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"Common Ground," BSC Theater Production, To Be Presented November 4-6
CreatedWednesday, October 27 2010
Created byJim Nelson/Media Relations - (304) 327-4103 email@example.com
(Bluefield)— Common Ground," the Bluefield State College fall theatre production will be presented Thursday, Nov. 4, at 10 a.m., Friday, Nov. 5 at 7:30 p.m., and Saturday, Nov. 6 at 7:30 p.m. in the Basic Science Auditorium. Admission is free, but donations are welcome. Common Ground is a compilation of personal narratives from Bluefield State College students that highlights the challenges of being perceived as "different" and calls us to form a community of welcome and inclusion. These are powerful stories of actual student experiences that are both celebratory and challenging. The cast members of Common Ground are Fatimah Al-Asadi, Yvette Burch, Kerri Burley, Samba Camara, Alex Ledgerwood, and Laura Vidinha. Area residents are encouraged to attend and celebrate the community of Bluefield State College.


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Winter Writing Ideas
1. Blast From The Baseball Past
2. New Observing Baseball Icon
3. Dissecting a Baseball – Except I should clarify I would be dissecting multiple types of baseballs, not just MLB ones.
Be sure to vote as soon as you can because I want to start publishing regular entries this Monday, so I'll write about what it is that has the most votes at the end of today
6 Comments
Pingback: Offseason Entries « 7000 Coliseum Way
I like the Ballhawking interview the best IMO. Who should you interview if this was the top vote to interview?

subset: commoncrawl


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Donald Brown Clinic
Wednesday / October 9, 2013 / 2:00 p.m.
Pianist Donald Brown will present a clinic/performance on jazz interpretation, improvisation, and composition.
Admission: Free
Nik Rodewald Quintet: Explorations in Jazz
Wednesday / October 9, 2013 / 7:00 p.m.
Saxophonist Nik Rodewald and his quintet present a set of original jazz and revamped standards. Joining the band will be Philadelphia-based jazz vocalist and Berklee College of Music alumnus Donald Hunt.
Admission: Free
Kyungmin Kim: Music of Lee Morgan
Thursday / October 10, 2013 / 4:00 p.m.
Drummer Kyungmin Kim and quintet present a set of tunes by Lee Morgan, as well as an original composition.
Admission: Free
Julian Jimenez Quartet
Thursday / October 10, 2013 / 7:00 p.m.
Guitarist Julian Jiminez and his quartet present an evening of original compositions and new standards by Kenny Garrett and Branford Marsalis.
Admission: Free
Jun Lee: Jun's First Recital
Friday / October 11, 2013 / 4:00 p.m.
Guitarist and vocalist Jun Lee leads his quintet in a set of rock originals, as well as covers of tunes by Steve Vai, Joe Satriani, and Muse.
Admission: Free
Sarah Franklin: Hold My Heart
Tuesday / October 15, 2013 / 4:00 p.m.
Sarah Franklin, a southern California native, will be performing the styles of pop, R&B, and rock. Come see her celebrate her final semester, singing along with her friends and mentors.
Admission: Free
Lincoln Goines Fall Bass Showcase
Tuesday / October 15, 2013 / 7:00 p.m.
Lincoln Goines will host his annual showcase with students, alumni, and fellow professors in duos, trios, and bass choirs.
Admission: Free
SkyBridge: The Edge of Music, the Core of Hearts
Wednesday / October 16, 2013 / 4:00 p.m.
The diversity band SkyBridge, led by Utako Toyama, presents its latest program of original songs. The show will feature an appearance by a member of the Spontaneous Composition Ensemble.
Admission: Free
Yikou Gu: Another World
Wednesday / October 16, 2013 / 7:00 p.m.
Vocalist Yikou Gu presents a concert of jazz and blues, featuring covers of standard tunes.
Admission: Free
The Nicolas Sylvestre Group
Thursday / October 17, 2013 / 4:00 p.m.
The Nick Sylvestre Group will play some original compositions as well as songs by living jazz composers.
Admission: Free
Marat Gabbasov Quartet
Thursday / October 17, 2013 / 7:00 p.m.
Pianist Marat Gabbasov presents original compositions and standards with his jazz quartet.
Admission: Free
Canned Hit: An Electric Bass Recital
Friday / October 18, 2013 / 4:00 p.m.
Bassist Yonít Spiegelman presents a celebration of R&B, pop, and hip-hop with a personal touch.
Admission: Free
Ji Hyun Park
Friday / October 18, 2013 / 7:00 p.m.
Ji Hyun Park will be performing jazz and blues standards on piano and organ with an ensemble.
Admission: Free
Juan Felipe Mejia Tobon: Dhruv-Danny-Josu-Lee-Juan
Monday / October 21, 2013 / 4:00 p.m.
Drummer Juan Felipe Mejia Tobon and his group will play original tunes influenced by South American and Indian rhythms.
Admission: Free
Caleb Hensinger: Truth Revealed
Tuesday / October 22, 2013 / 7:00 p.m.
Trumpeter Caleb Hensinger will present his original music with his quintet.
Admission: Free
Jose Ortiz: Funk and R&B
Wednesday / October 23, 2013 / 4:00 p.m.
Pianist Jose Ortiz and band present an afternoon of funk and R&B tunes, including tracks by Alicia Keys, Stevie Wonder, and Jamiroquai.
Admission: Free
Onna Lou: A Little Bit of Every Thought
Wednesday / October 23, 2013 / 7:00 p.m.
A Little Bit of Every Thought, vocalist Onna Lou's first album, is currently in production. The songs fuse several styles, such as pop, rock, jazz, blues, and folk. Onna Lou and her band of Berklee musicians will present an hour of bold lyrics and colorful music.
Admission: Free
The Anthony Fung Quintet
Thursday / October 24, 2013 / 4:00 p.m.
The Anthony Fung Quintet is a band composed of Berklee students from around the world. They will be performing the music of Wayne Shorter, Hank Mobley, Jimmy McHugh, and others.
Admission: Free
Yicheng Wu
Thursday / October 24, 2013 / 7:00 p.m.
Vocalist Yicheng Wu and band present an evening of original songs and arrangements, covering many genres, including pop, country, gospel, rock, and musical theater. The audience will have a chance to hear the Chinese flute in a composition that mixes Chinese folk, classical, and jazz styles.
Admission: Free
Mark LaDuke's Senior Recital
Friday / October 25, 2013 / 4:00 p.m.
Vocalist Mark LaDuke and ensemble present an afternoon program for his senior recital.
Admission: Free


