text:
Enter your Email address:
Wolters Kluwer Health may email you for journal alerts and information, but is committed
to maintaining your privacy and will not share your personal information without
your express consent. For more information, please refer to our Privacy Policy.
Lewellen-Williams, Charlotte MPH; Johnson, Virginia A. EdD; Deloney, Linda A. EdD; Thomas, Billy R. MD, MPH; Goyol, Apollos PhD; Henry-Tillman, Ronda MD
Ms. Lewellen-Williams is director of faculty diversity for the University of Arkansas for Medical Sciences College of Medicine, Little Rock, Arkansas.
Dr. Johnson is an educational evaluator, the Academic Affairs Office of Educational Development, University of Arkansas for Medical Sciences, Little Rock, Arkansas.
Dr. Deloney is the graduate medical educator for the Department of Radiology, University of Arkansas for Medical Sciences College of Medicine, Little Rock, Arkansas.
Dr. Thomas is the associate dean of diversity affairs in the College of Medicine, University of Arkansas for Medical Sciences, Little Rock, Arkansas.
At the time of the study, Dr. Goyol was a program evaluator, Academic Affairs Office of Educational Development, University of Arkansas for Medical Sciences, Little Rock, Arkansas.
Dr. Henry-Tillman is director of cancer control for the Arkansas Cancer Research Center, University of Arkansas for Medical Sciences, Little Rock, Arkansas.
Correspondence should be addressed to Ms. Lewellen-Williams, UAMS College of Medicine, Center for Diversity Affairs, 4301 West Markham, #820, Little Rock, AR 72205; telephone (501) 526-6630; fax (501) 526-6620; e-mail: 〈email@example.com〉.
Mentoring, long recognized as a catalyst for successful careers, is particularly important to the career development of underrepresented minority (URM) faculty. In academic medicine, mentor–protégé relationships are seriously threatened by increased clinical, research, and administrative demands and an emphasis on scholarship over citizenship. New mentoring models are needed, and they should be adaptable to a medical school's unique structure and mission.
The Peer-Onsite-Distance (POD) model, developed in 2002 by the authors and introduced at the College of Medicine at the University of Arkansas for Medical Sciences, is a targeted, multilevel mentoring prototype that is built on a solid research foundation and tailored to the unique needs of URM medical school faculty. The mentee's individual needs for guidance related to career goals, resources, and the content and interaction skills that are known to be critical to successful academic careers are targeted for development. The multilevel approach provides a unique network of peer and faculty mentors who provide site-specific career guidance. Also in the network are leaders in their fields who can provide access to accurate information, cautions, predictions, and announcements of future resources or potential restrictions in academic medicine. Mentor commitments are clearly defined and time contributions are maximized. The POD model aims to promote retention and advance the careers of URM faculty by wrapping them in a protective cushion of interpersonal and intrapersonal support. The flexibility of the design allows for adaptation to any institution's unique structure and mission.
The importance of mentoring, long recognized as a catalyst for successful careers, is receiving renewed attention in academic medicine. Benefits of the mentor–protégé relationship are well documented, and a positive correlation between mentoring and academic success and productivity has been frequently reported.1–10 Faculty who have been successful in their careers are known to have benefited from the counsel of one or more mentors11 across their professional lifespan, especially during periods of transition.3,4,12 In particular, junior faculty who have research mentors have reported greater productivity and career satisfaction.7,10
Although having a faculty mentor and being part of an active network of peers are known to be essential elements of successful careers in academic medicine, the lack of mentoring is a pervasive problem.5,13 Mentor–protégé relationships are seriously threatened by increased clinical, research, and administrative demands, while traditional support structures (e.g., the faculty club, the doctors' "mess") have been eroded or lost.12 As a professional activity, the time that is needed to build mentoring relationships is typically uncompensated, difficult to fit into busy schedules, and undervalued by the medical school.8,11,14 Promotion and tenure criteria in most academic health centers emphasize scholarship, not citizenship.11
The need for mentoring may be even greater for faculty from minorities underrepresented in medicine. Underrepresented minority (URM) groups—African Americans, Hispanics, American Indians, and Pacific Islanders—are severely underrepresented on medical school faculties5,13,15–18 and at the doctoral level in the sciences.19 Compared to white faculty, URM medical school faculty are promoted at lower rates15,17,20,21 and report lower career satisfaction.16,18 URM faculty, who traditionally choose primary care specialties and frequently have greater debt burdens than do other faculty, have been reported to spend more time in patient care and less time in research than their white counterparts.16,20 Most medical schools have few URM faculty to mentor medical students.9,17,22
One key way that physicians are socialized to medical faculty roles is mentoring. As stated above, this may be particularly important to the career development of URM faculty3,13,15 because URM physicians are less likely to have mentors.5,23 Research in corporate America has shown that people of color who have a strong network of mentors to cultivate their professional development advance the furthest.24 Mentoring must be encouraged and rewarded if URMs are to achieve and maintain positions of influence and leadership in academia.5
In the institutional climate, structured, visible systems make connections between potential mentors and mentees easier.14 Although available research on mentoring in medical environments is limited, the variety and intensity of reported mentoring activities at U.S. medical schools suggest the difficulty of implementing successful formal mentoring programs.5,7 Tested mentoring models are lacking, as is expertise in mentoring newer categories of faculty such as clinician educators.5 New models are needed, and it has been suggested that each medical school should design a mentoring program that is appropriate for its unique structure and mission.5,15 In this article, we describe the development of a unique targeted, multilevel mentoring model, the Peer-Onsite-Distance (POD) model, now being used at our medical school. This model is designed to promote retention and career development among our URM medical school faculty, but the flexibility of our design allows for adaptation to any institution's unique structure and mission.
We conducted an online Medline search to identify research from a 25-year period (1978 to 2002) on the impact of mentoring on faculty in medical professions. The reported studies were analyzed to identify critical variables associated with mentoring success in environments where time and work demands on potential mentors preclude the use of a traditional mentor–protégé relationship. Alternative approaches were examined to compare benefits of using traditional "definite mentoring" by only one mentor with "diffuse mentoring" by several mentors.25,28 We also examined success strategies, problems, and solutions for implementing and maintaining mentor programs and mentor training. Review findings were summarized and used to develop a structured interview that was intended to identify current practices at other medical schools (as described below) as well as to structure the new URM mentoring program.
During a doctoral mentoring institute at Arizona State University, we conducted structured interviews with administrators representing the 11 higher education institutions that comprised the Minority Graduate Education at Mountain States Alliance. The institute, sponsored (among others) by the White House Office of Science and Technology Policy and the National Science Foundation Alliance for Graduate Education and Professoriate Programs, was designed to enhance knowledge and best practices of mentoring for URM faculty.26 It provided a natural environment for us to collect detailed input from 30% of the attendees regarding success strategies, problems, and solutions related to initiating and maintaining a mentoring program.
Structured interviews provided a unique opportunity to investigate current practices not yet published in the literature. The interview format focused on critical ingredients and the benefits of mentoring in each respondent's medical setting. Specifically, the interview focused on barriers to mentoring at the respondent's institution, as well as outcomes and success strategies used with junior faculty.
Based on findings from the literature review and the structured interviews described above, we designed two inventories, the Mentee Need Inventory and Mentor Readiness Inventory, as tools for matching mentees' needs with mentors' expertise. The inventories comprised nine professional interaction skills and 12 content skills (see Table 1). The inventory was pilot-tested with a focus group, and then parallel versions of the needs assessment (one for peer mentors, one for potential mentees) were finalized as self-administered paper-and-pencil questionnaires taking only ten to 20 minutes to complete. Permission to conduct human subjects research was granted by the institutional review board at the University of Arkansas for Medical Sciences (UAMS). University rules required that all information remain confidential.
We compiled a list of URM faculty, housestaff, graduate students, and medical students in the UAMS College of Medicine as of Fall 2002 and invited all of them to participate in the mentoring project on a voluntary basis. Information packets were distributed to a total of 31 interested participants—nine potential peer mentors and 22 potential mentees—during the Spring 2003 semester. The packet consisted of a cover letter and a copy of the appropriate needs assessment inventory. The cover letter introduced the investigators, the reason for the project, the benefit of the study to the participant, and the time frame for return of the questionnaire (within two weeks). All participants returned their completed inventories (100% response rate).
Our review of the literature confirmed that faculty mentors and peer networks were critical ingredients of a successful academic medicine career.5,9,15,20,27 Importantly a positive relationship was found to exist between having a mentor and professional development (conference participation, research, teaching, grantsmanship, and publishing).1–10,28 Studies suggested that successful mentoring programs should be unique and developed according to the setting and environment.5 An understanding of the cultural parameters and unique needs and issues of different minority groups was found to be important. Essential characteristics of successful mentor–mentee relationships that were identified in the literature were interpersonal (i.e., common research interests and life experiences, trust, honesty, and mutual respect) and intrapersonal (i.e., similar values, ability to motivate/inspire, recognition of personal strengths and limitations, and ability to give constructive criticism).1,4,8,10,13
Previous research and outcomes from the structured interviews helped define specific content areas to address during mentoring such as professional networking, publishing, committee participation, teaching skills, grant writing, promotion, and tenure. Specific interaction skills critical to professional performance, such as problem solving, decision making, goal setting, and feedback were also identified. This information was consistent across different medical school settings.
