from a socialist, state-controlled economy and centralized government to a more democratically functioning, market-oriented state, the educational infrastructure has been quite thoroughly reformed and modernized since the mid-1990s. As a consequence, Slovenia's education system today resembles the educational systems of Western Europe much more closely than it resembles the education systems in the other formerly socialist states once belonging to the Socialist Federal Republic of Yugoslavia. Having separated out earlier from Yugoslavia when its national economy was stronger than that of the other republics, Slovenia nevertheless experienced some of the social upheaval associated with the Balkans wars of the 1990s due to the inflow of significant refugee streams as the region shattered. However, because the war itself directly reached Slovenia for only a very brief period in 1991, Slovenia was spared much of the suffering incurred by the other states in the region and has managed to pull together its newly democratizing and liberalizing political and economic structures more rapidly and with greater success than other countries in the region. Slovenia clearly places a high value on education and has made substantial strides toward improving educational offerings at all levels, from preschool through adult education. The key challenge now appears to be meeting the needs of the newly restructured labor market and the decentralized and privatized economy while the banking system is still in the process of restructuring itself. By developing education and training programs that are more responsive to market needs, Slovenia is bound to find itself on the cusp of educational and economic progress in the Central and Eastern European region during the first few years of the twenty-first century. Continuing to involve itself in educational exchanges and cooperative ventures with the member states of the European Union and with other countries undoubtedly will benefit Slovenia over the next several years as growing numbers of Slovenian citizens and nationals seek to prepare themselves for the increasingly diverse and rich social and economic opportunities available to them, both in Slovenia and abroad.
Amnesty International. Amnesty International Report 2001. Available from http://web.amnesty.org/.
Berryman, Sue E. Hidden Challenges to Education Systems in Transition Economies. Washington, DC: The World Bank, Europe and Central Asia Region, Human Development Sector, 2000.
Bureau of Democracy, Human Rights, and Labor. Country Reports on Human Rights Practices—2000. Washington, DC: U.S. Department of State, February 2001. Available from http://www.state.gov/.
The Central Intelligence Agency (CIA). The World Factbook 2000. Directorate of Intelligence, 1 January 2001. Available from http://www.cia.gov/.
The European Commission. Key Data on Education in Europe. Luxembourg: Office for Official Publications of the European Communities, 2000.
European Training Foundation, European Union. Slovenia and Education System. Available from http://www.etf.eu.int/.
Ferfila, Bogomil, and Paul Phillips. Slovenia: On the Edge of the European Union. Lanham, MD: University Press of America, Inc., 2000.
Gianaris, Nicholas V. Geopolitical and Economic Changes in the Balkan Countries. Westport, CT: Praeger Publishers, 1996.
Independent Task Force with Steven Rattner, Chairman, and Michael B.G. Froman, Project Director. Promoting Sustainable Economies in the Balkans. New York: Council on Foreign Relations, Inc., 2000.
International Association of Universities/UNESCO International Centre on Higher Education. World Higher Education Database 2000. Available from http://www.unesco.org/.
Jeffries, Ian, ed. Problems of Economic and Political Transformation in the Balkans. New York: Pinter, 1996.
Laporte, Bruno, and Dena Ringold. Trends in Education Access and Financing during the Transition in Central and Eastern Europe. World Bank Technical Paper No. 361, Social Challenges of Transition Series. Washington, DC: The World Bank, 1997.
Mat' Kurja—A Guide to Virtual Slovenia. Country Info and History. Available from http://www.matkurja.com.
Ministry of Education, Science, and Sport. The Education System in Slovenia 1999. Available from http://www.mss.edus.si/.
——. The Education System in Slovenia 2000. Available from http://www.mss.edus.si/.
Open Society Institute. Step by Step in Slovenia. Available from http://www.see-educoop.net/.
Ramet, Sabrina Petra and Ljubiša S. Adamovich. Beyond Yugoslavia: Politics, Economics, and Culture in a Shattered Community. Boulder, CO: Westview Press, 1995.
Slatinek, Iztok of RCUM. Slovenia. Available from http://www.euroeducation.net/.
Task Force on Higher Education and Society, The World Bank. Higher Education in Developing Countries: Peril and Promise. Washington, DC: The International Bank for Reconstruction and Development/The World Bank, 2000.