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Is It The End Of The Line For The Landline?
America's traditional phone system is not as dependable as it used to be. Just last month, the Federal Communications Commission told phone companies to start collecting stats on calls that fail to complete. According to one estimate, as many as 1 in 5 incoming long-distance calls simply doesn't connect.
The problem may be in the way those calls are being routed — often via the Internet, which is cheaper. It may also have something to do with the gradual decay of traditional landline infrastructure.
Dan Newhouse, a farmer in eastern Washington state, hears that decay on his home phone every day.
"We live out in the country, it's a landline, and it's as good as it gets," he told me over the phone. "Anytime it rains, we wouldn't be able to have this conversation, because water gets on the lines and it gets way worse."
Repairmen have told him that the wires are just old, and they're too expensive to be replaced. He says the phone company seems to be allowing the whole system to deteriorate.
"The last time, the pedestal down at the end of our driveway, someone hit it and knocked it over," Newhouse says. "They straightened it up and wrapped it with electrical tape, and that was their fix."
Rob Frieden, professor of telecommunications and law at Penn State, says people like Newhouse aren't imagining the declining quality.
"The switches — the actual infrastructure — are reaching end of life," he says. "And, ironically, so too are the personnel, the engineers who received training to maintain those expensive switches."
Of course, these days, a lot fewer people pay for what the industry calls "plain old telephone service." Landlines used to be nearly universal; now only about 71 percent of homes have them. If this keeps up, the traditional "switched" phone system simply won't be able to pay for itself.
Frieden sympathizes with phone companies' reluctance to maintain the traditional system, but he says we should think through the consequences of letting them abandon it. We may miss it.
"This is old-school, but there are plenty of instances where the cable goes out, the electricity goes out and the phone network is there." Frieden says.
That's because traditional landlines have their own electricity and even battery power. Then there's audio quality: On Internet phones, your conversation competes for bandwidth with your neighbor's Netflix, and funny things can happen. If the audio is too compressed, it can sound "gargly." Or there can be latency — audible gaps in the sound.
And that's where the big debate is happening right now: Should the new forms of telephony be as tightly regulated as the traditional system was? As you'd expect, telecom providers say no. They don't want to see Internet and wireless phones bound by regulations such as "Carrier of Last Resort," the principle that a phone service must be available at prevailing rates even to customers who live in places that are expensive to serve, such as farms.
"Those [rules] were written at a time when consumers had no choice in the matter," says John Stephenson, director of the Communications and Technology Task Force at the American Legislative Exchange Council. That organization pushes for smaller government, and Stephenson says fewer regulations for Internet-based phones will lead to more investment in broadband Internet service.
"If we were to clear the underbrush of these rules written long before the Internet was even a word," Stephenson contends, "there would be a lot more broadband deployed to the United states, and things that are even better that we can't conceive of today."
ALEC has been quite successful, writing model legislation for states seeking to deregulate Internet phone service. Stephenson counts 29 states that have "modernized" their laws in this regard. But Harold Feld, senior vice president of the Internet and communications think tank Public Knowledge, says he's worried about the lack of government oversight on issues such as call quality.
"It's been this sort of, 'The Internet is magic and we don't want to look too closely at it,' " Feld says. "The problem is, it's not magic ... and when you just leave this stuff to its own devices, sometimes it breaks down."
The big test case may be AT&T. Last year, the company formally petitioned the FCC for permission to start transitioning away from traditional switched-circuit phone systems altogether and moving certain areas to all-Internet and wireless. The company says that it will offer high-speed Internet phone service or high-speed LTE wireless to 99 percent of its territory by 2014.
It's that final 1 percent that worries Feld. He says he has no illusions about preserving the old switched phone system, and he welcomes the prospect of better technologies.
"What we don't want to see, though, is a phone system that was the envy of the world [go] away, and [become] a system that works well if you're in the right place and you can pay for it, and works poorly if you're not," Feld says.
Feld uses a medical analogy to describe what our phone system is going through right now. He calls it "network neuropathy," a sort tingling sensation at the extremities, in the form of dropped calls and bad audio. He hopes it's just a passing symptom as the old phone system is abandoned for the new.
America's traditional phone system is not as dependable as it used to be. With so many problems, last month the Federal Communications Commission, the FCC, told phone companies to start collecting statistics on calls that don't go through or ones that break up.
Of course, these days, we have many communications options. But as NPR's Martin Kaste reports, the death of the landline may come with a cost.
MARTIN KASTE, BYLINE: Dan Newhouse is a farmer in eastern Washington state. I reached him a few weeks ago for another story. But we spent the first few minutes talking about the stubborn hum on his home landline.
DAN NEWHOUSE: Anytime it rains, we wouldn't be able to have this conversation because water gets on the lines and it gets way worse.
KASTE: The repairmen come out but they tell him that the wires are just old and they're not about to be replaced.
NEWHOUSE: The last time, the pedestal down at the bottom of our driveway - somebody had hit it and knocked it over - they straightened it up and wrapped it with electrical tape, and that was their fix.
KASTE: America's traditional phone system was once the best in the world. Now it's in decline. Rob Frieden is a professor of telecommunications and law at Penn State.
ROB FRIEDEN: The switches, the actual infrastructure, are reaching end of life. And sort of ironically, so too are the personnel, the engineers who have received training to maintain those expensive switches.
KASTE: Of course, these days, a lot fewer people pay for what the industry calls plain old telephone service. Frieden says the telecoms are urging people along to the new stuff: wireless and Internet-based-phones. Problem is there are still millions of people who want the dependability of traditional phones.
FRIEDEN: This is old-school. But there are plenty of instances where the cable goes out, the electricity goes out, and the phone network is there.
KASTE: That's because traditional phone lines have their own electricity and even battery power. And then, there's audio quality. On Internet phones, your conversation competes for bandwidth with your neighbor's Netflix and funny things can happen. Just listen to these dropouts while Frieden was talking to me.
FRIEDEN: The phone companies want other technologies so maybe they've already started the process of being a little less vigilant in terms of maintaining the infrastructure.
KASTE: The Internet-based phone in his campus office just wasn't playing nice with my Google voice, also on the Internet. The fact is, Internet phone service just isn't regulated the same way traditional phones are.
JOHN STEPHENSON: Just having rules around because they were how we did it back in a very different world doesn't make much sense.
KASTE: That's John Stephenson. He's with ALEC, that's the American Legislative Exchange Council. It fights for a smaller government and it's encouraged states to exempt Internet phone service from the traditional phone regulations. He says fewer rules will mean more investment in the new-fangled stuff.
STEPHENSON: We feel, based on our research and experience, that if we were to clear the underbrush, these rules written long before the Internet was even a word, there would be a lot more broadband deployed to the United States and things that are even better that we can't conceive of today.
KASTE: At the national level, AT&T wants FCC permission to start abandoning traditional phone circuitry altogether. Harold Feld is following this process for Public Knowledge, a nonprofit specializing in communications policy. He says he's all for new technologies.
HAROLD FELD: What we don't want to see, though, is a phone system that was the envy of the world goes away and it becomes a system that works well if you're in the right place and you can pay for it and works poorly if you're not.
KASTE: Feld uses a medical analogy to describe what's happening to our phone system right now. He calls it network neuropathy, a sort of tingling sensation of the extremities in the form of dropped calls and bad audio. He says he hopes it's just a passing symptom as we abandon the old phone system for the new. Martin Kaste, NPR News. Transcript provided by NPR, Copyright NPR.


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Guilty plea in pipe bomb caseMay 06,2013NEWPORT Two 25-year-old Vermont men have pleaded guilty to making a pipe bomb.
In a plea agreement, Nathaniel Chaffee of Newport and John Glover of Troy pleaded guilty Friday to a felony count of manufacturing, possessing and transporting a destructive device, and misdemeanor disorderly conduct.
Police said a woman saw Chaffee, Glover and a third man leave a house with the explosive device last May. Police later stopped them in Newport and closed a section of Route 5 while the state police bomb squad investigated, but the device never went off.
The Caledonian-Record reported that under the plea agreement, Chaffee and Glover will each three-year deferred sentences for the felony and two to three days in jail for the misdemeanor.MORE IN Vermont NewsMONTPELIER Rep. Peter Welch, D-Vt. Full StoryVermont Attorney General Bill Sorrell plans to join the U.S. Full StoryMONTPELIER Gov. Full Story
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�Schwinn is pleased to be providing bikes to the event yet again,� said Schwinn Senior Marketing Manager Chris Holmes. �Schwinn provided the first bikes to the Little 500 back in 1951, and it�s great to have IU students riding Schwinns in 2007.�
Built to the Indiana University Student Foundation�s rigid specifications, the Little 500 Schwinn features an aluminum 700c frame that�s available to students in two sizes. Kore provides the alloy drop bar, stem and I-Beam post & saddle while Sun handles the double wall alloy rims and Kenda the custom tires. Because Little 500 bikes have always been single-speed and coaster brake-equipped, the rear hub is a Shimano coaster brake. The setup of these Schwinn bikes allows for truly unique exchanges that riders have to do when receiving the bike in the pits. The bikes are only available to IU undergraduate students that participate in the event. Schwinn does not offer the model to the general public.
�We�re pleased and honored to work with Schwinn as our bike supplier,� said Matthew Ewing, Assistant Director of the Indiana University Student Foundation and Little 500 Race Coordinator. �A race that�s as iconic as the Little 500 is well matched to a heritage brand like Schwinn.�
Racers will compete in either 100 or 200 lap races in IU�s Bill Armstrong Stadium. Teams can be comprised of up to four IU undergraduate student riders with bike exchanges happening in assigned pits. Over 20,000 fans will attend the men�s and women�s races over the two day event.
Further information on the event can be found at www.iusf.org.


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Aidan woke up 5 times last night. once every hour after midnight just about. he had NEVER done that. Finally the 5th time he was just pulling off of me so I gave him a bottle, and he chugged it and slept for 3 more hours. I don't know if he was just hungrier or what
then today everytime he latched he would CHOMP down on my nipple. he has refused me almost the entire day. I got only 2 nursings in all day (not including the 4 night nursings ) so i fed him with a syringe (what a task that is) and he wants it though.
I'm not sure if
1. he may be teething (he is 3 months 1 week)
2. he is finding a new way to refuse me ?!?
It seems everytime things look really good, we have a set back!
I love that he was nursing and I really hope he goes back! But I'm starting to have major doubts. I have been working hard these 2 months but nothing is ever solid! I feel like my 2 year old is missing out on a lot of mommy time, because I am constantly trying to get baby to nurse. and baby is always mad at me unless we are playing. he's so happy but i frusterate him so much. I'm afaid I will look back on the time I lost with him and my 2 year old and regret it. I am almost to the point where I am just going to express and leave it be. but at the same time I LOVE nursing him.
any one go through this? I am so back and forth I don't know what's wrong with me. I *feel* Like i REALLY want this...but then i get so discouraged and bummed I don't want to bother anymore (though I haven't given up yet) I'm afraid that if i truely wanted it I wouldn't even have the doubts? and a friend lost her baby last month and all I can think is, how sad that is, and what if it happened to me? my only memories would be this constant frustration!
I just really needed to vent because I don't know what's going on with me anymore! I just want to enjoy him! but I am SOOOO close to nursing! either way he will still get my expressed milk, but i would love him to nurse!
maybe he will compromise with me and feed at night and a few times a day lol. ugh wishful thinking
thanks for letting me vent!