When we had received the 31 completed inventories, we used descriptive statistics to quantify (1) mentee needs in the content areas, (2) the interaction skills of members of both groups, and (3) mentor readiness. In addition, we developed an evaluation plan and data collection process to assess program outcomes in these targeted areas.
The content skills for which the 22 potential mentees reported the most need were networking (21; 95%), clinical skills (19; 86%), curriculum vitae (CV) development (18; 82%), establishing career goals (17; 77%), and confidence building (16; 73%). Although the nine potential mentors (faculty and community physicians) reported readiness to mentor in all of these content areas, mentor readiness was strongest for clinical skills (7; 78%), career goals (7; 78%), and confidence building (7; 78%). A majority of potential mentors (5; 55%) also agreed they could assist with both developing a CV and in networking.
Interaction skills for which the 22 potential mentees reported the most need were problem solving (19; 86%), career guidance (19; 86%), role modeling (18; 82%), providing feedback (18; 82%), and coaching (15; 68%). Again, the nine potential mentors reported readiness to mentor in all of these areas. Mentor readiness was strongest for problem solving (8; 89%). Most potential mentors (7; 78%) also agreed they could give feedback and role model, as well as guide (6; 67%) and coach (5; 55%).
Formal mentor preparation is known to increase the frequency and effectiveness of mentoring activities,8 and outcomes of the needs assessment verified a need for some mentor training. Of the potential mentors, one-third requested basic "how to mentor" training. While two-thirds indicated readiness to mentor, they requested brief refresher sessions in specific skills: CV preparation, publishing, and negotiating. Interestingly, four members (44%) of the group requested a refresher session in how to mentor teaching skills.
Both potential mentees and mentors perceived the primary benefit of being mentored as a means to develop a professional network (mentees 11; 58%; mentors 4, 44%). Secondarily, both believe mentoring facilitates decision making about career goals (mentees 6; 32%; mentors 3; 33%).
We developed the POD model in 2002 after the research described above. The POD is a targeted, multilevel mentoring model (illustrated in Figure 1) built on a solid research foundation and tailored to the unique needs of minority medical school faculty. Furthermore, the POD model is based on the belief that people have value as individuals and as members of groups. The model provides a protective structure to orient new faculty to the culture of academic medicine and offers interpersonal and intrapersonal support to nurture the mentee's professional development. It targets the individual's needs for guidance related to career goals, resources, and content and interaction skills (see Table 1). Channels of support and communication are developed within and between a network of mentors to convey general success strategies as well as site-specific guidance. We believe the POD acronym connotes a protective environment that nurtures the junior faculty member, just as a family or social group cares for its members or the fruit of a plant protects its new seeds.
The model has five parts:
A mentee is a junior URM faculty member who is the recipient of teaching and relationship-building activities that are critical to career advancement in the academic medicine environment.
Content and interaction skills are themes that have been identified in the literature as critical for successful academic careers across medical environments. The model integrates specific content areas and interaction skills that can be applied to the mentoring relationship (see Table 1).
Faculty who are advancing in the academic environment and are close to the mentee in rank are peer mentors. They are prepared to offer advice from their own experiences that is appropriate for and effective in the particular site. These mentors socialize mentees to the medical faculty role and provide collegial support that includes empathy, warmth, and genuineness.
Onsite mentors are senior faculty, including researchers, full professors, and department chairs, who provide information in targeted content areas. They serve as the mentee's advocates, liaisons, or coaches and provide support, guidance, authentic feedback, "real world" examples, and alternatives. They serve a number of mentees in a timely and efficient manner that is congruent with their busy schedules.
Distance participants are leaders who emerge from health care, business, academia, or governmental and political settings and accept a clearly defined responsibility to make a once-a-year contribution in their area of expertise, frequently conducted as part of their ongoing public information activities. These mentors share accurate information, cautions, predictions, and announcements of future resources or restrictions in academic medicine.
The application process is self-directed and initiated when a URM faculty member completes a Mentee Need Inventory (described earlier). Peer and onsite mentors who indicated readiness to give support and instruction in the needed content and interaction skills areas are identified and asked to provide targeted mentoring. These mentors are offered training in coaching and guidance strategies, feedback and reinforcement techniques, and evidence-based instructional methods that enable mentees to learn quickly and efficiently in the environment in which they will have to respond.
Contact is initiated when mentoring strategies, selected by the mentor to meet the mentee's targeted needs, are applied individually or as a set of sequential and cumulative steps. For example, the mentee may need instruction in one or more targeted content areas (e.g., CV development) and interaction skills (e.g., providing feedback to residents). The instruction may be enriched by shared examples of successful career experiences, and/or extended by recommended materials for further study. The mentee may arrange opportunities to observe persons who are proficient in specific information or skills in the academic environment. The mentee may also shadow the mentor to observe the skill being modeled in practice or view examples on video or other media.
Having learned a skill and seen it applied (e.g., networking), the mentee should practice in a variety of increasingly complex environments under the guidance of the mentor. For example, the mentor might first have the mentee network at a departmental meeting, next at a college-wide event, and then at a national professional meeting. After each practice activity, the mentor reinforces the elements of successful performance and provides specific guidance as to how performance might be improved in the next practice activity. Upon successful acquisition of the skill, the mentee should reflect on the learning experience and discuss the experience with the mentor.
On a continuous basis, mentors will share emerging success strategies with each other for the benefit of future mentees. This process, facilitated by the POD program administrator, enables mentors to expand their menu of places to practice, models to observe, and media and materials to review, as well as to endorse or reaffirm that certain activities are more effective in generating rapid performance of new skills. In addition, mentors will discuss any obstacles and barriers encountered by mentees and work together to formulate solutions.
A URM mentoring program based on the newly developed POD model was introduced to faculty at the UAMS College of Medicine in 2002 using a grand rounds session in conjunction with individual departmental presentations. The POD model was immediately accepted by all stakeholders—university administration, potential peer and onsite mentors, and potential mentees—and supported by College of Medicine faculty. Ten senior and nine junior URM faculty immediately decided to participate. These mentors represented a wide variety of departments in the college.
Basic or refresher training assures mentors have effective advising, teaching, and leadership skills appropriate for the medical environment. Mentor training on guidance and coaching strategies was offered to peer and onsite mentors at the onset of the project.
The program was initiated with 22 mentees, nine peer, and ten onsite mentors. Distance mentors were alumni in private practice, a state senator, a U.S. Congressman, and a former U.S. Surgeon General. They provide accurate information, cautions, predictions, and announcements of future resources or potential restrictions in academic medicine. Distance mentors are expected to present one "Lunch and Learn" on campus annually, designed specifically for program participants and targeting topics identified in the needs assessment. This will provide a unique opportunity for URM faculty to network and connect with distance mentors to facilitate career progression. Ongoing recruitment activities target individuals who have unique access to information and resources on a national level.
While the primary outcome of this project was the creation of the POD mentoring model, a second outcome was the transition of the URM mentoring program from a time-limited grant-funded activity to an ongoing activity supported by the College of Medicine. Traditionally, URM faculty mentoring in the UAMS College of Medicine had been facilitated by the Office of Minority Affairs. Introduction of the POD model contributed to a new Center of Diversity Affairs with a full-time director position.
Targeted multilevel mentoring is an innovative approach to providing URM faculty with faculty mentors and an active network of peers, both known to be essential elements for successful academic medicine careers.1–10 As stated earlier, the literature suggests that successful mentoring programs be unique and appropriate to the medical school's setting and environment.5 Although successful faculty careers are known to benefit from the counsel of one or more mentors,11 there is ample evidence that mentor–mentee relationships are seriously threatened by increased clinical, research, and administrative demands. The time required to build mentoring relationships is typically uncompensated, difficult to fit into busy schedules, and undervalued by the medical school.8,11,14 The POD model is designed to increase the likelihood that mentors with limited time will participate in mentoring activities. In the three-level POD model, peer mentors provide guidance and support while busy senior faculty focus on specific and generally more challenging tasks on a professional level. The mentees are further supported by a network of academic, corporate, and government and political leaders.
The POD's multilevel approach parallels findings of a recent study that identified three important domains of successful mentorship: the relationship between mentor and mentee (such as guidance and support), the professional attributes of the mentor (such as reputation), and the personal attributes of the mentor (such as availability and caring).10 While our informal evaluation activities to date have provided evidence of the efficacy of the POD model, future studies will assess the productivity and career satisfaction of mentees who are mentored by this new approach.
This work was supported in part by a grant from the National Cancer Institute to Reduce Cancer Health Disparities, 5U01 CA86081-04, Arkansas Special Populations Access Network. Preliminary findings, "Needs and Resources for Developing a Targeted Approach to Mentoring for Minorities in Professional Medical Careers," were presented at the 2003 Annual Meeting of the Association of American Medical Colleges, Washington D.C.