UNICEF. Slovenia. Available from http://www.unicef.org/.
Vrecko, Darinka of the Ministry of Education and Sport of the Republic of Slovenia. "Study in Slovenia." Student Handbook of the Council of Europe. 3d ed. Available from http://stipendije.ljudmila.org/.
The World Bank. Slovenia, Economic Transformation and EU Accession. Volume I: Summary Report and Volume II: Main Report. Washington, DC: The International Bank for Reconstruction and Development/The World Bank, 1999.
World Bank, Human Development Network. Education Sector Strategy. Washington, DC: The International Bank for Reconstruction and Development/The World Bank, 1999.
World Bank Group. Country Brief: Slovenia. Available from http://wbln0018.worldbank.org/.
——. Slovenia at a Glance. September 2000. Available from http://wbln0018.worldbank.org/.
World Development Indicators database. Slovenia Data Profile. Available from http://devdata.worldbank.org/.
—Barbara Lakeberg Dridi
COPYRIGHT 2001 The Gale Group Inc.


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The overuse of tests and procedures because of fear of malpractice litigation, known as defensive medicine,1 is estimated to cost $46 billion annually in the United States,2 but these costs have been measured only indirectly. We estimated the cost of defensive medicine on 3 hospital medicine services in a health system by having physicians assess the defensiveness of their own orders. We hypothesized that physicians who were concerned about being targeted by litigation would practice more defensively and have higher overall costs.
This study was approved by the institutional review board of Baystate Medical Center. We studied hospitalists at 1 tertiary care (Baystate Medical Center) and 2 community hospitals (Baystate Franklin Medical Center and Baystate Mary Lane Hospital). All hospitalists (n = 42) were invited to complete a survey regarding demographic information and attitudes toward defensive medicine. We then showed physicians their orders placed the previous day and asked them to indicate the extent to which each represented defensive medicine—tests, procedures, or hospitalization ordered primarily because of concern about malpractice liability—using a 5-point scale from 0 (not at all defensive) to 4 (completely defensive). Itemized order costs including daily room and board costs were obtained from the hospital's cost accounting system.
The outcomes were the percentage of orders and hospital costs due to defensive medicine. We examined the percentage of orders rated defensive (≥1) and completely defensive (4 only). The defensiveness score for each order was converted to a proportion (eg, 1 of 4 = 0.25) and multiplied by the order's cost to estimate the cost attributable to defensive medicine. Defensive costs were summed and divided by the total cost of all rated items.
We examined the relationship between physicians' cost due to defensive medicine and expressed attitudes about lawsuits. Using multivariable regression, we examined the association between higher levels of defensiveness (>10% of orders considered defensive) and order volume and costs.
Of the 42 physicians, 39 agreed to participate; 36 (92%) completed surveys and rated 4215 orders for 769 patients. The median number of orders was 3 per patient (interquartile range, 2-7) and 97 per physician (interquartile range, 61-141). Of the orders, 28% were defensive (Figure). Four physicians identified no defensive orders, and 21 physicians rated at least 1 as mostly defensive (range, 1%-77%). Compared with physicians with fewer defensive orders, physicians with 10% defensive orders or more placed a similar number of orders (5.4 vs 4.9; P = .68) and generated similar costs per patient ($1679 vs $1700; P = .89).
The mean cost was $1695 per patient (95% CI, $1566-$1824), of which $226 (13%) was defensive. Completely defensive orders represented 2.9% of costs, primarily through additional hospital days (Table). Physician factors—sex, training, litigation concerns—were not associated with defensive orders or costs (data not shown).
In this study of hospital medicine services at 3 institutions in a health system, 28% of orders and 13% of costs were judged to be at least partially defensive, but only 2.9% of costs were completely defensive. Most costs were due to potentially unnecessary hospitalization. Defensive medicine practices varied substantially, but physicians who wrote the most defensive orders spent less than those who wrote fewer such orders, highlighting the disconnect between physician beliefs about defensive medicine and their contribution to costs.
In 2008, Massachusetts internists reported that 27% of computed tomographic scans, 16% of laboratory tests, and 14% of hospital admissions were ordered owing to concerns about liability.3 We allowed our physicians to offer a graded response, which revealed that defensiveness is not absolute. Compared with the previous study, our respondents reported higher percentages of defensive medicine but lower percentages of completely defensive medicine (2% of radiology, 6% of laboratory testing, and 2% of hospital days).