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[Assessment 1164] Re: {Dangerous Content?} RE: No Questions or Comments?!
Mary Jane Jerde mjjerdems at yahoo.com
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Thu Feb 7 19:31:12 EST 2008
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I was going to write a very similar message based on my experience working under Barbara Denman at the erstwhile refugee program in Prince George's County, Maryland.
Now that I work in a community college with ESL classes that span the lowest level ESL and academic experience to the higher levels of college credit classes, my experience has grown. The principles of both cooperation and teamwork in learning and separation by level still hold true. Students benefit from knowing that they need to help each other. It's part of our culture, surprise, surprise. The institution where I work has six levels of class for the various language skills, so there's lots of separation by level.
What I have found myself doing with high beginning students and intermediates with less education in their home countries is preparing them for the grammatical terms that will come their way if they continue to take ESL classes. I also work diligently with them to have a firm grasp of basic English grammar, especially verbs. This will help them at work or if they decide to begin ABE classes, where the grammar focus is not normally on their kind of grammar issues.
Mary Jane Jerde
ESL Instructor
Howard Community College
"Sadan, Noa" <Noa.Sadan at montgomerycollege.edu> wrote: Years ago, the Montgomery County Refugee Training Program (Montgomery
College, Silver Spring, MD)had highly educated people with no English,
in class with literacy level students. It was certainly difficult
meeting the needs of all students, but in this intensive 20-hours/week
program, a tremendous mutual respect was fostered between the groups.
Typically, the highly educated students raced ahead with reading and
writing, while the literacy students sped ahead with oral language. The
Somali mother of nine would say to the Russian engineer, "I wish I could
read and write like you!", while the Russian woman would reply, "I wish
I could speak like you."
All this ended with a slightly different solution. The Refugee Center,
then under the direction of Donna Kinerney, divided that school day into
separate Listening,Reading and "Homeroom" classes. Homerooom took in all
skills, plus the introduction to the American workplace. This model was
in place when we began to get World English speakers who were not
literate. It provided a solution in which they could study in a
literacy-level reading/writing class, and interact in a higher level
Listening and Homeroom class.
-----Original Message-----
From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]
On Behalf Of JoAnn (Jodi) Crandall
Sent: Wednesday, February 06, 2008 3:10 PM
To: The Assessment Discussion List
Subject: [Assessment 1139] Re: {Dangerous Content?} RE: No Questions or
Jackie and Forrest,
I think most large programs separate literacy level students from others
who are at a beginning level. I know that back in the 1980s when there
were large refugee ESL programs, several community colleges created
parallel ESL classes for the beginning levels and even into intermediate
levels, with one set of classes for students with limited literacy or
prior schooling and another for more educated students. The reason was
that the students with less education made slower progress. Some of
this is undoubtedly due to the way in which we teach English (requiring
literacy), but it is also because students need to become accustomed to
attending classes, learning to hold and use a pen or pencil, and a wide
range of basic skills that come with being a student in a class.
Those of you who have separate classes for those who need literacy:
you tell us what kind of classes or program you provide?
Those who teach both literacy and more educated learners in the same
class: Can you let us know how you manage? What are some ways in which
you accommodate both sets of needs?
> Forrest,
> I like the idea of separate classes for those with a literacy
> background and those without. These two groups have such different
> needs. Having both in the class make it difficult for a teacher to
> meet the needs of either group well and I find that often the stronger
> students dominate the class, and their drive push the teacher forward.
> If the instructor does not keep up with the students who are learning
> at a faster rate, they often become frustrated and leave or mentally
> check out. However, if the instructor keeps up with those students,
> the others are unable to keep up and they get frustrated.
> I think that literacy could perhaps be separated out. And regardless
> of how you do it, well-trained instructors are essential.
> Jackie
> On 2/5/08, Forrest Chisman wrote:
>> To all of you who commented on level of prior education as a factor
>> in student performance:
>> Everyone with whom Jodi Crandall and I talked believes that more
>> highly educated students do better in terms of persistence, learning
>> gains, and transitions. And learning theory would lead us to expect
>> this.
>> Regrettably
>> we found very little hard data about how much difference prior
>> education makes, because too few programs track the level of prior
>> education of their students and correlate it with outcomes. DO any of
>> you do this? That is, do you have any data on HOW MUCH difference
>> level of prior education makes?
>> Or
>> any strong impressions? And are there "cut points" in prior education
>> that seem to make a difference -- e.g. students who are completely
>> illiterate, students who at least reached high school, high school
>> graduates, college graduates, etc. -- or is level of prior education
>> pretty much of a continuum?
>> More importantly, what can programs DO to narrow the gap between
>> highly educated students and those with less prior education?
>> Presumably students with very low levels of education are more likely
>> end up in the lower level ESL courses (Literacy or Low-Beginning
>> levels) why are (almost by
>> definition) in the business of teaching basic literacy and sometimes
>> math.
>> Why isn't this enough? In your experience, does the "gap" exist at
>> these levels too, or mainly at higher levels? At any levels, would it
>> be desirable to place less highly educated students in separate
>> classes from those with more education and adjust the
>> curriculum/support systems for them accordingly? Some programs have
>> tried "native language literacy" or the Spanish GED. What has been
>> the experience of any of you with these approaches? Any other ideas?
>> IS there an adult ESL equivalent of "bi-lingual education" that
>> should be tried?
>> It seems to me that we need to come up with better ideas. Because the
>> people who study immigration tell us that the level of education of
>> immigrants has been falling. And if Immigration Reform mandates large
>> numbers of undocumented people to "learn English" (whatever that
>> means), ESL programs may be swamped with students who have very
>> little education in their native countries and too little money to
>> serve them. So anyone who has any ideas about how to bridge this
>> "education gap" could help us a lot by posting ideas about how to
>> close it on this discussion list.
>> Forrest Chisman
>> Vice President
>> *From:* assessment-bounces at nifl.gov
>> [mailto:assessment-bounces at nifl.gov]
>> *On
>> Behalf Of *Tina_Luffman at yc.edu
>> *Sent:* Tuesday, February 05, 2008 1:32 PM
>> *To:* The Assessment Discussion List
>> *Subject:* [Assessment 1109] Re: {Dangerous Content?} RE: No
>> Questions or Comments?!
>> Hi Jackie,
>> Thank you for this information. I believe this research must be what
>> my former Spanish teacher was basing her argument on for bilingual
>> education in the K-12 school system.
>> Tina
>> Tina Luffman
>> Coordinator, Developmental Education
>> Verde Valley Campus
>> 928-634-6544
>> tina_luffman at yc.edu
>> *"Jackie Coelho" * Sent by:
>> assessment-bounces at nifl.gov
>> Please respond to
>> The Assessment Discussion List
>> To
>> "The Assessment Discussion List"
>> cc
>> Subject
>> [Assessment 1108] Re: {Dangerous Content?} RE: No Questions or
>> Comments?!
>> Hi Tina,
>> This has been researched already and is the basis for the arguement
>> in favor of bilingual education, a good idea that was not implemented
>> in the best way. For many years people have known that a good
>> foundation in literacy in the first language will facilitate learning
>> in a second or third language.
>> Another interesting twist is the existence of languages that are not
>> written.
>> Jackie
>> On 2/5/08, Tina_Luffman at yc.edu wrote:
>> > Hi list members,
>> >
>> > My experience teaching ELAA students in the GED class is similar to
>> that
>> of
>> > Gail. If the student has a solid educational background in the
>> > country
>> they
>> > came from in their native language, they tend to advance rather
>> quickly
>> and
>> > get their GED. Those coming with 6th grade educations from their
>> country
>> or
>> > lower tend to stay in the GED class for years and do not make much
>> > advancement.
>> >
>> > This experience relates well to research done among Native American
>> tribes
>> > teaching them English. Those Native Americans who were first taught
>> literacy
>> > skills in their own tongue learned English much quicker than those
>> > who
>> tried
>> > to learn literacy skills in English without that background in
>> > their
>> own
>> > tongue. I also found similar problems when I was learning Spanish.
>> > The concepts I could mentally translate from English to Spanish
>> > were much
>> easier
>> > to grasp and learn than those I didn't know in English. Perhaps
>> > this
>> is
>> > something deserving more research.
>> >
>> > Tina
>> > Tina Luffman
>> > Coordinator, Developmental Education Verde Valley Campus
>> > 928-634-6544
>> > tina_luffman at yc.edu
>> >
>> > -----assessment-bounces at nifl.gov wrote: -----
>> >
>> > To: "The Assessment Discussion List"
>> > From: "Gail Burnett" Sent by:
>> > assessment-bounces at nifl.gov
>> > Date: 02/04/2008 06:34PM
>> > Subject: [Assessment 1104] {Dangerous Content?} RE: No Questions or
>> > Comments?!
>> >
>> >
>> > Warning: This message has had one or more attachments removed
>> > Warning: (not named).
>> > Warning: Please read the "AttachmentWarning.txt" attachment(s) for
>> more
>> > information.
>> >
>> > In our small adult education program, my experience (just about
>> > three
>> years)
>> > is that students with solid educational backgrounds advance,
>> particularly if
>> > they're not working too many hours. Those who advance the slowest,
>> > if
>> at
>> > all, are immigrants who are barely literate in their first
>> > language. I
>> would
>> > say that lack of education is a bigger factor than lack of time; a
>> student
>> > who works full-time and is exhausted often will still succeed
>> > because
>> he/she
>> > is familiar with academic work, and is goal-oriented. What we do is
>> try
>> to
>> > get our low-level students to come up with goals, but that's a hard
>> concept
>> > in a second language.
>> >
>> > This does not mean that the factors mentioned in the research don't
>> play
>> a
>> > part, though. I'm one of those barely-trained teachers
>> > (transitioned
>> from
>> > another career, got trained mainly through workshops rather than
>> classes).
>> > My skill level very well may contribute to students' slow
>> It's
>> > hard for small adult education programs to get highly skilled ESL
>> teachers.
>> > The pay is low and there are no benefits. But my program is
>> encouraging
>> me
>> > to get extra training and has me on a plan of improvement. I think
>> we're
>> > making some progress.
>> >
>> > Does this address any of the issues? And am I submitting it right?
>> >
>> > ________________________________
>> >
>> > From: assessment-bounces at nifl.gov on behalf of Marie Cora
>> > Sent: Mon 2/4/2008 6:50 PM
>> > To: Assessment at nifl.gov
>> > Subject: [Assessment 1103] No Questions or Comments?!
>> >
>> >
>> > Hello everyone,
>> >
>> > I'm so surprised! No one has anything to comment on regarding your
>> > program's effectiveness at helping ESL students advance?? I was
>> > very curious to know if subscribers experience the same types of
>> > issues
>> that
>> Dr.
>> > Chisman and Dr. Crandall found in their research: a lack of
>> > intensity
>> of
>> > instruction/few protocols for transitioning students/few
>> > opportunities
>> for
>> > professional development.
>> >
>> > What are the issues in your program that you feel inhibit the ESL
>> student
>> > from advancing? What do you try to do about that?
>> >
>> > Please post your questions and comments now.
>> >
>> > Thanks!
>> >
>> > Marie Cora
>> > Assessment Discussion List Moderator
>> >
>> >
>> > Marie Cora
>> > marie.cora at hotspurpartners.com
>> >
>> > NIFL Assessment Discussion List Moderator
>> >
>> http://www.nifl.gov/mailman/listinfo/assessment
>> >
>> >
>> > This email and any files transmitted with it are confidential and
>> intended
>> > solely for the use of the individual or entity to whom they are
>> addressed.
>> > If you have received this email in error please notify the system
>> manager.
>> > This message contains confidential information and is intended only
>> for
>> the
>> > individual named. If you are not the named addressee you should not
>> > disseminate, distribute or copy this e-mail.
>> > -------------------------------
>> > National Institute for Literacy
>> > Assessment mailing list
>> > Assessment at nifl.gov
>> > To unsubscribe or change your subscription settings, please go to
>> >
>> http://www.nifl.gov/mailman/listinfo/assessment
>> > Email delivered to tina_luffman at yc.edu
>> >
>> >
>> > -------------------------------
>> > National Institute for Literacy
>> > Assessment mailing list
>> > Assessment at nifl.gov
>> > To unsubscribe or change your subscription settings, please go to
>> >
>> http://www.nifl.gov/mailman/listinfo/assessment
>> > Email delivered to jackie.coelho at gmail.com
>> >
>> >
>> >
>> -------------------------------
>> National Institute for Literacy
>> Assessment mailing list
>> Assessment at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/assessment
>> Email delivered to tina_luffman at yc.edu
>> -------------------------------
>> National Institute for Literacy
>> Assessment mailing list
>> Assessment at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/assessment
>> Email delivered to jackie.coelho at gmail.com
> -------------------------------
> National Institute for Literacy
> Assessment mailing list
> Assessment at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/assessment
> Email delivered to crandall at umbc.edu
JoAnn (Jodi) Crandall
Professor, Education Department
Director, Ph.D. Program in Language, Literacy & Culture Coordinator,
Peace Corps Master's International Program in ESOL/Bilingual Education
University of Maryland, Baltimore County (UMBC) 1000 Hilltop Circle,
Baltimore, MD 21250
ph: 410-455-2313/2376 fax: 410-455-8947/1880
email: crandall at umbc.edu
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text:
Black Butler
Hollow Butler
Episode 34 | TV-MA
The appearance of a new grim reaper leads to various mix-ups, and a string of mysterious eye-gougings plagues London. Sebastian and his Young Master suspect different culprits, but Ciel might not be around long enough to investigate!
Sub Expires: 09-06-2013
Official Site: www.funimation.com/shows/black-butlerHide Details