This article has been cited 3 time(s).
© 2006 Association of American Medical Colleges
Colleague's E-mail is Invalid
Your Name: (optional)
Your Email:
Colleague's Email:
Separate multiple e-mails with a (;).
Thought you might appreciate this item(s) I saw at Academic Medicine.
Send a copy to your email
Your message has been successfully sent to your colleague.
Some error has occurred while processing your request. Please try after some time.
An Existing Folder
A New Folder
Folder Name:
The item(s) has been successfully added to "".
Login with your LWW Journals username and password.
Username or Email:
Forgot Password?
Enter and submit the email address you registered with. An email with instructions to reset your password will be sent to that address.
Link to reset your password has been sent to specified email address.
What does "Remember me" mean?
By checking this box, you'll stay logged in until you logout. You'll get easier access to your articles, collections,
media, and all your other content, even if you close your browser or shut down your
To protect your most sensitive data and activities (like changing your password),
we'll ask you to re-enter your password when you access these services.
What if I'm on a computer that I share with others?
If you're using a public computer or you share this computer with others, we recommend
that you uncheck the "Remember me" box.
Save my selection
Article Level Metrics


text:
Let us make your living experience a memorable one by living at Willow Grove Apartment Homes, the best apartments for rent in Modesto, CA! Whether you're interested in a 1 or 2-bedroom Modesto apartment home, we have the floor plan for you, with all the amenities to make you feel right at home. All of our apartment homes include full size washer and dryer appliances, central air conditioning and heat, and accent walls. Our fully stocked kitchens feature a dishwasher, a garbage disposal and a built-in space saving microwave. Our newly remodeled Modesto apartment rentals also offer maple cabinets and faux granite counter top.
Willow Grove boasts a resort style pool and hot tub with free poolside Wi-Fi, updated fitness and business centers, along with remodeled kitchens and bathrooms. These are just a few of the exciting improvements that make Willow Grove apartments in Modesto the place to call home.
Located in Stanislaus County, Modesto is known as the culture hub of California's Central Valley. Willow Grove Apartments in North Eastern Modesto is located near Freeway 99, restaurants, shopping and so much more. Willow Grove offers a great location at an incredible value. We are located near multiple colleges and higher-education institutions, making us a great location for student housing for Modesto Junior College, Stanislaus State University, Heald College, University of Pheonix, Humphreys College and Paul Mitchell students and faculty. We also offer great discounts to employees of our Preferred Employer Partners which feature area businesses such as Memorial Hospital, Gallo Wines, Doctors Medical Center, Kaiser Permanente, Sutter Gould Medical Foundation, Seneca Foods and many more!
Call the friendliest staff in town to schedule a tour today and see for yourself all the amazing things we have to offer! Unbelievable Modesto apartment rentals at affordable pricing! What are you waiting for?

subset: commoncrawl


text:
Utah CTE Graphic Design ContestTuesday, November 19th, 2013
The Business Education and the Information Technology Education specialists, at the Utah State Office of Education, are in the process of planning their summer conference for Utah educators. The organizers of each conference invite YOU (Utah middle/junior high and high school students) to design the graphic for their summer conference program materials. The winning graphic for Business Education and for Information Technology Education will be printed on the program cover, welcome posters, vendor punch cards, and thank you cards. This is a wonderful opportunity to showcase your talent and creativity as you design a "unique graphic" for each conference.
Each entry will be judged by a state committee of Business Education teachers and Information Technology Education teachers. An entry will be selected for the Business Education summer conference and for the Information Technology Education summer conference. Each winner will receive a one-year subscription to the Adobe creative Cloud Suite worth $600. The winners will be announced by March 3, 2014.
Designs must consist of completely original artwork, absolutely NO clip-art or stock illustrations, and NO copyrighted material. Any typography must be licensed for free commercial use. Designs must be scalable to work in both large and small formats. The winning designs will be the sole property of the Utah State Office of Education to be used in any manner. The winning designers will be fully credited with their design work. The name and picture of each winner will be featured on the summer conference program.
> Business Education graphic design contest ENTRY REQUIREMENTS
> Information Technology Education graphic design contest ENTRY REQUIREMENTS
Entries MUST be received by Monday, January 6, 2014.
Contact: Andrea Curtin – Utah State Office of Education – 801-538-7976
January will be here before you know it, so don't delay in creating your design for the Business Education summer conference or for the Information Technology Education Education contest. Good luck!


text:
Reviews written by registered user
|208 reviews in total
Know what's scarier than figures lurking in the corner? The fact that
your efforts to bring your family together become the very reasons they
are slowly turning against you. While Sophon Sakdapisit doesn't do much
to bring anything original to the haunted house yarn Ladda Land, he
effectively ventures into each of his characters' psyche, turns them
into real people with real concerns, and successfully fleshes out their
fears whether of this world or those of beyond.
The title refers to a middle class subdivision in Chiang Mai, where a well-meaning man played by Saharat Sangkapreecha moves with his family to work for a drug supplement company. He has another reason for wanting to stay there his mother-in-law hasn't forgiven him for marrying her daughter (Piyathida Woramusik) and makes his life miserable by rubbing in his faults and failures as a father to his two children. He's especially estranged to his 14-year-old daughter (Apinya Sakuljaroensuk), who grew up spoiled by her grandma. But aside from that, everything's going well with the household that is until a brutal murder occurs at a nearby house and scary things start happening.
It sounds standard but the narrative's arc from the near-perfect happiness of its characters and the world they inhabit to their slow and painful descent to paranoia and madness is near-perfectly smooth. Sakdapisit's skill in creating such trajectory is evident in how he begins the movie, with Sangkapreecha unpacking things and meticulously decorating the house, signifying his desire to start a new life for his family. It's a stark contrast to how it all ends, with bare and empty rooms except for a few objects thrown around, underpinning the tragic outcome despite the best intentions.
There's convincing performances from everyone involved, too. Sangkapricha plays it with such subtlety that even when his character acts like an idiot as required of horror films (Why not call the police first instead of venturing into a murder site alone?), he never comes off as annoying. Woramusik and Sakuljaroensuk's characters are also defined more than other horror movies care to carve out secondary roles.
As a horror film, Ladda Land teeters midway between the best to reach these shores and the worst of them. What's certain is that it works better when it focuses on the family rather than on the spooky things that go bump in the dark. It's wise enough to invest emotionally and ratchets up the tension so well that it even if it doesn't consistently bring in the scares, there's a constant feeling of anxiety.
A montage sequence in RPG: Metanoia reminds one of the days when the
erstwhile hi-tech Nintendo Entertainment System (aka the family
computer) fell victim to frequent blackouts and kids of those days had
nothing else to do but go outside and play patintero and other such
games. Kids playing real games is a strange scenario in a movie that's
supposed to embrace and capitalize on the popularity of the massively
multiplayer online role-playing game (MMORPG). But it's a good thing,
right? It may actually inspire the revival of Doctor Kwak-Kwak. Or
maybe not.
It's actually this clever dichotomy done well that partly helps in making Metanoia become more than just the Philippines' first 3D-animated movie, moving sprightly between humorous scenes that involve an unnamed local barrio and a virtual world with pleasing visual styles. (Of course, if you're expecting something on par with Hollywood, screw you.) It also features adorable characters brought to life by vocal performances from Zaijan Jaranilla, Eugene Domingo, Aga Muhlach, and a few former Going' Bulilit tykes. Jaranilla voices Nico, an online-gaming geek who's never good in any real-life activity and chooses to dwell in the titular virtual world with his friends. As he puts it, it's the only thing he knows how to do well, so why not take it seriously? Things change when a malevolent program takes over the minds of virtual users, and render them in a zombie-like trance. It's up to Nico Zero in Metanoia and his gang of ragtag tweens to destroy the virus and save the world.
Metanoia engages with its inventive display of the local pop culture and surprisingly heart-tugging moments while not losing sight of its narrative. While it drowns in a wee bit too much mauling on believing in oneself (okay, we get it already) and the climax gets a bit preposterous, especially when it tries to explain the origin and mechanism of the virus, director Luis Suarez guides the film with a sure hand. It's an endearingly winning, creative piece of effort in a time when those qualities don't even seem to matter.
Functioning less than a straight-out thriller than an intriguing slice of life in a golden-hued Zagreb in the early naughts, "Fine Dead Girls" presents a decrepit building in the Croatian capital as a microcosm of the former Yugoslav nation and its inhabitants as they try to pick up the pieces from a bloody not-so-distant past. Dalibor Matanic's saga liberally borrows from a lot of classics, but at least he vividly captures the tension and paranoia emanating from each individual, like an ex-army man who ostensibly beats up his wife, to a physician who does illegal abortion in his topmost room, and a man who can't let go of her wife even in death. At the center of such palette of idiosyncratic characters are a young lesbian couple played with understated effectiveness by Olga Pakalovic and Nina Violic. The two initially hide their relationship from a homophobic landlady with a highly chauvinistic son, but are eventually found out and soon find themselves spiraling into societal and moral conflicts. At its best, "Fine Dead Girls" is a meditative introspection into the Croatian psyche during the immediate post-war period, in which various societies struggle to forge an identity following the Balkan conflicts. Matanic doesn't give the film enough momentum to sustain an effective third act but "Fine Dead Girls" deftly paints a convincing portrait of a nation irresolutely trying to welcome every member with open arms regardless of orientation, even as it's raring to return to its feet.