Limitations of our study include its subjective nature, lack of anonymity, small sample size, and the inclusion of only hospital medicine services at 3 hospitals in 1 health system.
In conclusion, although a large portion of hospital orders had some defensive component, our study found that few orders were completely defensive and that physicians' attitudes about defensive medicine did not correlate with cost. Our findings suggest that only a small portion of medical costs might be reduced by tort reform.
Corresponding Author: Michael B. Rothberg, MD, MPH, Center for Value-Based Care Research, Medicine Institute, Cleveland Clinic, 9500 Euclid Ave, Mail Code G10, Cleveland, OH 444195 (email@example.com).
Published Online: September 15, 2014. doi:10.1001/jamainternmed.2014.4649.
Author Contributions: Dr Rothberg and Ms Friderici had full access to all of the data in the study and take responsibility for the integrity of the data and the accuracy of the data analysis.
Study concept and design: Rothberg, Class, Friderici, Lindenauer.
Acquisition, analysis, or interpretation of data: Rothberg, Bishop, Friderici, Kleppel.
Drafting of the manuscript: Rothberg, Class, Friderici.
Critical revision of the manuscript for important intellectual content: Bishop, Friderici, Kleppel, Lindenauer.
Statistical analysis: Friderici, Lindenauer.
Administrative, technical, or material support: Class, Kleppel.
Conflict of Interest Disclosures: None reported.
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Test Analyst Jobs in South Wales, Wales
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Test Analyst
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McGregor Boyall
Salary: £35000 - £45000 per annumPosted: Yesterday
Senior Test Analyst
Perl, Korn, Bash, PHP. - Practical experience and comfort in using at least one of the following development languages: Java, JavaScript, Objective-C, C++ or Python... Jenkins, Bamboo... Cucumber, Junit, gTest... Perforce. - Practical user experience with Linux e.g. RedHat, Ubunto, CentOS... TestLink, VersionOne. - Knowledge and experience of Agile / Bug management...
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CPS Group UK
Salary: £40000 - £50000 per annum + Pension, BonusPosted: 6 days ago
Test Analyst Jobs in South Wales


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The Money Team
Join Date: Feb 2010
Age: 30
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Boxers u think u can take?
I think I could take Brandon Rios' slow non-boxing ass. Of course he has the pro experience to his advantage, but I'm not a flat footed retard that will stand there in front of him and just trade punches.
Now, there is a chance that he's better than I expect and busts my ass up and knocks me smooth the fuck out. Not saying I'm certain I can beat him but he's one if the few I think I could take.
What about you?
Join Date: May 2007
Location: Philly
Age: 33
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floyd mayweather and sergio martinez would be my bitches
Seize the day
Join Date: Jan 2010
Location: Miami, Florida
Age: 25
Posts: 18,018
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Points: 44,143,195,520.84
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Alfredo Angulo. He's 10x slower than Margarito. I'd fight him.
The Money Team
Join Date: Feb 2010
Age: 30
Posts: 8,175
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Undisputed Champion
Join Date: Oct 2007
Location: Unknown
Posts: 1,977
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Points: 811,239,110,266.46
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Total Points: 811,239,110,266.46
If I were pro I would probably be campaining between JWW-WW. Honestly not sure if I could beat any contenders @ that weight. Lol.
Pretty Please Unban PK
Join Date: Sep 2012
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I am a lot bigger than Floyd and his style plays into my hands. He can't hurt me much because he has soft mofo bones. He is too patient and I would get plenty of time to think and counter/attack him. His shoulder roll won't work well since I am coming from above with my long arms and 6 foot 4 height. Obviously he is a lot more gifted, but simply put, his size and 10 ounce gloves, he is a dead man.
Zombie Taylor
Join Date: Jun 2011
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All of them except a few heavyweights mainly the super sized ones and Rakhim Chakhkiev.
The Money Team
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Age: 30
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Amir Khan would be my bitch!
Pretty Please Unban PK
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Guys from 168+I would lose to. But the lower guys, assuming I have 10 ounce gloves and come in with no weight restrictions would lose.