text:
A local conference hopes you'll grow inspired.
The annual MOSES Organic Farming Conference is back at the La Crosse Center again this year. It's the largest organic farming conference in the nation with an expected attendance of more than 3,000.
Organizers say it's a chance for farmers, organic farmers, and the public alike to learn better practices and share what's working.
They can also talk about the struggles they've been facing such as recovering from the drought.
"So one of the things organic farmers are doing is looking at different alternative feed sources from alternative forages to alternative grains, and this is a conference they can come to and talk to other people who are successfully doing it," said MOSES Executive Director Faye Jones.
There are dozens of booths, workshops, and presentations happening through Saturday. Anyone and everyone is invited to attend.


text:
Liberty holds school budget forum
January 25, 2012 —
The Liberty Central School District, in coordination with Sullivan County BOCES, will hold a community budget forum to discuss the 2012-2013 school budget on Thursday, February 2, from 7 to 9 p.m. at Liberty High School.
In addition to the need to make budget cuts in difficult times, Liberty superintendent Michael B. Vanyo pointed out, "This year also presents the additional challenge of staying within a two percent tax levy cap as well. We want to make sure that we are in touch with our community and want the public to have a voice in the budget formation process."
The forum will begin with an introduction by Sullivan County BOCES Superintendent Larry Thomas, who will also moderate the event. Participants will be divided into smaller groups, guided by a Sullivan BOCES facilitator.
RSVP to district clerk Tania DeFrank at email@example.com or 845/292-6990. For general information call 845/292-5400, ext. 2055, or email@example.com.


text:
A plain cup of brewed coffee has only 2 calories — and no fat. But if you dress up your coffee with extras, whether at home or your favorite coffee shop, you also add extra calories.
See how many calories 1 tablespoon of these extras can add to your coffee:
- Heavy whipping cream: 52 calories
- Table sugar: 49 calories
- Half-and-half: 20 calories
- Fat-free milk: 5 calories
When you're at your local coffee shop, check out the nutrition information before you order. Some coffee drinks are more like dessert and can have hundreds of calories. Occasional indulgence is fine. But remember that when it comes to weight loss, all calories count — even calories in liquid form.
Source: http://www.mayoclinic.org/healthy-living/weight-loss/expert-answers/calories/faq-20058100/


text:
Iowa Past to Present Teacher's Guide: Chapter 9: Providing a Government
- Iowa Assembly Meets
- Iowa Constitution and Banks
- Iowa Constitution and Race
- Iowa Government is Formed
- Iowa Moves Toward Statehood
- Legislative History
- Carrie Chapman Catt
- State Senate Chamber, ca. 1919
- The Capitol
- The House of Representatives' Chambers
- Protesting for Civil Rights, 1955
Iowa Government is Formed
Return to Iowa Past to Present Teacher's Guide: Chapter 9: Providing a Government
The creation of the Territory of Iowa meant that Iowa now had its own framework of government. For one thing, it had a representative in Congress: could not vote, but could voice the opinions and interests of the Territory. Secondly, Iowa had a Territorial Governor. The man chosen for this position was Robert Lucas. He had a great deal of power over the Territorial Government. He could pardon criminals. He was Commander-in-Chief of the militia. He appointed all law officers, judicial officials and surveyors. He was superintendent of Indian Affairs in the Territory. And most important, nothing could become law without his approval. Lucas had served as both a Legislature and Governor of the state of Ohio. This experience plus his strong will and high moral character made him well suited to his job. The Territorial Government also included a two House Assembly. With a Council of 13 members and a House of 26 members. In contrast to Governor Lucas, the members of the Territorial Government were just about as green as they come—the majority of them having no political experience at all.
Iowa Pathways: Iowa History Resources for Students and Teachers
Home ~ My Path ~ Artifacts ~ Timeline ~ Quest ~ Teacher Resources ~ Project Information ~ SponsorsIowa Pathways © 2005 - 2016 Iowa Public Television