With The Lives of Others (Das Leben der Anderen), debuting director Florian Henckel von Donnersmarck crafts a simultaneously gripping and intelligent political drama about an agent for East Germany's secret police. Just as a Stasi agent finds himself irrevocably drawn into the lives of the couple he's spying on, so does Donnersmarck compel his viewers into an oh-so meticulously crafted piece set in pre-unified Germany, five years before the Berlin Wall's crumbling. Capt. Wiesler, played by the late Ulrich Mühe with an eerie adeptness, is assigned to conduct a covert surveillance on playwright Georg Dreyman (Sebastian Koch) and his girlfriend, actress Christa-Maria Sieland (Martina Gedeck). Wiesler initially carries out his task with such calculated efficiency, but gradually finds himself pulled into an emotional web that slowly peels away his impassive facade. In the same way, Donnersmarck lets The Lives of Others unfold into a beautifully structured story that's powerfully told and populated with richly defined characters. It's at once a chilling reminiscence of a recent part in German history and a touching portrait of the human social network.
Timecrimes doesn't dole out profound messages on the ontological paradox or the repercussions of messing with the time-space continuum, but it clearly doesn't intend to. Nacho Vigalondo's low-budget sci-fi may have a fraction of the budget of Hollywood giants treading the same theme, but this bang-up thriller on a man's misadventures through time manages to be more taut and clever than the most of them. When binocular-toting Hector (Karra Elejalde) spots a naked woman in the woods one afternoon in his backyard, he decides to investigate. He walks into the forest but before fully realizing what's going on, he's stabbed in the arm by a man whose face is covered in pink bandages. Hector tries to elude his attacker and eventually seeks refuge in a facility, where a lab technician (Vigalondo) convinces him to hide in a strange-looking machine. The contraption turns out to be a time machine, and Hector finds himself an hour earlier, sending the plot into a zippy mindf*ck that keeps the elaborate proceedings so tight that the cracks hardly show. While Timecrimes sometimes stumble into predictable twists, Vigalondo contents himself with constructing engagingly taut labyrinth that culminates in a clever ending presaged by the mess shown just after the opening sequence.
P would have been a superior product had its intriguing first act detailing the sorry life of bar girls in Thailand not been dissipated by a digressing and laughable second part, whose juxtaposition with the former feels as proper as a pad thai with ketchup. Aaw (Suangporn Jaturaphut) has never had it easy growing up as an orphaned Khmer (someone with Cambodian ancestry) in rural Thailand as kids her age are looking at her in contempt because of her grandmother who practices black magic, a skill she consequently learns of as well. When grandma falls sick and her medical supply becomes too much to financially handle, Aaw falls victim of her innocence and is virtually sold off to Bangkok to work as a prostitute and pole dancer, and have her name changed to Dau (which foreigners can pronounce more easily). Initially scared and hesitant, Dau gradually becomes more comfortable with her environment and uses her knowledge of black magic as comeuppance for the people who wronged her, only to eventually realize that the evil she puts on others is starting to possess her. Brit director/writer/editor/composer Paul Spurrier's Thai film benefits much from its proficiently crafted drama that makes one gravitate easily to the vulnerability of its protagonist, with the progression of its golden hour sunlight-basked provincial-setting to the harsher neon-lit seedy Bangkok reflecting Dau's slow departure from virginity into a bloodthirsty monster. Yet as with this ugly transformation, P follows suit as it ultimately devolves into a bumbling, schlocky B-horror without an interest to dole any shred of ingenuity as the body count grows, which, in an effort to provide a dichotomy, not only proves detrimental to itself but also to the part which could have worked.
Filipinos have prided themselves in giving clever names to their businesses. If only that wit was shared by local mainstream filmmakers. Or at least by their works' titles. John Lloyd Cruz and Bea Alonzo -- along with rom-com go-to director Cathy Garcia-Molina -- in essence return from where they left off in Miss You Like Crazy, the latest project together of the two bankable stars that provides nothing you haven't seen on screen before. Except maybe Kuala Lumpur. Cruz stars as Allen, a young man who thought he's prevented Mia (Alonzo), an overseas worker who's on a break from Malaysia, from jumping off a ferry plying the Pasig River after a chance meeting. Turns out she wasn't suicidal and -- cue meet-cute -- they hit it off right away. The problem is, Allen is engaged to a socialite (Maricar Reyes) and his career hinges on his impending marriage with her. Gasp, what's a guy with two loves to do? Bembol Roco as Mia's paralyzed father amusingly typifies the comatose status this latest glossy schtick turns out to be, with a script that doles out love insights as profound as a fortune cookie quote. For some reason, the Malaysian capital features in some scenes, though, the underused locale is mostly focused on the Petronas Towers and arbitrarily chosen scenes that could have been shot anywhere else. Of course, all Cruz and Alonzo really need to do is play sweet, get mad at each other, and make up. The two are basically playing the prequel of their last cinematic pairing, One More Chance. Like that movie, Miss You Like Crazy is under the guise that it wants to be different but is ultimately undone by the need to pander to intended audiences.
Slumdog Millionaire is the schmaltz that Hollywood is known for. But credit Danny Boyle, characteristic visual artist he is, for delivering an earnest crowd-pleasing melodrama that unabashedly embraces its characters' oh-so heartfelt triumphs against adversities and cynicism, and hits the right notes in the process. Ditching complicated narratives that usually take the better of his films' characters, Boyle's film (co-directed by Loveleen Tandan) entrenches itself in its glorification of love, friendship, and destiny (or perhaps karma), composing them and their cacophonous Indian backdrop in cross-processed film colors, slanted camera angles, and fiercely rapid editing. Brimming with joy and sentimentality, Simon Beaufoyt's script (from Vikas Swarup's bestselling book Q&A) narrates through a fractured timeline the saga of Jamal (Dev Patel), an 18-year old Indian boy who despite having raised in the slums and having no formal education, manages to get to the final round of the local edition of the TV show Who Wants to be a Millionaire? Such feat catches the attention of local police who, believing he is cheating, interrogate, torture, and mock him; and to whom he calmly explains every momentous detail in his life - diving in a pile of poo to have an autographed picture of his favorite Bollywood actor, watching his mom die in the hands of anti-Muslim rioters, his misadventures with older brother Salim (Madhur Mittal) etc -- that ties into his knowledge of the questions' answers, as well as why he joined the contest in the first place -- to meet the girl he loved since childhood: Latika (Frieda Pinto). Slumdog Millionaire is absolutely predicated to the notion that the staunch devotion one has to achieving something and the unwavering love for someone is ultimately rewarded by destiny -- or any Higher Being for that matter -- a concept not lost on Boyle, who relentlessly surrounds his characters with the festive environment of their country as they circuitously find their ways into reconnecting with each other, capped by the Bollywood-style musical number in the end. It's an unabashedly romantic fairytale, and Boyle's eye for beautiful images and proficiency for crisp storytelling enhance a tale where well-meaninged people are rightfully rewarded in beautifully mysterious ways.
Opening Japanese cinema to the world (particularly to the West) upon its release, Rashomon's enduring qualities is most evident in, along its title having been introduced into the English language (as in the Rashomon effect), its theme's strong resonance even after almost 60 years it was released. Narratively simple yet paradoxically complicated, Akira Kurosawa's widely hailed classic deftly examines the unknowable virtue of truth that even the oft-recited mantra "To see is to believe" loses its meaning when thwarted by mankind's ultimate predication to subjectivity and -- perhaps -- psychological egoism. Adapted from two Ryunosuke Akutagawa short stories, Kurosawa's saga concerns itself with an event that transpired in the woods as recounted in wildly differing perspectives three days later at a court trial by the three participants and one supposedly impartial witness as shown in revolutionary flashback sequences. The differing yet equally plausible testimonies are nonetheless bound by one unequivocal truth: a samurai (Masayuki Mori) died in the woods during an encounter with a bandit (Toshiro Mifune) who may or may not have raped the former's wife (Machiko Kyô) and who may or may not have killed the samurai in the process. The bandit claims the samurai's wife yielded willingly to his sexual advances and he killed the samurai in an ensuing duel; the wife swears she was raped and that his husband committed suicide using her dagger; while the samurai's ghost (speaking through a medium) recounts how his wife wanted to go with the bandit and have his husband killed. Compounding the issue is a woodcutter's testimony that radically differs in details from the previous three accounts that to piece together the details from each perspective into one coherent story is an exercise in futility. No matter, since Kurosawa's concern is less in presenting an objective account of what truly transpired than demonstrating the uncertainty of truth, a theme he and cinematographer Kazuo Myagawa often engage in here -- a murky perspective of the world signified by the torrential rain in the opening sequence, the avant-garde direct shot of the sun partially obscured by leaves, the dense forest where the main action takes place, and one character's continuous monologue that he "does not understand". Masterfully buried in ambiguity and anchored by strong performances, Rashomon isn't much about providing a solution as it is a proposal to come up with one's own conclusion based on one's partiality, a masterful artistic depiction of how truth can be flawed.