Undisputed Champion
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I think i could take a Prime Mike Tyson IMHO.
I would watch out for his bob and weave BS and as soon as he dropped his hands once i would CONNECT with a perfect punch right on his jaaaawwwww, and put him on the flaaaaaaawwwwwwww.
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First Lcs
Bollinger to Add Jobs for $198m Navy Project
According to reports, U.S. Navy awarded a Lockheed Martin-led team nearly $198m for construction of the Navy's third Littoral Combat Ship. This is the second LCS awarded to the Lockheed Martin team. Bollinger anticipates doubling its Lockport work force from 500 to nearly 1,000 to handle the work. The Lockheed Martin team will begin construction in the first quarter of 2007 at Bollinger Shipyards in Lockport. The Navy considers LCS its No. 1 budget priority. The ship will be delivered to the Navy in 2009. Bollinger has already played an active role in the LCS program. During the construction of the first LCS, Freedom, Bollinger constructed one of the ship's stern modules, training their Lockport work force on LCS processes and demonstrating the capabilities of the team. Freedom is under construction at Marinette Marine in Marinette, Wis. The ship will be christened this fall and delivered to the U.S. Navy in 2007. Source: New Orleans City Business
LCS Construction Commences
U.S. Navy officials and members of the Lockheed Martin LCS team observe the first steel cut that marks the construction start of the lead LCS at Marinette Marine in Marinette, WI. LCS will provide the U.S. Navy with transformational capabilities in the littorals with an agile, highly-maneuverable monohull design. The Lockheed Martin team cut steel for the nation's first Littoral Combat Ship (LCS) early this month, marking the start of fabrication at Marinette Marine in Marinette
Lockheed Martin Awarded $376m for LCS
The U.S. Navy awarded a Lockheed Martin (NYSE: LMT)-led industry team $376m to build the seventh Littoral Combat Ship (LCS). The fixed-price-incentive-fee contract provides funding for the second of 10 ships the Navy awarded to the Lockheed Martin team in December 2010. The contracts for the remaining eight ships will be awarded through 2015. Marinette Marine Corporation, a Fincantieri company, will construct the ships in Marinette, Wis
Construction Begins in Mobile on LCS6
The Navy authorized the first cutting of aluminum for the sixth littoral combat ship, the future USS Jackson (LCS 6), at Austal's Modular Manufacturing facility in Mobile, Ala., Aug. 1. The "first cut" is a significant ship construction milestone, signifying the ship's progression from design drawings to the beginning of a tangible form. "The littoral combat ship is a key part of our future fleet and demands the very best skill and effort from government and industry teams
Austal Forges Links with Thai, Vietnam Shipyards
Austal announce new strategic partnerships in the Asia-Pacific region to enhance its support to the US Navy & others in the region. Following on from the strategic partnership with Singapore's Sembawang Shipyard Pte Ltd announced in January 2013, Austal has now secured similar agreements with Unithai Shipyard and Engineering located within Thailand's main international deep-sea port of Laem Chabang, and with the Cam Ranh Shipyard in Vietnam.
USS Fort Worth Arrives in US 7th Fleet
Littoral combat ship (LCS) USS Fort Worth (LCS 3) arrived in the U.S. 7th Fleet area of operations Dec. 4, marking a key initial milestone in its 16-month rotational deployment in support of the Indo-Asia-Pacific rebalance. Building on USS Freedom's (LCS 1) inaugural 10-month deployment from March to December 2013, Fort Worth will expand LCS operations while in 7th Fleet, to include visiting more ports, engaging more regional navies during exercises like Cooperation Afloat Readiness and
LCS Mission Packages Being Assembled, Tested at Panama City
By Edward Lundquist, Surface Warfare Magazine As the first two Littoral Combat Ship (LCS) seaframes are taking shape, the first mission packages are being assembled and tested at the Naval Surface Warfare Center (NSWC) in Panama City, Fla. LCS will be a reconfigurable, focused-mission ship that employs modular mission packages to counter anti-access threats in the littoral from mines, submarines and small, fast attack boats.