text:
Summary of project: Conservation International identified all the islands of Micronesia and Polynesia, including the islands of Fiji, as one of the thirty-five biodiversity hotspots in the world, and is referred to as the Polynesia-Micronesia hotspot. Alarmingly, Conservation International recognized this hotspot as the epicenter of the current global extinction crisis. A international team of collaborators, led by Matt von Konrat, are undertaking biodiversity studies of a group of plants commonly called bryophytes and a group of organisms called lichens. Only scant data exist for both groups of organisms compared to many animal and seed plant groups of the region. Both bryophytes and lichens are considered to be of great biological and ecological significance. Significantly, the results of this project and the proposed framework will serve as model for bryophyte and lichen survey work in other islands of the South Pacific, help to develop local scientific expertise, and greatly facilitate studies of these organisms beyond taxonomy and biodiversity, such as their application to conservation.
Federico Pardo (Web and Media Producer, Field Museum) and Christopher O'Brien (Christopher O'Brien Media) produced and edited a video that outlines current research in Fiji. See video here.
The Ecological Importance of Early Land Plants (Bryophytes) and Lichens: Bryophytes and lichens play a major ecological role. Both groups form an important and conspicuous component of the vegetation in many regions of the world, including the Pacific islands. The small size of these organisms enables them to respond rapidly to environmental and ecological change offering them great utility in conservation science. For example, bryophytes and lichens play a significant role in the global carbon budget and CO2 exchange, plant succession, and nutrient cycling. As such, they have been used as indicators of past climate change, to validate climate models, and as early indicators of global warming.
Fieldwork: To date, three field trips have been carried out since 2006. Seed money, kindly provided from the Women's Board Field Dreams program in 2006, supported pilot studies in Viti Levu and Venua Levu. The National Geographic Exploration Committee supported field work in Viti Levu and Tomanivi in 2008. Recently, in 2011 field work was carried out in Viti Levu and Kadavu, which was supported by the Critical Ecosystem Partnership Fund (Conservation International), the Warwick Foundation, and an anonymous donor. See here - a blog by Leon Perrie about the latest trip.
Participants: 17 individuals are currently participating, representing nine institutions from seven countries have participated in fieldwork since 2006. Field work has also had valuable support from local guides and collaborators from the University of the South Pacific, which was critical to many field excursions.
The project is spearheaded by Matt von Konrat (The Field Museum, Chicago, U.S.A.).
Participants include:
- John Braggins (Auckland War Memorial Museum)
- Laura Briscoe (The Field Museum, Chicago, U.S.A.)
- Elizabeth Brown (Royal Botancial Gardens, Sydney, Australia)
- Patrick Brownsey (Te Papa Museum, Wellington, Aotearoa/New Zealand)
- Allan Fife (Landcare Research, Lincoln, Aotearoa/New Zealand)
- Senilolia Heilala (University of the South Pacific, Suva, Fiji)
- Thorsten Lumbsch (The Field Museum, Chicago, U.S.A.)
- Alivereti Naikatini (University of the South Pacific, Suva, Fiji)
- Khwanruan Papong (Mahasarakham University, Khamrieng, Thailand)
- Leon Perrie (Te Papa Museum, Wellington, Aotearoa/New Zealand)
- Tamás Pócs (Eszterházy College, Eger, Hungary)
- Matt Renner (Royal Botancial Gardens, Sydney, Australia)
- Andrea Sass (Eszterházy College, Eger, Hungary)
- Lars Söderström (Norway)
- Mereia Tabua (University of the South Pacific, Suva, Fiji)
- Marika Tuiwawa (University of the South Pacific, Suva, Fiji)
Konrat, Matt von, Naikatini, Alifereti, Tuiwawa, M, Söderström, Lars, Fife, Allan J., Renner, Matthew A., Brownsey, P. J., Perrie, Leon, Hagborg, Anders, Pócs, Tamas, Lumbsch, H.T., Braggins, John E., Séneca, Ana and Brown, Elizabeth A. (2011) A brief history of the cryptogams of Fiji and prospects for the future. Telopea 13(3) : 361-374. Full Article pdf (539.6KB)
Lumbsch, H.T., Lücking, Robert, Divakar, Pradeep, Konrat, Matt von and Naikatini, Alifereti (2011) New records of lichen-forming fungi from Fiji. Telopea 13(3) : 375-404. Full Article pdf (4MB)
Söderström, Lars, Hagborg, Anders, Pócs, Tamas, Sass-Gyarmati, Andrea, Brown, Elizabeth A., Konrat, Matt von and Renner, Matthew A. (2011) Checklist of hornworts and liverworts of Fiji. Telopea 13(3) : 405-454. Full Article pdf (508.1KB)
Pócs, Tamas, Sass-Gyarmati, Andrea, Naikatini, Alifereti, Tuiwawa, M, Braggins, John E., Pócs, Sarolta and Konrat, Matt von (2011) New liverwort (Marchantiophyta) records for the Fiji Islands. Telopea 13(3) : 455-494. Full Article pdf (1.8MB)
Fife, Allan J. and Naikatini, Alifereti (2011) Significant records of Fijian mosses. Telopea 13(3): 495-502. Full Article pdf (333.2KB)
Séneca, Ana and Söderström, Lars (2011) Sphagnum of the Pacific - a checklist. Telopea 13(3) : 503-511. Full Article pdf (530.2KB)
Brownsey, P. J. and Perrie, Leon (2011) A revised checklist of Fijian ferns and lycophytes. Telopea 13(3) : 513-562. Full Article pdf (1.8MB)
Renner, Matthew A. (2011) New records, range extensions and descriptions for some unfamiliar Australian Lejeuneaceae (Jungermanniopsida). Telopea 13(3) : 563-576. Full Article pdf (966.3KB)
Acknowledgements: Financial support from multiple agencia and individuals is gratefully acknowledged, including the National Geographic Committee for Research and Exploration (Grant No. 8247-07), GBIF Seed Money Award No. 2007/41, the Field Museum Women's Board Field Dreams program, the Critical Ecosystem Partnership Fund (Conservation International), Warwick Foundation, the New Zealand Agency for International Development, and an anonymous donor. Valuable assistance, guidance, and logistical support throughout the project has been provided by the Suva Herbarium, and numerous local guides. UPDATE 2012: The project has recently received in 2012 valubale financial support by The Mohamed bin Zayed Species Conservation Fund and the Negaunee Foundation.


text:
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#102601 - 05/04/03 10:03 PM Porcine/ovine washing here
Carpal Tunnel
Registered: 04/09/00
Posts: 3065
Loc: Jakarta
a. adj. - macabre, eerie. (derived by contraction from samhain)
b. sanitation, general health environment: "The low level of sain in most third-world countries creates a burden for their hospitals."
c. to bless, especially by making the sign of the cross over someone.
d. Acronym. SAIN was used between novices in celibate communities and was written across the sealed flap of an envelope, usually together with a cross, and stood for Signum Anti Impius Necessitas. The novices, with their poor command of Latin, used this as a translation of sealed against wicked desires and it represented their fight against carnality.
e. A form of precipitation which is mostly rain but has some snow or sleet content. An expression from northern England.
f. the line of debris left on a beach at the high tide mark.
g. [baseball] term used to describe a once successful major league pitcher who later succeeds as a pitching coach--after Johnny Sain, "Spahn and Sain and pray for rain."
h. From the Scots Gaelic sabbhain; "to your health".
i. Name of a plant found in W. England and Wales whose leaves were often used in poultices; (dialect) a poultice.
j. A substance derived from shellfish used in making incense.
k. A device for seeding clouds for the purpose of producing rain.
l. The diameter of a globular body; the diameter of a solid spheroid, especially of a cannonball
Definitions were submitted by: Bingley, Capfka, Coffeebean, dxb, Faldage, jackie, sjm, tsuwm, Whitman ONeill, wofahulicodoc, and Wordwind.
#102602 - 05/05/03 02:10 AM Re: Porcine/ovine washing here
Registered: 12/07/02
Posts: 122
Loc: Poland, Cracow
i reached a strange conclusion - it's not so funny when you KNOW the right answer and not guess it so i won't answer
#102603 - 05/05/03 06:00 AM Re: Porcine/ovine washing here
Carpal Tunnel
Registered: 06/11/01
Posts: 2636
Loc: Caribbean
Too late with my definition so I guess I'll be first to make my guess...J
#102604 - 05/05/03 06:31 AM Re: Porcine/ovine washing here
Carpal Tunnel
Registered: 12/01/00
Posts: 13803
I like I
#102605 - 05/05/03 08:45 AM Re: Porcine/ovine washing here
Carpal Tunnel
Registered: 06/24/02
Posts: 7210
Loc: Vermont
gotta love D, but my vote is F._________________________
formerly known as etaoin...
#102606 - 05/05/03 12:08 PM e-li-minate the negative
Carpal Tunnel
Registered: 08/06/01
Posts: 6940
Loc: Worcester, MA
I'd'a picked D too but I don't like the Latin. Now if it had been Sigillum...
Then I have to eliminate A, B, C, H, I, and J, all dealing in one way or another with health or spiritual well-being, as translucent attempts to look like valid remote derivations, and therefore all attempts to seduce the unwary. Ditto E, G, and K, only there it's the weather.
That leaves F and L. With nothing in particular to make one any better than the other.
Oh, the L with it!
s/ a novice with a poor command of Latin
#102607 - 05/05/03 02:16 PM Re: e-li-minate the negative
Carpal Tunnel
Registered: 03/13/01
Posts: 4189
Loc: Rio Grande, Cape May County, N...
The L with it twice!
I can't let this go by without giving a hearty "thumbs up!" to "D", though.
I find the idea of "novice celibates" (which must imply that everyone is sexually active at inception, and at some point these "novice celibates" decide to stop) especially intriguing,
and "celebate communities" (which, I'm guessin', must've been one-generation affairs!) I see as places where I definitely would not want to work or shop on a Monday morning!
#102608 - 05/05/03 04:09 PM Re: e-li-minate the negative
Registered: 06/28/02
Posts: 1624
Loc: Utter Placebo, Planet Reebok
E please. Someone gotta love it.
#102609 - 05/06/03 01:44 PM Re: Porcine/ovine washing here
Carpal Tunnel
Registered: 03/15/00
Posts: 6511
Loc: lower upstate New York
D, I gotta say, is outstanding in its faux-folk etymology. As for the *real definition, I'm gonna go with I.
#102610 - 05/06/03 01:52 PM Re: e-li-minate the negative
Carpal Tunnel
Registered: 04/03/00
Posts: 10538
Loc: this too shall pass
>translucent attempts to look like valid remote derivations, and therefore all attempts to seduce the unwary.
some old Scot might not have felt that way about c. <g>
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text:
Welcome to the CRG Discussion Forum!Forum registration problems: Make sure you enter your email correctly and you check your spam box first. *Then* email KurtS2@gmail for help.
Does any body know in April 67 when you got floor mounted shifter at no charge for your manual 3 speed transmission (part of Pacesetter sale) if you got the heavy duty 3 speed trans or if they put floor shift on # 3858986 Saginaw standard trans?
Mike, its UPC M13. I did read that section on 3 speeds, I did not see anything about floor shifts for standard Saginaw 3 speeds only column shifts


text:
Pediatric NutritionSee all
Baby FormulaSee all
Baby FoodSee all
More Categories in Baby Feeding Supplies
What type of baby formula is the best?
Each brand is going to strive to provide the best baby food, and each manufacturer must pass stringent FDA tests and meet the minimum nutritional requirements. In short, they are all healthy for your baby though may vary in ingredients and forms. Infant formula can come in powdered form as well as formula from a can.
What are some types of baby formula?
- Cow's milk-based baby formula -- this is the 'average' type of baby formula and used in conjunction or as an alternative to the mother's milk.
- 'Gentle' formula -- These infant formulas are used when the baby appears to be slightly intolerant to regular milk. The formula contains less lactose in order for proper digestion.
- Lactose-free formula -- This type of baby formula is completely free of lactose for babies who are completely intolerant.
- Soy formula -- Soy milk is offered as an alternative to babies who are intolerant to milk or have allergies leaving them unable to properly digest milk-based baby formula.
What are some baby formula tips?
- It is not recommended to reheat or refrigerate unused portions of the infant formula. Prepare an amount that the baby will finish or discard any unused portions once they are finished.
- It is recommended that the water needed for mixing powdered baby formula be heated in a pot until reaching desired temperature rather than heated in a microwave. This is recommended because microwave heating can cause 'hot spots' in portions of the heated formula.
- It is not recommended to store powdered baby formula in the refrigerator. Moisture and bacteria from the refrigerator can get into the powder. In addition, the powdered baby formula may not mix well with water after refrigeration.
- It is not recommended to use opened powdered infant formula beyond one month because fats and oils begin to oxidize after this time has elapsed.
- Do not dilute infant formula in order to make a supply last longer. Follow the directions as advised on the infant formula product.