Creativity is scarce in Paano na Kaya?, a Gerald Anderson-Kim Chiu schmaltz-fest that remains notable insofar as its title isn't a one-line-fits-all-rom-com pulled from an English-language ballad. (It's a one-line-fits-all-rom-com pulled from a Tagalog-language ballad.) Which is to say, it doles out the straightforward sugar rush an undemanding audience expects -- from Anderson's abs, to Chiu's chirpily oriental schtick routine, to a story that goes deep into romantic-comedy territory without innovation that only the most ardently romantic will swoon past the painful contrivances. In a broadly written plot where all the situations, characters, and dialog seemed to have popped out of a teenage diary, Mae (Chiu) is secretly head-over-heels with best pal Bogs (Anderson), only she's too civilized to tell him and his girlfriend Anna (Melissa Ricks). But when Anna dumps him for her boss, Bogs is left to cry on Mae's shoulders and -- wait for it -- he falls in love with her. Journey is more important for rom-coms, so the saying goes, but the venture in Paano na Kaya? is as predictable as the destination itself, brazenly knocking off ideas from its predecessors, including excruciating code-switching to Chinese one-liners that would make Mother Lily and Joel Lamangan blush. Director Ruel Bayani go far beyond kitsch by spelling out the romance in the clumsiest, most obvious way imaginable: Chiu and Anderson talk about passion of love on a fire truck in the middle of a burning compound. Such attempt highlights the fact that there's far too little brilliance to these hackneyed proceedings to make it anything more than a reason to see the pair in a larger screen.
|Page 1 of 21:
|[1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11]


text:
The Style Gallery is a great new way for you to view, love, and share outfit photos. It's meant to showcase
all the expressive, creative, and inspirational personalities of our community!
Love you too!
Your email has been sent!
Whether it be a work project or a cooking class task, any outfit you create around the tie neck of this clay-hued, pink-tinged blouse will make you the number one partner pick! Stylish ruffles and thin lace panels over this top's short sleeves are adorable details above the elasticized waist of this matte, silky buddy-choosing button down. Worn with flared jeans and slingback clogs, all who need or want an associate's help will undoubtedly be drawn to the young lady in this earthy pink top!
Final Sale: This item cannot be returned or exchanged.
All measurements in inches.
Sorry this item isn't available anymore


text:
3423 N. Drake Avenue
Chicago, IL, 60618, USA
Contact Us, Today
(773) 278-1100
Founded in 1980, Novak Construction is a national general contractor and construction management firm. We are dedicated to bringing life into our clients' visions. Employing an integrated approach to every construction project, we put the client first. We take the time to know and understand our clients, thus allowing us to start each project with a clear picture of a particular vision and expectation. Whether the project is a traditional bid, guaranteed maximum price, or a design-build we are committed to making sure our clients are satisfied with the process, the outcome and the value for their construction dollar.


text:
Lime & ginger drizzle cake
Nutrition and extra info
- Can be frozen un-iced
Nutrition: per serving
- kcal487
- fat27g
- saturates17g
- carbs58g
- sugars38g
- fibre2g
- protein6g
- salt0.74g
- 200g unsalted butter, softened, plus extra for the tin
- 175g caster sugar
- 4 lime
The same shape, but smaller than…
- 3 large egg, beaten
The ultimate convenience food, eggs are powerhouses of nutrition, packed with protein and a…
- 200g plain flour
- 1 tsp baking powder
Baking powderbay-king pow-dah
Baking powder is a raising agent that is commonly used in cake-making. It is made from an alkali…
- 1 rounded tsp ground ginger
- 50g desiccated coconut
- 3 balls stem ginger, finely chopped
- 2 tbsp milk
One of the most widely used ingredients, milk is often referred to as a complete food. While cow…
- 3 tbsp granulated sugar
- 3 tbsp stem ginger syrup
- chopped crystallised ginger, to serve
Mainly grown in Jamaica, Africa, India, China and Australia, ginger is the root of the plant. It…
Heat oven to 180C/160C fan/gas 4. Butter and line the base and ends of a 900g loaf tin with a strip of buttered baking parchment. Cream the butter and caster sugar together until really pale, light and fluffy. Grate the zest from 3 of the limes and add to the mixture. Gradually add the eggs, mixing well between each addition.
Sift together the flour, baking powder, ground ginger and a pinch of salt. Using a large metal spoon, fold into the cake mixture with the coconut and chopped stem ginger. Add the milk and juice from 2 of the limes and mix until smooth. Spoon the mixture into the prepared tin and spread level using a palette knife.
Bake in the bottom third of the oven for 1 hr - 1 hr 15 mins, or until golden brown – a skewer inserted into the middle of the cake should come out clean. Cool the cake in the tin for 10-15 mins.
Use a wooden skewer to make holes all over the top of the cake. Meanwhile, mix the remaining lime juice with the granulated sugar and the stem ginger syrup. Slowly spoon the sugary mixture over the top of the warm cake and leave in the tin until completely cold. Top with the chopped crystallised ginger to serve.
Ads by Google
Comments, questions and tips
Comments (39)
I'm somewhat confused, I made this cake on Sunday as per the recipe in the magazine, first cake I've ever made and it was perfect! Moist, tangy, hint of coconut with a gorgeous sugary tangy crust. Im not a cake fan but this piqued my interest and was beyond delicious. Don't know if this recipe is the original but it worked beautifully for me!
I cooked this yesterday and didn't have issues apart from the cooking time, which was not enough. I had to put it in back in for another 25 minutes too like Foodie above. It rose fine and the syrup made it nice and moist. I have passed the recipe on a couple of times now and have had reports back that they have been a success too. Will make again and it makes a nice change from lemon drizzle. Thank you.
I've just cooked this from the recipe in the magazine. The cooking time stated in there is 45 mins, I kept testing and putting it back in the oven because it was no where near cooked. Finally, after another 25 mins it was done. I notice that this recipe states the cooking time as 1hr - 1hr 15 mins which seams to be correct. Unfortunately I didn't look at this site until later. I haven't tasted it yet as it's still too hot.
Just made it again with amended amount of baking powder and it turned out perfect. Thank you for your prompt attention. What a terrific service. Hope to try it in the restaurant where i work in dariole moulds and serve warm with custard or ice cream. Looking forward to trying out the chocolate ginger torte next.
I just made this cake this morning. It completely sank in the middle. So i tried again using 2 tins as I had thought the first one was rather full. I used 900gram plus 500gram. Both sank! What can be wrong. In all my years baking this has never happened to me before. What a waste of ingredients. Maybe i could serve it as a pudding with custard. It smells delicious!
Questions (0)
Unsure about the cooking time or want to swap an ingredient? Ask us your questions and we'll try and help you as soon as possible. Or if you want to offer a solution to another user's question, feel free to get involved…
Be the first to ask a question about this recipe…
Tips (0)
Got your own twist on this recipe? Or do you have suggestions for possible swaps and additions? We'd love to hear your ideas.
Be the first to suggest a tip for this recipe…


text:
Library Open Repository
An Alternative View of Small Firm Adaptation
Downloads per month over past year
Jones, CD (2004) An Alternative View of Small Firm Adaptation. Journal of Small Business and Enterprise Development, 11 (3). pp. 362-370. ISSN 1462-6004
p362.pdf | Request a copy
Full text restricted
Available under University of Tasmania Standard License.
(Author version)
alt-view-p362.pdf | Download (81kB)
Available under University of Tasmania Standard License.
| Preview
Increasingly, small firms with a history tied to a specific geographic location are having their survival threatened by new and innovative web-based entrants. This paper considers the plight of such firms and proposes an alternative means to reflect on how they may or may not learn about such threats. Adopting an evolutionary perspective, the construct absorptive capacity is used to highlight the deficiencies of current market orientation theory to explain the process of firm learning. The conceptual model of evolutionary potential provides a framework through which both the firm and its owner/s' abilities to learn can be taken into account.
|Item Type:
|Small Firms, Market Orientation, Absorptive Capacity, and Evolutionary Theory
|Journal or Publication Title:
|Journal of Small Business and Enterprise Development
|Page Range:
|pp. 362-370
|Identification Number - DOI:
|Additional Information:
|Copyright 2004 Emerald Group. Reproduced in accordance with the publishers policy. The definitive published version is available online at: http://www.emeraldinsight.com/info/journals/jsbed/jsbed.jsp
|Date Deposited:
|15 Mar 2007
|Last Modified:
|18 Nov 2014 03:13
|Item Statistics:
|View statistics for this item
Actions (login required)
|Item Control Page


text:
Lesson Plan
Blood on the River Discussion Guide
- Grades: 6–8
About this book
Literature Circle Guide to
Blood on the River by Elisa Carbone
Book Summary
Samuel Collier, a rough-and-tumble young orphan, becomes Captain John Smith's page on his journey to the New World. Brought up in poor conditions, Samuel is street-smart but also quick-tempered. He has to learn to control his anger and to use his head instead of his fists. During the journey on the ship the Susan Constant, Samuel begins to learn how to determine right from wrong. Through his interactions with other boys his age and with key figures such as Captain John Smith, Reverend Hunt, and Master Wingfield, Samuel discovers ways to avoid conflict. His first encounters with the native peoples in the Caribbean and in the New World further teach Samuel about different perspectives and about the value of culture. Survival in the new colony tests Samuel as he evaluates these life lessons and learns to make good choices using his heart and his head.