HALT! Navy Issues Stop Work Order for LCS 3
(Pictured: The first Littoral Combat Ship - Freedom - was christened in September 2006 at Marinette Marine Shipyard.) The Navy issued a stop work order Jan. 12 to Lockheed Martin Corp. Maritime Systems & Sensors unit, Moorestown, N.J., for the construction of the third Littoral Combat Ship (LCS). This stop work order will take effect immediately and is for a period of 90 days. The stop work order was issued because of significant cost increases currently being experienced with the
Navy Issues Stop Work Order for LCS 3
The first Littoral Combat Ship, Freedom (LCS 1) is shown under construction in Marinette, Wis. Photo Credit: Lockheed Martin Corporation Navy Issues Stop Work Order for LCS 3 The Navy issued a stop work order Jan. 12 to Lockheed Martin Corp. Maritime Systems & Sensors unit, Moorestown, N.J., for the construction of the third Littoral Combat Ship (LCS). This stop work order will take effect immediately and is for a period of 90 days.
U.S. Navy Issues Modification To Lockheed Martin Contract
The U.S. Navy has issued a Lockheed Martin-led industry team a contract modification for one fully funded 2015 Littoral Combat Ship (LCS) valued at $362 million, along with $79 million in advanced procurement funding for a second ship. The balance of the second ship will be funded by Dec. 31, 2015. The advanced procurement dollars approved by Congress provides the funding required to maintain the cost and schedule of the final block buy option
LCS Detroit Delivered to the US Navy
Within the Littoral Combat Ship Program (LCS), the consortium consisting of Fincantieri, through its subsidiary Fincantieri Marinette Marine (FMM), and Lockheed Martin Corporation, has delivered the future USS Detroit (LCS 7) to the U.S. Navy at FMM's shipyard in Marinette, Wisc.
Austal Dives into Loss
Australia's largest shipbuilder Austal posted a full year loss of $84.28 million because a program to build war ships for the US Navy took longer than expected. However, the result came in line with guidance issued last month over a change in estimate of the cost of completing
USS Freedom Suffers Casualty
The U.S. Navy's first littoral combat ship USS Freedom (LCS 1) experienced a casualty to one of its main propulsion diesel engines (MPDE) on July 11 reportedly caused by a leak from the attached seawater pump mechanical seal that resulted in seawater entering the engine lube oil system
Navy Christens Littoral Combat Ship Wichita
The Navy will christen its newest Freedom-variant littoral combat ship, USS Wichita (LCS 13), during a 10 a.m. CST ceremony Saturday, Sept. 17 in Marinette, Wisconsin. Wichita, designated LCS 13, honors the city of Wichita, Kansas. Sen
US Warship Completes Acceptance Trials
The fourth Independence-variant Littoral Combat Ship (LCS) built by Austal for the U.S. Navy, the future USS Montgomery (LCS 8), has completed its acceptance trials May 6, 2016, in the Gulf of Mexico, marking the final significant milestone before the ship's delivery, which is expected soon
This Day In Naval History - May 24
1917 - The first U.S. convoy left Hampton Roads, Va. to cross the North Atlantic after entering World War I. During the 18 months of war while American vessels escort convoys through the war zone, 183 attacks are made by submarines, 24 submarines are damaged and two are destroyed.
Austal Supporting Innovation in Western Australia
Austal Limited has attended the first forum hosted by the Government of Western Australia's new Innovation Minister, The Hon. Bill Marmion MLA, in preparation for the State's first Innovation Summit, to be held in Perth on July 28, 2016.