text:
University is the place where I spent more hours by day. I go in early in the morning, and I go out in the afternoon. I go by night and I go out also by night.
Although it isn't my favourite place (I prefer shopping malls a thousand times!) I try to look always wonderful, and choose the best looks making every day a different day. I can have one style or another, so I can change without confining me to a particular thing.
I love dressing smart meanwhile I try to keep a retro-air in my looks. I like so much choosing a beautiful blazer, khaki or beige coloured, and mix it with a full black look. The result is always very visual.
And we must have the padded handbag with its chain, the bowler, or a highlighting tacks slippers.
This Spring-Summer 2010 season the fashion pattern will be the flowers, and we can retrieve 60′ fashion style and psychodelic designs. I like so much the stripes skirts with distinguishing colors on a black background.
Then, we can combine it with a summer top, with ship neckline, leaving the shoulders undercovered, and as a final detail, a necklace for keeping the vintage touch.
Another style I see in every shop I go is navy style, called Old navy too, or stripped style. It is one of my favourites. They look really good. But we have to be aware that the clothes show a little bit more our weight, because of the stripes breadthwise. But If we know how to choose the correct dress, it won't be a problem…
My favourite colours for this look are: navy blue and white or black and white. Winning basics.
For this troublesome rainy days, I don't forget my lovely trench I bought in at a second-hand market in London. It has a lot memories for me, I see it and it makes me happy. And it's very coloured and looks very well dressed, because of the white points which it's designed. If it combines good… maybe you can create something unique.
With a look like this we can't pass unseen. It is the perfect style if we want our next friend, for who we feel more than a friendship, looks us a little more.
For these days in which we have to look beautiful but we want to dress more polite, I prefer to bet on a printed mini-dress and combine it with a leggings and above all… a black leather jacket. And, I never can go out from home without my miitary boots!
How are your university looks? Tell me your ideas!


text:
"I have been a fan of Catholic Answers from its beginnings. Keep up this great apostolate, as it does help many of our Catholics appreciate their faith, especially in the military. Blessings and prayers for your continued success."
~ Fr. Eric, US Army, Baghdad
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"Great is poverty, but greater is obedience."
~ Pope John XXII, in his Bull "Quorumdam exigit" (1317); urging a group of separatist friars who engaged in extreme asceticism to follow the Faith (e.g., Romans 13:1-2) and obey their leaders (from the article "Spirituals")


text:
Video: RIM warns on profit Add to ...
BNN Video
Last updated
BNN speaks to Colin Gillis, senior analyst, BGC Partners.
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text:
Dear members,
Thank you, NarutoBase Staff
Konan likes to use paper right? Maybe she wrote the secret on paper and it was somehow recovered by the Alliance?
Yeah that's what I thought...or she informed Naruto as they walked to Yahiko. Then Shikaku was informed off screen
nothings impossible but its very very unlikey she would
Kisame told them.
Pnj to the max
Someone as smart as Konan would know the dangers of facing Tobi, in the event she got killed (which she did) she must have left some notes or journals detailing the 5 minute limit, maybe not for the benefit of the Alliance, but for a way to get her revenge if ever she got killed.
kakashi informed shikamaru's father after he found out shikamaru's Father said he and kakashi spoke so thats how....
Originally Posted by Babce
kakashi informed shikamaru's father after he found out shikamaru's Father said he and kakashi spoke so thats how....
Does Kakashi know the 5 minute limit? he only used Kamui for a couple of times with his fight with Obito, no way he stayed there for more than 5 minutes to know that
perhaps Kakashi knows the limit due to him having the same eye? I'm guessing Kakashi has trained with his eye a lot since his debut with it against Deidara.
A better explanation. Shikaku Nara knows everything.
Terrible theory. Pretty clear Kakashi figured it out and relayed the info
It was colonel mustard in the hallway with a pipe
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NATO must worry about the Taliban coming into Afghanistan from China. Also, Global Warming apparently has flooded Cambodia, the Koreas, and Japan.
NATO is making the rounds of various blogs notifying us about their updated map game. Sadly the map errors from their previous version have not been fixed. Missing countries and blatant errors like Pakistan's frontier being part of the People's Republic of China remain.
NATO, as well as other important government and academic organizations, is not immune from making horrible cartographic errors. Many times the errors are made by graphic designers who do not know geography. The fact that these errors have not been caught makes one realize the lack of geographic knowledge by editors and others in the organization. Further, one wonders what errors exist on official, classified documents and how these errors influence life and death decisions. A jump yes, but not a big one.
I pointed these errors out to the NATO representative and the person claim NATO would fix the problem. After no changes, an extended period of time, and a continued campaign to advertise the game we have decided to point out NATO's errors. NATO is a great institution but right now its opponents are laughing.