Author Information
Elisa Carbone was raised in Arlington, Virginia. She composed her first book before she even learned to write, by having her father take down what she said to him every night. Although she didn't write her second book until she was in her early thirties, she had many adventures in the meantime, including getting married, having children, living in Italy, and teaching music and dance. Once her children were older, she attended college at the University of Maryland. She also received two master's degrees from the University of Maryland, one in speech communication and the other in education. She now makes her living as a writer. She lives part of the time in the Washington, D.C., area and part of the time in the mountains of West Virginia.
Print the Student Handout (PDF 234 KB)
Suggested Answers to Literature Circle Questions
1. At the beginning of the novel, why doesn't the magistrate send Samuel to the gallows for stealing the locket from the pawnshop?
The magistrate takes pity on Samuel because he has a son of the same age. He pulls Samuel out of the jail cell after two days and brings him to the orphanage. (p. 6)
2. Both Captain Smith and Reverend Hunt teach Samuel very valuable lessons. What is the biggest lesson that Reverend Hunt teaches Samuel? What is the biggest lesson that Captain Smith teaches Samuel?
Reverend Hunt teaches Samuel to be kind. Captain Smith teaches Samuel to channel his anger. (p. 74, p. 122)
3. List the names of the three ships that sail from England to the New World. Which of the ships is the smallest? Which ship does Samuel take?
Susan Constant, Godspeed, and Discovery. The smallest ship is the Discovery. (p. 9) Samuel takes the Susan Constant to the New World. (p. 13)
4. Reverend Hunt believes that the settlers get ill in the summer because of the mosquitoes that bite them. What do the natives use to keep from getting bitten by mosquitoes?
They use bear grease mixed with a powder of red puccoon root. (p. 183)
5. Place the following in order, from those who have the least say at the settlement to those who have the most say at the settlement:
Council member
Council member
This information is not located on any one page. Readers should understand thehierarchy of the settlement after reading the entire novel.
6. After Reverend Hunt introduces Samuel to Captain Smith, he points to the men to whom Samuel and Richard must show respect. What does Samuel do so that he will remember each of the men?
Samuel thinks of things that sound like the men's names in order to remember them. For example, with Sir Edward Maria Wingfield, Samuel thinks of wings and imagines him with bright tail feathers and wings so he won't forget him. (pp. 11-12)
7. As Captain Smith's page, Samuel both serves Captain Smith and learns from him. Think of a time when you acted like a page by both helping a person and learning from that person. Describe who this person was, how you helped him or her, and what you learned from him or her.
Students may describe acting like a page with a teacher. Perhaps the teacher taught them how to cooperate with others and perhaps they helped the teacher by passing out papers or cleaning an area of the classroom. Students may also discuss a parent or other relative, a neighbor, or a friend, and describe how they both helped and learned from this person.
8. The Virginia Company's contract with the settlers sometimes gets in the way of the settlers' ability to survive in Virginia. Explain how this happens.
This happens because The Virginia Company and the settlers want different things. For example, The Virginia Company wants the settlers to make them a profit by digging for gold in the New World. However, the settlers' time would be put to better use by securing shelter and food. Another example is that The Virginia Company wants the settlers to claim the land at James Town as their own. The settlers, on the other hand, would rather make peace with the natives who were there before they arrived. The settlers know that the natives are shrewd fighters who are better equipped for war and more knowledgeable about the land. Therefore, the settlers wish to avoid starting a war with the natives by claiming the land as The Virginia Company wants them to do. (p. 59, 166)
9. At the end of the novel, Samuel says that Ann, John, and Virginia Laydon are like family to him. Explain why it is so important to Samuel to feel like he has family.
At the beginning of the novel, Samuel is an orphan with no family. By the end of the novel, Samuel feels like Ann, John, and Virgnia Laydon are his new family. This makes him happy because he feels like he belongs somewhere again and that people love him. (p. 217)
10. On page 98, we learn that Master Wingfield is no longer president because he hid food from the settlers, and that Captain Ratcliffe is now president. Captain Smith tells Samuel that they "have gone from the frying pan into the fire." Explain what Captain Smith means by this.
Captain Smith thinks that Captain Ratcliffe will be a worse leader than Master Wingfield was. The troubles for the settlers will increase with the change inleadership. The frying pan above the fire is hot, but the fire itself is even hotter. (p. 98)
11. The author begins each chapter with a quotation. The quotations come from the writings of the real men who settled in the New World. What does each quotation have to do with what happens during each chapter?
The quotations describe the main event(s) that happen(s) in each chapter.
12. When Samuel says that his "circle has become bigger" on page 136, what does he mean?
Samuel means that he is not alone any more. He used to be a loner on the streets of London, but now he has learned to depend on, stand together with, and cooperate with other people. These people are his "circle," which, compared to his days in London, has become much bigger. (p. 136)
13. Why do you think the author titled this novel Blood on the River?
The author probably titled this novel Blood on the River because a lot of fighting takes place on the Powhatan River (James River). Many people are killed by fighting or die through illness and starvation.
14. If the settlers had abandoned James Town and gone back to England with Sir Thomas Gates in the spring of 1610, what do you think would have happened to European settlement of the New World?
European settlement of the New World probably wouldn't have occurred. People would have learned of the hardships of living in James Town and would have decided to stay in England where it was less dangerous and where food and shelter were more readily available.
Note: These questions are keyed to Bloom's Taxonomy as follows: Knowledge: 1-3; Comprehension: 4-5; Application: 6-7; Analysis: 8-9; Synthesis: 10-12; Evaluation: 13-14.
- Subjects:Native American History, Early Exploration and Settlements, Literary Criticism and Analysis, Story Elements, Reading Response, Courage, Bravery, Heroism, Equality, Fairness, Justice, Native American, Historic Figures, Social Studies through Literature, Honor, Survival
- Skills:Literary Elements, Reading Comprehension, Listening Comprehension


text:
Bonus pics from Puerto Rico
As you may already know, I recently attended all three games of the Mets/Marlins "San Juan Series" at Hiram Bithorn Stadium. My girlfriend Jona joined me for two of those games, and believe it or not, we actually found some time on our trip to do other things that had nothing to do with baseball. Here's the photographic evidence…
9 Comments
Cool pics. In some of them, San Juan looks awesome, and in others, it looks blah. What was your overall impression? Also, the enchilada plate with the cheese looks ridiculously artery clogging and delicious!
I'm with tornotoblogjays…the food looked super awesome and triple bypass inducing (that's my kind of food…though I'd be down with sampling some starfruit too!). The ocean looked like an extremely good time. Was it fairly clear?
Hey Zack….
Very cool bonus pics. Your hotel didn't look too bad at all. Being in the hotel business, we have a name for people like your girlfriend that complain to get a better room. Ha ha. The food looks great over there. It is kind of weird being recognized at other ballparks. It's even happened to me a couple of times. Places like Spring Training, Anaheim, and this recent trip to Florida. People that have seen me on Mygameballs.com and even from posting on your blog. I think it's kind of funny, but my girlfriend hates it. Anyway, keep on trucking with your book. Don't let the complainer distract you. You said frolicked…..haha.
Thats a big breakfest! San Juan is amazing! The hotel look nice and looks like it was right next to the beach! Are you going to be at the Home Run Derby or All Star game? Just wondering. And the ballpark in the other post were like spring traning but better. Nice pics!
I didn't see enough of Puerto Rico to give an official/accurate assessment, but based on the little bit that I experienced, it was really nice, and everyone was incredibly friendly.
The water was perfectly clear.
Here's a direct response from Jona: "I didn't 'complain' to the concierge to get a different room. I simply asked how much it would cost to get a room overlooking the ocean. He said it would cost $50 more a night. I said, 'Okay, let's do it,' and then HE decided not to charge me. No need to now refer to me as the 'complainer.' Thanks."
No All-Star stuff for me this season. I have too much work, and the travel/tickets are too expensive.
Ha ha. Ok, ok. You are officially NOT a complainer. Lucky you on the free upgrade. Out here in Cali, NOTHING is free. It's really sad. It's mostly about you get what you pay for. I just had a picture of you in my head at the front desk. I deal with stuff like this every day and people come up with some pretty elaborate schemes to get stuff for free. Just tell the truth! Ha ha. Time for YOU to catch a game home run by the way.