US Navy Warship Undergoes Shock Trials
The U.S. Navy's Littoral Combat Ship USS Jackson (LCS 6) completes shock trials; Austal USA receives LCS contract modification for 'Sea Giraffe' Radar The Independence variant Littoral Combat Ship (LCS) program continues to progress, with the U.S
US Navy Accepts Delivery of Future USS Montgomery
The U.S. Navy has accepted delivery of future USS Montgomery (LCS 8) during a ceremony on June 23 at the Austal USA shipyard in Mobile, Ala. Marking the official transfer of Montgomery from the shipbuilder to the Navy, delivery is the final milestone prior to commissioning
Austal Delivers LCS 8 to US Navy
Austal Limited (Austal) (ASX:ASB) delivered the future USS Montgomery (LCS 8) to the U.S. Navy, during a ceremony held aboard the ship at Austal USA's shipyard in Mobile, Alabama, USA on 23 June. The delivery of LCS 8 marks the fourth Independence-variant Littoral Combat Ship (LCS) Austal
US Navy Accepts delivery of 7th Austal EPF
Austal USA's Expeditionary Fast Transport (EPF) team finalized the delivery of USNS Carson City (EPF 7) to the U.S. Navy during a small document-signing event held onboard the ship on June 24, 2016. The EPF program provides the Navy with a new high-speed intra-theater transport
Future LCS Charleston's Keel Authenticated
A ceremony was hosted to celebrate the keel authentication of the U.S. Navy's future USS Charleston (LCS 18), the ninth Independence variant littoral combat ship, June 28. Charlotte Riley, wife of former Charleston mayor Joseph Riley
Austal Stops Shares Trading
Review of U.S. Ops Reportedly Underway The West Australian reported that Austal halted its shares from trading, and reportedly is in the process of reviewing its U.S. operation, Austal USA. Austal USA is best known for it construction of vessels for the U.S
Austal Bags $ 11 mi USS Jackson Modification Contract
Austal Limited (Austal) (ASX:ASB) has been awarded a US$11,239,032 cost-plus-fixed-fee contract modification from the U.S. Navy to provide emergent availability planning and full ship shock trials (FSST) support for tests to be conducted on Littoral Combat Ship USS JACKSON (LCS 6).
LCS 6 Completes Full Ship Shock Trials
Austal Limited successfully completed Full Shock Trials by USS Jackson(LCS 6) on July 16, 21016. The Navy stated that USS Jackson (LCS 6) "performed exceptionally well" during her third and final underwater explosion as part of her Full Ship Shock Trials (FSST)


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Chapter 9
"Lovi we're going on a date!" Antonio said cheerfully.
I choked on the lucky charms I was currently stuffing down my throat. When I was finally able to talk again, I said "We're what?!"
"Going on a date!" he replied.
"To a football game! The Spanish International team is playing the U.S. today."
"What city?"
"Then we better get our asses moving if we're going to get there on time."
Antonio smiled as he pulled me away from my cereal and to my room. I got ready in the bathroom (go figure). When I came out I was dragged into my car (again) by Antonio.
"But I want to finish my cereal!" I complained.
"You're the one that said we had to get our asses moving." He replied.
I swore under my breath and buckled in. Before I knew it we were speeding of toward Madrid. It's been awhile since I've been there.
"Hey can we turn on some music?" I asked.
"Yeah sure." he replied.
Antonio hit a knob on the stereo and an English song came on.
"This used to big in Britain and America." Antonio said as he began to sing along "Baby, I compare you to a kiss from a rose on the gray. Oo, the more I get of you the stranger it feels."
Then he turned to me and continued to sing.
"There is so much a man could tell you, so much he can say. You remain my power, my pleasure, my pain."
I blushed as he continued to sing the song to me.
"Now that you're rose is in bloom, a light hits the gloom on the gray."
Just like that the song ended and Antonio stopped singing. I kind of the song could go on forever. Antonio's voice was like honey. Sweet and slow moving, laid back.
"You're a good singer." I said.
"You really think so?" Antonio said as his eyes lit up.
We rode in silence for a couple o minuets until Antonio said "So what genre are you good at singing?" I looked at him in disbelief. He actually thinks I can sing?! Oh I'm going to have fun with this.
"I can rap." I replied.
"Really? I never really listen to rap. Why don't you rap for me?"
"Sure. Let me think of a song."
I decided that I was just going to rap thrift shop (big in America). It's full of cuss words. It should be all good.
"I'm gonna pop some tags. Only got twenty dollars in my pocket, I-I-I'm hunting, looking for a dolla, this is fucking awesome." I rapped in the deepest voice I could muster.
Antonio was listening intently. Did he actually think I could rap? I sounded like Prussia for god sakes. But I continued anyways.
"I'll take those zebra jamies secondhand. Ima rock that motherfucka. They built the onsies with the socks on that motherfucka. I hit the party and they stop in that motherfucka."
I can't believe he's buying this!
"I wear your grandads clothes. I look incredible. I'm in this big ass coat from that thrift shop down the road."
When I finished it took all of my effort to not laugh.