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Can I quit my job yet still be eligible for unemployment insurance?
Under California law, a worker is eligible for unemployment insurance (UI) benefits only if the California Employment Development Department (EDD) decides that he or she quit his or her most recent employment with "good cause." The California Unemployment Insurance Appeals Board (CUIAB) has defined "good cause" for quitting a job as: "a real, substantial, and compelling reason of such nature as would cause a reasonable person genuinely desirous of retaining employment to take similar action." This definition means that a worker must show a very good reason for quitting and convince EDD that any normal person would quit under those conditions. Sections 5–10, below, describe the most common reasons people quit their jobs and whether those reasons are normally good cause.
Most cases in which an employee has voluntarily left employment and has been found to have "good cause" to leave the job involve:
- a reasonable fear for health or safety
- a compelling family necessity; or
- abusive and oppressive working conditions.
Many typical reasons for quitting a job do not meet the definition of "good cause" and therefore will disqualify a worker from getting UI benefits. Reasons that usually are not considered good cause for quitting include:
- ordinary job dissatisfaction or stress;
- personality conflicts with management;
- disagreement over a disciplinary action;
- failure to receive a raise or promotion (unless based on illegal discrimination);
- a lack of opportunity for advancement (unless based on illegal discrimination);
- a reduction in hours or pay (unless the employer breaks an earlier agreement);
- fear of imminent discharge or layoff;
- returning to school;
- leaving to become self-employed.
Can I get unemployment benefits if I don't give my employer an opportunity to fix the problem?
Normally not. The law requires that you be "genuinely desirous of retaining employment." So, you may be disqualified from receiving UI benefits—even where you can show you had good cause for quitting—if you did not make any effort to keep your job. If you have a problem with your job that might make you decide to quit, you normally must give your employer a chance to fix whatever is wrong. If, for example, you do not complain to your employer about the problem before quitting the job, or do not request a leave of absence or a transfer to deal with a health condition or childcare situation (if a leave would address the problem), you may be disqualified from receiving UI benefits.
What if my employer says I quit my job when I think I was fired or laid off?
When applying for unemployment insurance, you will be asked to describe how you left your last employment. Your last employer will also be contacted and asked for his or her description of how the job ended. Employees and employers often disagree about whether the end was a quit or firing. How the job ended, however, is extremely important in deciding eligibility for UI.
When claiming UI, there are only three ways to describe how the last job ended: "discharge," "quit," or "lay-off." These terms have specific meanings that identify whether it was the claimant or the employer who caused the employment to end.
- Discharge ("Fired" or "Terminated") A "discharge" is any situation in which the employer refused to allow a worker to continue working while there was still work available. A worker who has been discharged will be eligible for unemployment insurance unless the employer can show the discharge was for misconduct. See our Fact Sheet Unemployment Insurance: Eligibility after Being Fired for more information about misconduct.
- Quit ("Resignation") A "quit" is any situation in which a worker refused to continue working although there was still work to be done. EDD calls every quit a "voluntary quit" even though some employees do not think it was voluntary because their employers forced them to quit by treating them badly. The word "voluntary" is not really important, but is important to show you had "good cause" for making the decision to quit.
- Lay-Off ("Lack of Work") A "lay-off" is any situation in which a worker is unable to continue working because the position or work has been eliminated and no further work has been offered by the employer. A worker who has been laid-off automatically will be considered eligible for unemployment insurance unless, or until, the employer protests.
Sometimes, what seems to be a quit is really a "discharge," and what seems to be a discharge is really a "quit." For example, if you are told you will be fired or laid-off but you leave the job before the date the job is supposed to end, you may be disqualified from UI because you "quit" your job. (There were still a few days or weeks left for you to work.) On the other hand, if you tell your employer you intend to quit your job on a certain date, but your employer makes you leave the job before that date and doesn't pay you for all the days you planned to work, you may be eligible for UI because you will be considered to have been "fired" even though you had intended to quit.
Using the wrong term to describe how the last job ended when filing an UI claim can result in serious consequences. Saying you were "laid-off" if you actually quit or were discharged can be considered a "false statement" and may result in a denial of benefits, a determination that benefits you already received must be returned and additional penalties. In extreme cases the EDD may also seek criminal prosecution.
What if I have more than one reason for quitting my job?
If a worker has several reasons for quitting a job, that worker is eligible for UI if only one of the reasons is determined to be "good cause" and if that "good cause" reason was a major reason for quitting not just something the employee brought up to try and get benefits.
What if I quit because of health or safety problems?
Workers who quit because of genuine safety concerns usually have good cause and will be eligible for UI benefits. It is normally good cause to quit a job that is unsafe (for example if employees are required to use unreasonably dangerous machines or are not given protective equipment). However, unless the situation is an emergency, the worker must normally give the employer a chance to fix the problem (for example, by complaining and asking the employer to fix the dangerous equipment) before quitting.
If the problem is health related, the worker must show a legitimate health concern that forced him to quit. Some health concerns are work related, for example a recurring injury caused by work (this type of injury may also be covered by workers' compensation). Some health concerns are not directly connected with work (for example, if a worker is diagnosed with an illness and needs time to recover or get medical treatment). In most health situations, the worker must ask the employer for a leave of absence rather than just quit. Requesting the leave is not required if the worker has a good reason to think it will not be granted (for example, if he asked for medical leaves before and they were always denied) or if a leave will not fix the problem (for example, if the treatment will be ongoing for a very long time and a short leave will not really do anything to help). If at all possible, a worker quitting for health reasons should be able to show EDD that he quit because of advice from his doctor (preferably in writing before the worker quits) or be able to show medical records that prove the diagnosis.
What if I quit because my boss is hostile?
This is a tough one. If a supervisor is very abusive, for example if he swears and curses a lot or yells and screams in front of customers or employees, then there probably is good cause to leave. There also will be good cause if the boss is sexually harassing employees, for example by making several unwanted sexual jokes and comments or making sexual advances on employees. However, an employee must usually try to fix the problem by reporting the problem to higher management.
An employee normally does not have good cause to quit because of a personal conflict with a manager or because she is not happy with the way she is treated. The EDD thinks that employees have to put up with some bad behavior form supervisors and it is not good cause unless is becomes abusive or hostile. It is not always easy to tell the difference between ordinary job dissatisfaction and an abusive supervisor. The best way for an employee to protect herself is to be prepared to tell the EDD about specific bad behavior by a supervisor and any attempts to fix the situation before quitting.
What if I quit because of a problem at home, such as a child without childcare or a sick parent?
An employee who is forced to quit to take care of a child or a sick spouse, registered domestic partner or parent will normally have good cause and be eligible for UI benefits. However, the employee should look at other options before quitting and be ready to explain what he did to try and keep his job. For example, most employees with a sick parent or spouse or registered domestic partner should try to find someone else to care for that person (such as a sister or brother) and ask for a leave of absence rather than quit. (See our Fact Sheet Leave from Work to Care for a Family Member for information on when an employer is required to give an employee a leave under state and federal law.)
An employee normally has good cause to quit to provide childcare if, for example, the employer changes the employee's hours and the employee cannot work the new hours because he does not have someone to care for his children. Again, the employee normally must try to find someone else to take care of his child (either a friend, relative or an affordable paid childcare provider) before quitting.
Caution: If an employee has good cause for quitting to take care of a child or other family member, the EDD may then decide that employee is not eligible for benefits because he is "unavailable" to accept a new job. See our Fact Sheet Unemployment Insurance Continued Eligibility Requirements: Availability for Work for more information. In some cases, the worker may be eligible for California Paid Family Leave from the EDD to care for a sick child, spouse, registered domestic partner or parent. See our Fact Sheet Paid Family Leave for more information.
What if I quit because my boss gave me a warning and I did not agree with it?
An employee who quits because she receives a warning does not have good cause to quit, even if she disagrees with the warning. Even if she thinks she will be fired, the employee must show another good cause reason for quitting to get benefits. If, however, the employee is told she will definitely be fired if she does not quit her job, then the law says she is technically "fired" even if she says that she quits because her employer is the "moving party." See number 3, above, for more information on the moving party.
What if I quit because the company lowered my pay or reduced my hours?
If an employer substantially lowers an employee's rate of pay, that employee will normally have good cause to quit and collect UI benefits so long as she tried to convince her employer not to reduce her wage. A "substantial reduction" in pay is normally a reduction of 20% or more, which means an employee who sees her wage go from $12 an hour to $9 an hour or sees her salary go from $1500 a month to $1200 a month will have good cause to quit. It is difficult to show good cause with a smaller reduction in pay, for example if an employer lowers a wage from $10 an hour to $9.50 an hour, but it is possible if there are other major changes, such as an employer taking away health care benefits.
An employee normally cannot show good cause if she wants to quit because her employer reduces her hours. If, for example, an employer tells an employee she will drop from 40 hours a week to 25 hours a week, she cannot just quit if she hopes to get unemployment. Even though less hours would cause a reduction in total weekly pay, the "rate of pay" (for example $12 an hour) did not change. The EDD prefers that the employee use the extra 15 free hours a week to try and find a second job or a new full-time job rather than just quit and be left with no work.
What if I quit because I can no longer get to work?
Some, but not all, employees with transportation problems can quit and get UI benefits. It depends on many things. First, if an employee took a job knowing about the commute, she cannot get benefits if she decides to quit because the commute causes her problems. If, however, something changes in an employee's job, for example if an employer moves or the employee loses her normal transportation, she may be able to show good cause. When the EDD reviews these cases, it will look at several things to decide if a worker has good cause to quit because of transportation problems, including:
- The length of time and the cost of the commute compared with the employee's pay. An employee will normally have good cause to quit her job if she suddenly has to commute more than an hour to get to work, unless she is very highly paid. Similarly, a worker making minimum wage will not be expected to pay $7 each way for commuting costs, but this expense may be reasonable for someone making $50,000 a year;
- Other available alternatives. If, for example, the employer offered a carpool or the employee could find a reasonable way to get to work, the employee will have difficulty showing good cause if she quits.
- The commuting habits of similar workers in the community. In places like the San Francisco Bay Area and Los Angeles, many workers commute long distances to get to work. If you live in a place where long commutes are fairly normal, you will have to show you have special circumstances why you cannot do what others do.
- Individual problems. If an employee has a disability or other health condition that makes the new commute extremely difficult, she is more likely to have good cause if she decides to quit.
Again, the employee normally will need to show she tried to fix the situation by looking into alternatives to improve her chance of getting benefits. Alternatives are things like carpools with co-workers (or the casual carpool), less expensive transportation (buses instead of BART) or sometimes even buying an affordable car.
Example cases involving voluntary quits:
The following are three examples of voluntary quit cases which illustrate (A) a voluntary quit based on "good cause," (B) a voluntary quit not based on "good cause," and (C) the importance of indentifying the "moving party.":
Example A: Quitting with "good cause"
Joe was hired by a company to share the work of appliance service and repair for 615 apartment units with one other maintenance worker. A new owner took over the building and terminated the other maintenance worker, leaving only Joe responsible for appliance service and repair in the 615 units. Joe was unable to keep up with the work and was harassed by angry tenants. He repeatedly requested assistance from the employer but was never given any. One month before deciding to quit, Joe injured himself when attempting to move a heavy appliance by himself. The employer still refused to provide assistance. Joe began having trouble sleeping and eating, as well as serious headaches throughout the workday. After having a series of talks with family members and a church counselor, Joe decided to quit.
Because of a genuine fear for both mental and physical health, Joe had good cause to quit and was eligible for UI benefits.
Example B: Quitting without "good cause"
Shauna was an electromagnetic technician who worked for a large science museum designing exhibits. During a slump in sales, the museum reduced the work hours of Shauna and some of her co-workers, indefinitely, by 40% while many others were laid off. Shauna was then asked to perform tasks outside the normal job description for which she was not paid or properly supervised. Shauna had great trouble in communicating her dissatisfaction to the general manager because the manager was rarely around. Shauna had some discussion with the general manager about these extra duties, and also spoke to a union representative and filed a grievance. The general manager responded to the grievance by sending Shauna a letter saying she should first try to resolve the problem informally. Shauna, believing the general manager to be untrustworthy and resistant to complaints, decided to quit instead.
Because of her failure to complete the grievance process, Shauna did not have good cause to quit and was ineligible for UI benefits.
Example C: Identifying the moving party
Louis had worked as a counselor at a residential drug rehabilitation center for the past three years. During those three years, he had had lots of disagreements with his supervisor and the executive director over the management of the organization. Louis grew increasingly uncomfortable with the management style of his supervisor and the executive director. Louis decided he could no longer work for an organization he considered to be so badly managed. He submitted a resignation letter to his supervisor describing his reasons for leaving and giving notice that the last work day of the month would be his final day. His supervisor became very angry at the contents of the letter. At the end of the workday, Louis' supervisor arrived at Louis' desk along with a security guard. Louis' supervisor handed Louis a final paycheck, including wages through the end of the month, and asked him to clear his desk, turn in his keys and not return to the work site again. Louis, believing he had been terminated without any good reason, went and filed for UI.
Because Louis was paid the full amount he would have earned if he had worked through to his resignation at the end of the month, he remains the moving party in the separation from employment even though the employer refused to allow him to continue working, as he was willing to do. Since Louis was the moving party, he was found to have voluntarily quit. Louis' disagreements with the management were not compelling enough to give him "good cause" to quit, so he was ineligible to receive UI benefits.
How do I show proof of a "good cause" quit?
Under the law, the employee is presumed to have had "good cause" to quit unless, or until, the employer proves otherwise. It is likely, however, that you will be expected to show "good cause" for your decision to quit and to describe your efforts to preserve your employment.
To make the best presentation regarding a quit when claiming UI, start by writing a detailed account of all the circumstances that led to your decision to quit. In this written account, indicate all of the ways you attempted to resolve the problems that led to your decision to quit, such as requests for meetings with management, leaves of absence, transfer, use of a grievance procedure, etc. Describe, in detail, any complaints you made to management. If possible, include the number of times you complained, the approximate dates of your complaints, to whom the complaints were made, and what, if anything, happened as a result. You do not have to provide this written document to the EDD or a judge, but it should help you organize your thoughts. If your decision to quit arose out of a fear for your mental or physical health or safety, statements from treating professionals, such as a doctor or psychologist, are not necessary, but can be very helpful in proving that your concerns were genuine and well-founded.
For further information about your employment rights, contact the Workers' Rights Clinic.
This Fact Sheet is intended to provide accurate, general information regarding legal rights relating to employment in California. Yet because laws and legal procedures are subject to frequent change and differing interpretations, the Legal Aid Society–Employment Law Center cannot ensure the information in this Fact Sheet is current nor be responsible for any use to which it is put. Do not rely on this information without consulting an attorney or the appropriate agency about your rights in your particular situation.