Get back to work on the book! Frolicker.
Yeah, I'm a frolicker. What can I say?
Yes, Zack (and fellow followers), "Real Men" really do wear pink– currently, i have a pair of pink panties on my head and, as always, i miss you.
I miss you more. (Thank you for this comment. It made me "EL OH EL," as they say.)


text:
Enter your Email address:
Wolters Kluwer Health may email you for journal alerts and information, but is committed
to maintaining your privacy and will not share your personal information without
your express consent. For more information, please refer to our Privacy Policy.
Zite, Nikki B. MD, MPH; Wallace, Lorraine S. PhD
From the Departments of Obstetrics and Gynecology and Family Medicine, University of Tennessee Graduate School of Medicine, Knoxville, Tennessee.
Funded by the Physicians Medical Education Research Fund at the University of Tennessee Medical Center, Knoxville.
Corresponding author: Nikki B. Zite, MD, MPH, Associate Professor, University of Tennessee Graduate School of Medicine, Department of Obstetrics & Gynecology, 1924 Alcoa Highway, U-27, Knoxville, TN 37920; e-mail: email@example.com.
Financial Disclosure The authors did not report any potential conflicts of interest.
OBJECTIVE: To estimate whether the Medicaid-Title XIX Sterilization Consent Form (SCF) format—"standard" compared with "low-literacy"—is associated with women's understanding of tubal sterilization.
METHODS: This study was a randomized trial that took place in an obstetrics and gynecology residency clinic in the southeastern United States. Women, aged 21 to 45 years, were randomly allocated to receive a copy of either the standard or the low-literacy Medicaid-Title XIX SCF. A research assistant assessed women's sociodemographic characteristics, health-literacy skills, and understanding of sterilization using items from the Postpartum Tubal Sterilization Knowledge questionnaire. Women were also queried regarding their preferences for either version of the Medicaid-Title XIX SCF.
RESULTS: We included 201 women in the study. Compared with women in the standard group (n=99), women in the low-literacy group (n=102) with no additional counseling better understood the length of time required between signing the form and undergoing sterilization (23.6% difference between groups, P<.01), the time interval until the form expired (33.7% difference between groups, P<.01), permanence of sterilization (15.7% difference between groups, P=.01), and that nonpermanent contraceptive options as effective as sterilization are available (8.2% difference between groups, P=.02). When given the choice to select either Medicaid-Title XIX SCF, 189 (94%) preferred the low-literacy version.
CONCLUSION: Our results support replacing the standard Medicaid-Title XIX SCF with the low-literacy version to foster increased understanding of sterilization.
Although more than 10 million reproductive-aged American women depend on sterilization for contraception,1 rates of tubal sterilization are highest among African Americans, those with no or public insurance,2 and those with a history of unintended pregnancy.3 Misinformation about sterilization and limited awareness of contraceptive alternatives are common. For example, 62% of African American and 36% of white women thought that sterilization reversal could easily restore fertility.4
In the 1970s, concerns about coercion and forced sterilization of illiterate women in the southern United States5 led the Department of Health, Education, and Welfare to create regulations related to federally funded sterilization.6 From 1976 forward, women requesting publicly funded sterilization were required to complete a Medicaid-Title XIX Sterilization Consent Form (SCF), in most cases, at least 30 days before being sterilized. Additionally, women must have a signed copy of the Medicaid-Title XIX SCF available or verified or both at the time of the procedure. Women most likely to consent to and undergo publicly funded sterilization—those in an ethnic minority, with low socioeconomic status, and with limited formal educational attainment—are at particularly high risk of having limited general and health-literacy skills.7
The deficits—excessively high reading demands, poor layout features, tiny text point size—of the current Medicaid-Title XIX SCF8 have been described. Although a low-literacy version of the Medicaid-Title XIX SCF8 was previously created using plain language guidelines,9,10 the utility of this document in aiding patient understanding of tubal sterilization has yet to be evaluated. Therefore, the primary purpose of this study was to estimate whether Medicaid-Title XIX SCF format—"standard" compared with "low-literacy"—was associated with women's understanding of tubal sterilization. The secondary purpose of the study was to estimate women's preferences for either the standard or the low-literacy Medicaid-Title XIX SCF.
Participants were recruited to partake in a randomized controlled trial from an outpatient obstetrics and gynecology residency clinic in the southeastern United States between May and July 2010. Eligibility criteria included being 21–45 years of age, English-speaking, and currently enrolled in TennCare (Medicaid). Approximately 80% of patients presenting at this clinic are seen for obstetric-related care. Potential participants who appeared too acutely ill or had poor visual acuity were excluded. A research assistant approached patients while they were in the waiting room or at the check-out counter after their scheduled appointment. The research assistant explained the purpose of the study and informed each participant that her responses would be anonymous and that she would be given a $10 gift card to compensate her for participating in the study. The Institutional Review Board at the University of Tennessee Graduate School of Medicine approved the research methods of this study.
Upon receiving written informed consent from each participant, the research assistant orally administered six sociodemographic items (age, race, educational attainment, marital status, number of children, and self-reported health status) from the 2010 Behavioral Risk Factor Surveillance Survey.11 Similar sociodemographic items from this survey have shown to have both excellent validity and reliability.12
Next, the research assistant asked each participant three established health literacy screening items,13 each with five possible response options: 1) "How often do you have problems learning about your medical condition because of difficulty understanding written information? [always, often, sometimes, occasionally, or never]"; 2) "How often do you have someone help you read hospital materials? [always, often, sometimes, occasionally, or never]"; and 3) "How confident are you filling out medical forms by yourself? [extremely, quite a bit, somewhat, a little bit, or not at all]." On the basis of previous testing of these screening items,13,14 participants were considered to be at risk of having inadequate health-literacy skills if they responded either "always, often, or sometimes" to items 1 and 2 or "somewhat, a little bit, or not at all" to item 3. A health literacy composite was calculated based on participants' responses to these three items combined. Participants were categorized as having adequate (responded positively to zero items), marginal (responded positively to one item), or inadequate (responded positively to two or more items) health-literacy skills.
Randomization was created using a computer-generated sequence with permuted blocks of 10. Assignment was concealed by placing a photocopy of either the standard or the low-literacy Medicaid-Title XIX SCF into a beige manila file folder. The research assistant always opened the next manila file folder in the prerandomized stack, which allocated participants to one of the two study groups in accordance with the randomization sequence. Once the research assistant opened each file folder, she provided each participant with a laminated copy of either the standard or the low-literacy Medicaid-Title XIX SCF to review. The research assistant and participants could not be blinded to group assignment.
The standard Medicaid-Title XIX SCF is a one-page document, currently used throughout the United States, written at a high school reading level.8 A low-literacy version of the Medicaid-Title XIX SCF, written at the 6th grade reading level and meeting established guidelines for optimal formatting (eg, at least 12-point font size, increased use of white space),9,10 was previously developed.8 For this study, minor revisions (eg, slight wording changes, reduced margin sizes) were made to the original low-literacy Medicaid-Title XIX SCF to allow for all information to fit on a single page (available upon request from the first author). Patient-relevant content presented on both the standard and the low-literacy Medicaid-Title XIX SCFs was identical; however, as described above, the information was presented at a lower reading level and increased font size throughout the low-literacy version.
Upon distributing either the standard or the low-literacy Medicaid-Title XIX SCF, the research assistant asked each participant to read her version of the Medicaid-Title XIX SCF at her own pace. Next, participants were asked five closed-ended questions, addressing content outlined on both the standard and the low-literacy Medicaid-Title XIX SCF, to assess sterilization-related knowledge. First, the research assistant orally administered four items (scored as "true," "false," or "don't know," with "don't know" responses categorized as incorrect) from the valid and reliable Postpartum Tubal Sterilization Knowledge questionnaire,15 including the following: 1) "Now that I've signed the form, I can get my tubes tied in 30 days (or about one month). [true]"; 2) "Now that I signed the consent form, I must have my tubes tied. [false]"; 3) "In a few years, if I change my mind, doctors can easily fix my tubes so that I can have another baby. [false]"; and 4) "There are forms of birth control that work as well as having my tubes tied, but can be stopped or removed if I decide to have another baby. [true]" In addition to completing the aforementioned four Postpartum Tubal Sterilization Knowledge questionnaire items, participants were also asked the following knowledge-related item: "How many months after you sign this form will your 'consent' (signature) expire?" Responses to this question were coded as correct (answer of 6 months) or incorrect (answer other than 6 months).
An overall sterilization-related knowledge composite was calculated based on participants' total number of correct responses to these five close-ended items. Participants were categorized as having limited (zero to three correct responses) or adequate (four or more correct responses) sterilization-related knowledge based on their responses to these items. Additionally, participants were also asked to rate how easy or difficult it was to read the version of the Medicaid-Title XIX SCF they received on a 5-point Likert-type scale (1=very easy; 2=easy; 3=average; 4=difficult; 5=very difficult).