"All that song was about getting clothes to go to a club for under twenty dollars even if it meant resorting to hand-me-downs from my grandfather." Antonio said.
"Hey, I'm broke." I replied.
"I don't what to say to that."
I give up. I have to laugh.
"Why are you laughing?" Antonio asked.
"You think I actually rap?"
"You just rapped a whole entire song."
"I stole it from an American rap artist. I don't actually rap."
"That explains so much."
I laughed some more. It seems easier to laugh now that Antonio is around. Before, I would never laugh.
"Hey Antonio, how come you can smile so much?" I asked.
"Because I found my rose on the gray. You." He replied.
My face went red. Is that really why he can smile? Well, he is the reason I can smile.
"You too." I said.
"You know what."
He ruffled my hair.
"Stop that!" I yelled.
"Aw Lovi, you're so cute~"
After a long time of driving through most of Europe, we finally reached Madrid. It was beautiful, the ancient architecture highlighting most of its buildings. Antonio parked the car in a parking garage and we walked over to Estadio Santiago Bernabéu. It could hold about 85,000 people and the field size was international (obviously). As we were walking to our seats we ran into America and Britain. Fuck!
"What the hell are you two doing here?" I asked.
"My country's playing soccer! Why else." America replied.
"I believe the proper term is football." I snapped.
"I tried to beat that into his skull but he insisted it was called soccer." Britain interjected.
"Where are you sitting?" Antonio asked.
"A1 and A2" Britain said.
"We're A3 and A4! Guess we're sitting next to each other." Antonio smiled.
You're shitting me right! I don't want to spend my time with Antonio next to these assholes. Fuck it.
We walked to our seats and sat sown. After about a half hour of waiting America announced he was hungry (surprise, surprise) and dragged Britain with him to go get a heart attack on a bun. I let a long breath once they had left.
"I'm sorry Lovi. I didn't know they were coming." Antonio said.
"It's not your fault. At least were here." I replied.
Antonio immediately brightened up and began chattering away until it was time for the game to begin. Then he got serious while America was over there screaming stuff like "Kick there asses!" Yeah, he has no idea how much I want to kick his ass.
America came out on top in the first half, two to zero. The first goal was a shot from outside the box by Landon Donovan, their top scorer. It hit the top left corner and there was no way the goalie was going to get it. The second goal came in off of a corner kick and was passed into the goal by Clint Dempsey. Antonio looked slightly depressed but I assured him that they would come back in the second half. And it's a good thing I was right.
With two minuets left in the game Spain and America were tied. One goal Spain made was a header from a cross made by Jesús Navas. The second goal was a shot by Pedro Rodríguez. It bounced off of the post and into the goal.
It was very tense where I was sitting. Antonio and America both wanted their teams to win and I seemed to be getting the blunt of the crossfire. A defender for spain sent the ball up to David Villa who then dodged the last remaining American defense with a scissor cut. He was one on one with the goalie. With a quick scoop he lifted the ball up and over the goalie, who was now sliding, and the ball went in the goal just as the time ran out.
Antonio flew to his feet, screaming "GGGGGOOOOOOOOOLLLLLLL!" America sat his fat ass back in his chair and mopped. Take that asshole. I got up to cheer with Antonio as America and Britain left. Final score, three to two, Spain.
When we got home Antonio cooked some of his world class pizza to celebrate. Mmmm…I fucking love that stuff. I wonder why he's so good at cooking. Seriously, it took me a whole day to learn how to make crepes that are half as good as his. He must be magical. That is the only answer.
Antonio placed a rose at both of our places before he brought over the pizza. It was so good! As I guessed, it was better when he used my pizza oven. I remembered back to that first day he came over here. A lot has happened since then. We started living together, I'm forced to be active, I can laugh, and I know I can love. A single rose changed all of that, and he's my rose.
Antonio cleared the table of everything but the roses. Then he walked over to me.
"Lovino, I want you to take a closer look at your rose." He said.
I picked the rose up and noticed something shiny on the stem. I slid it off and found it was a silver ring. Engraved on it was "Forever and Always, My Little Rose." Antonio got down on one knee.
"Lovino, will you marry me?" he asked.
"Of course!" I replied, wrapping him in a hug.
"I love you." He said.
"I love you more." I whispered as he kissed my forehead.