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It's not often that I read a news article linking supply chains to medical aid and disaster relief. However, this week, the Toronto Star highlighted the story of an international development worker, Simon Berry, who found that in 1988-era Zambia, Coca-Cola was more readily available than medical supplies.
Berry worked with medical stakeholders, governments in Africa, and local mothers to design a prototype, and the AidPod was born. "It's a wedge-shaped plastic container, kind of like a pencil case, containing medicine like rehydration salts for at-home diarrheal treatment. Designed to fit snugly into Coke's delivery cases, AidPod can hitch a ride on its supply chain. Packaging is recycled as a measuring jug."
More than two decades after Berry's initial idea, Coke's experiment with the AidPod starts this month with a trial in Zambia. After the initial testing, the company will determine how the project can be modified for other countries.
Supply chain skills for life
The Toronto Star story hints at something bigger: Supply chain expertise is needed everywhere. Manufacturers need it in China, and governments need it in Africa. Medical facilities need it in North America, and retailers need it in India.
APICS partners around the world develop professionals who make significant contributions to their regions. For example, hunger is a worldwide problem__and a crisis in areas such as Somalia. Yet, the complex issues of getting food to those in need can cripple governments and aid organizations. SAPICS, the Association for Operations Management of Southern Africa, an APICS associate, works with our other partners in Africa to train operations and supply chain professionals from all over the continent. These experts, like all of those with APICS training, have the skills to make a difference.
APICS also partners with the American Logistics Aid Network (ALAN) to provide resources and expertise to disaster organizations. ALAN's network of associations represents thousands of supply chain professionals who are able to provide unique resources, both intellectual and tangible, to effectively and efficiently respond to disruptions and disasters. These individuals are recognized leaders in designing, equipping, and operating supply chains. ALAN is a vehicle through which individuals and companies can contribute to humanitarian relief efforts. For more information about ALAN, visit www.alanaid.org.
Consider how you can apply your operations and supply chain management knowledge to help people in need. Your skills are valuable in numerous ways.
In other news
How APICS Operations Management Now relates to you
Operations management is everywhere. Today, operations management professionals have unprecedented impacts on the global economy. Consider these questions and how today's edition of APICS Operations Management Now relates to you and your career.
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Leaving grass clippings on the lawn is a good way to recycle them, but leaves are a different matter.
With just a few leaves on the lawn, shredding them when mowing the lawn and leaving them is no problem. But if there are a lot of leaves, shred them with the mower and then compost them or dig them into annual flower beds or vegetable gardens.
Tree leaves and turfgrass blades are different. Grass clippings are mostly water and with very little lignin, they can break down quickly. Tree leaves that fall to the ground are dried out and high in lignin, so they won't decompose as readily.
Large amounts of leaves left on the lawn all winter, shredded or whole, could smother some of the lawn and the turf might thin out, allowing some weeds to move in.
A good way to recyle your leaves in the fall is to take them to the nearest leaf drop.
The Denver Leafdrop is a leaf-collection and composting program for Denver residents. Designed to keep recyclable organic waste out of area landfills, it is sponsored annually by Denver Recycles, a program of Denver Public Works/Solid Waste Management in cooperation with A1 Organics of Golden who will compost the leaves collected from residents.
Residents can also help to close the loop on recycling their leaves by reclaiming them next spring in the form of rich compost to use in their yards and gardens. The compost will be made available at Denver Recycles annual Treecycle Mulch Giveaway next spring.
Leaves and other yard wastes account for more than 20 percent of what Denver households send to the landfill. The very best option for keeping leaves out of the landfill is to dig them into our yards and gardens, compost them, or mulch small amounts into our lawns. These practices help to enrich our soil, save money on fertilizer purchases and water bills, and help the City avoid the economic and environmental costs of landfilling leaves.
For those who cant reuse all of their leaves at home, the Denver Leafdrop drop-off program gives residents a chance to recycle their leaves and do something great for the environment.
First, residents should try and use their leaves in home yards or gardens. And if they are unable to use all their leaves, they can drop them off at one of the locations selected by Denver Recycles.
Denver residents that can't reuse all their leaves at home can bring them to one of the convenient drop-off locations listed below. Then residents can help to close the recycling loop next spring by reclaiming their leaves in the form of rich compost at the Denver Recycles Annual Treecycle Mulch Giveaway and LEAFDROP Compost Sale. Visit www.DenverGov.org/DenverRecycles or call 720-865-6810 after April 1, 2008 for details.
Be among the first 20 people to bring your leaves to LeafDrop, and receive a coupon for one FREE bag of compost at our LeafDrop Compost Sale in the spring! (Applies to each Sunday LeafDrop location and date.)
Treat your Halloween jack-o-lanterns to a second chance and compost them with Denver LeafDrop!
2007 Drop-Off Sites: (2008 Sites will be posted in October of next year)
Weekend Drop-offs: Sunday, October 28th; Sunday, November 4th; Sunday, November 11th; from 10 a.m. to 4 p.m.:
On Sunday, November 5th only we will be also accepting left over Halloween pumpkins for recycling.
Weekday Drop-offs (closed weekends and
holidays): October 8th through December 3rd,
7 a.m. to 2:30 p.m.
Open weekdays only. Weekday LEAFDROPS must be in tied or secured bags.
Please note that only the weekday sites
listed above are open October 8 through December 3 except Veterans' Day and Thanksgiving
Links to other Metro area Programs
Photo: Judy Sedbrook.
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The Classic American Tote - NOLA - Green/Natural
Price: $50.00 Ex Tax: $50.00Availability: In Stock
Model: HDK1001
Dimension (L x W x H) 17.5 in x 5.5 in x 14.5 in
Our new made-in-the-USA tote bag combines classic American design with HADAKI's bright fashion sense and signature bold lining. The NOLA Classic American Tote boasts a zippered-off, colorful and roomy interior containing two large pockets. The shoulder length straps make it perfect for carrying to beaches, baseball games, or everyday errands. All HADAKI products are AZO, Phthalate/DEHP and DPB free.
18"L x 9"W x 12"H
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text: Shown here are this year's Kenedy High School varsity football team on back row, from left, Dominic Cruz, Aaron Mireles, Derrick Wilson, Seth Harris, Bryant Tiemann, James Cooksey, Daniel Fuentes and Travis Vickery. Middle row, from left, Angell Flores, Jordan Valdez, Coach Ruiz, Coach Hajovsky, Coach Havron, Coach Bell, Coach Connell, Coach Lancaster, Seferino Villarreal and Tony Aleman. Front rwo, from left, Mgr. Dedrick Wilson, Rudy Vasquez, Andre Martinez, Jacob Hinojosa, Victor Monsevais, Santos Molina, Aaron Villarreal, Jacob Hinojosa, Jadran Ramirez, Scott Saenz and Mgr. Justin Connell.


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Bringing It Home For The Holidays
by Applebrook Auctions
December 8, 2016, 6:00 PM EST
New Milford, CT, USALive Auction
Lot 161: 2 Raoul Pene Du Bois Fashion Drawings(42 views)
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Description: Kitty as Duchess, Ray Millard. One signed, one unsigned. Measures 14.5" x 11.5". Fashion illustration with watercolor and ink by Raoul Pene Du Bois for the Paramount Pictures film "Kitty" . In nice overall condition. Has some staining.
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T O P I C R E V I E WapolloprojecktFor the collector, some not so expensive, some expensive, four dioramas on eBay. JBoeI really like the medallions that are attached to the base of the Space Shuttle and Hubble models. Any idea where they came from?apolloprojecktThe pins and coins are also from eBay.
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When music house Singing Serpent composed Bring It On exclusively for the Dodge Journey: Amplified commercial, they probably werent expecting it would create this much buzz. But in just a few short weeks, this 30-second track has drawn thousands of hits. Flattered by the publics response, Singing Serpents Brandon OConnell created a full-length, extended version of the song which then of course prompted everyone to cry for Brando, Singing Serpent, and Dodge to release the MP3 for public consumption. (Man, you give people an inch )
So heres…Read More