Lastly, the research assistant presented each participant with a laminated copy of the version of the Medicaid-Title XIX SCF that she did not initially receive. Participants were given a few minutes to compare and contrast the standard and low-literacy versions of the Medicaid-Title XIX SCF. Finally, participants were asked, "If you could receive either form, which one would you prefer? Why?" The research assistant recorded verbatim responses to these items. Preferences for both versions of the Medicaid-Title XIX SCF were tallied. Responses to this question (why?) were categorized as follows: 1) format-related comments (eg, larger font, not as "busy," better layout, better paragraphs, important information is bolded, shorter); 2) literacy-related comments (eg, "my" language, not physician language, information is explained more clearly, less complicated); 3) both format- and literacy-related comments; or 4) don't know, other, or did not provide a response. Initially, both authors coded all responses independently, with initial agreement at 97.5%. During the coding process, both authors were blinded to participants' Medicaid-Title XIX SCF group. All coding discrepancies were identified and resolved through discussion, with final codes for each response assigned. Both authors identified illustrative comments to capture overall impressions regarding preferences for either the standard or the low-literacy Medicaid-Title XIX SCF.
A priori, based on a previous pilot study, we estimated that there would be approximately a 20% difference in the proportion of participants categorized as having adequate sterilization-related knowledge based on their responses to Postpartum Tubal Sterilization Knowledge questionnaire items and the consent expiration item (standard Medicaid-Title XIX SCF group=estimated 55% identifying four or more correct responses; low-literacy Medicaid-Title XIX SCF group=estimated 75% identifying four or more correct responses). To obtain a significant difference (20%) in sterilization knowledge between the two groups, with an α (two-sided) of .05 and β of .20, a total of 196 participants (98 women per group) were necessary.16
Sociodemographic characteristics, health-literacy skills, and scores on tubal sterilization knowledge–related questions were compared (mean plus or minus standard deviation, frequencies, percentages) between the two study groups. Continuous variables were compared using independent Student t tests, and categorical variables were compared using χ2 tests. Responses to the open-ended item was categorized with frequencies tallied. All statistical analyses were performed using SPSS 17.0. All statistical tests were two-sided; P<.05 was considered significant.
Between May and July 2010, we screened 210 women, of whom 203 were randomly assigned to receive either the standard or the low-literacy Medicaid-Title XIX SCF (Fig. 1). However, during the course of the oral interviews, the research assistant discovered that two of the women (one from each the standard and the low-literacy Medicaid-Title XIX SCF groups) did not speak or understand English or both well enough to warrant their inclusion in the study sample. Therefore, the final study sample was composed of 201 participants (standard Medicaid-Title XIX SCF group [n=99] and low-literacy Medicaid-Title XIX SCF group [n=102]). Sociodemographic characteristics and health-literacy skills did not differ between women randomized to the standard or the low-literacy Medicaid-Title XIX SCF group (Table 1).
A greater percentage of women who received the low-literacy Medicaid-Title XIX SCF answered three of the four Postpartum Tubal Sterilization Knowledge questionnaire items correctly compared with those who received the standard version (Table 2). The most notable difference between the two groups was with regard to the proportion of women—low-literacy (52.9%) compared with standard (19.2%) group—correctly indicating that the Medicaid-Title XIX SCF expired 6 months after signing it (33.7% difference between the groups, P<.01). Compared with women in the standard group, women in the low-literacy group also better understood the length of time required between signing the form and undergoing sterilization (23.6% difference between groups, P<.01), the permanence of sterilization (15.7% difference between groups, P=.01), and that nonpermanent contraceptive options as effective as sterilization are available (8.2% difference between groups, P=.02).
A greater proportion of women randomized to the low-literacy (50.0%) compared with the standard (28.3%) group indicated that the Medicaid-Title XIX SCF was "very easy" to read (Fig. 2). However, in both groups, relatively few participants rated either Medicaid-Title XIX SCF as "difficult" or "very difficult" to read.
When given the choice to select either Medicaid-Title XIX SCF, the majority of women (n=189, 94.0%) preferred the low-literacy version. Illustrative comments to capture overall impressions regarding preferences for the low-literacy Medicaid-Title XIX SCF are presented in Table 3.
The most important finding from our study was that, without additional counseling or clarification by a physician, Medicaid-Title XIX SCF format—standard compared with low-literacy—was associated with women's understanding of the tubal sterilization process. Specifically, women randomized to the low-literacy Medicaid-Title XIX SCF group better understood the length of time required between signing the form and undergoing sterilization, when the form expired after signing it, the permanence of sterilization, and that nonpermanent contraceptive options as effective as sterilization are available.
The low-literacy Medicaid Title XIX SCF resulted in significant knowledge gains. Perhaps the most significant difference between the two groups that emerged was participants' understanding of the permanent nature of tubal sterilization. Presenting this vital information using simplified language ("If I decide to have my tubes tied, I know that I will NOT be able to have a baby now or later on.") resulted in increased understanding of the significance of the procedure. These findings are critical because evidence suggests that many women do not fully understand the permanence of tubal sterilization4 and later in life may regret having had the procedure.17 By design, the Medicaid Title XIX SCF was not intended to be signed by a patient without additional counseling by a physician or other healthcare provider or both. Ideally, the combination of written content presented in the Medicaid Title XIX SCF and the oral exchange between the patient and physician should provide the patient with understandable and comprehensive information needed to make an informed decision regarding tubal sterilization. However, in actuality this is not always the case. For example, a recent study found that even when a clinician was involved in the consent process for obstetric and gynecologic procedures, many women did not adequately understand all of the treatment options available to them.18 Therefore, there is a need to ensure that written informed consent documents, including the Medicaid Title XIX SCF, are designed to meet the informational needs of patients.
Mirroring previous studies, participants overwhelmingly preferred the low-literacy over the standard version of the Medicaid Title XIX SCF. For example, when given the choice, patients consistently selected revised or simplified versions of advanced directives19 and pneumococcal vaccination educational tools.20 Importantly, mounting evidence also suggests that both comprehension and activation can be improved by presenting information in a format that patients can understand.21,22
Several limitations need to be considered when interpreting our results. First, the generalizability of our findings may be limited by the fact that participants were recruited from a single obstetrics and gynecology residency clinic in the southeastern United States. Recognizing that there are known racial differences in sterilization utilization,2,3 we were unable to adequately address these variations in our largely homogenous population. Second, women were recruited to participate in this study while waiting for an appointment unrelated to sterilization counseling. As a result, their review of the Medicaid Title XIX SCF did not occur within the context of an actual clinical encounter. Therefore, our study sample may not be completely representative of our target population (ie, women who are interested in tubal sterilization). Third, our sample was limited to women who were fluent in English and literate, which could limit generalization of the results. Fourth, health literacy was estimated using three previously validated screening items13 shown to be highly correlated with more extensive measures of health literacy.13,14 However, our assessment of health literacy may not be as sensitive as more robust assessment tools (ie, Rapid Estimate of Adult Literacy in Medicine23 or Test of Functional Health Literacy in Adults24).
Fifth, although evidence and expert opinion indicate that patient education–related materials should be designed to adhere to low-literacy guidelines, it is unlikely that a patient will ever read, sign, or read and sign a Medicaid Title XIX SCF without additional counseling from a physician or other health professional. Similarly, we do not know whether any of these women had requested or discussed sterilization with a physician in the past. However, given that our study was randomized, we are confident that previous exposure and knowledge of sterilization or the Medicaid Title XIX SCF or both would be similar across the two study groups. Lastly, the research assistant was not blinded to randomization status, therefore raising the possibility of measurement bias.
In conclusion, our findings have considerable implications for patients, obstetricians and gynecologists, and those responsible for instituting public health–related policies. Strategies such as presenting pertinent information in a user-friendly format are needed to increase patient understanding and promote informed decision-making, especially in the case of a permanent procedure such as tubal sterilization. Policy makers should consider replacing the standard (current) Medicaid-Title XIX SCF with the low-literacy version to foster increased understanding of the process of obtaining and permanence of tubal sterilization.
© 2011 by The American College of Obstetricians and Gynecologists.
Colleague's E-mail is Invalid
Your Name: (optional)
Your Email:
Colleague's Email:
Separate multiple e-mails with a (;).
Thought you might appreciate this item(s) I saw at Obstetrics & Gynecology.
Send a copy to your email
Your message has been successfully sent to your colleague.
Some error has occurred while processing your request. Please try after some time.
An Existing Folder
A New Folder
Folder Name:
The item(s) has been successfully added to "".
Login with your LWW Journals username and password.
Username or Email:
Forgot Password?
Enter and submit the email address you registered with. An email with instructions to reset your password will be sent to that address.
Link to reset your password has been sent to specified email address.
What does "Remember me" mean?
By checking this box, you'll stay logged in until you logout. You'll get easier access to your articles, collections,
media, and all your other content, even if you close your browser or shut down your
To protect your most sensitive data and activities (like changing your password),
we'll ask you to re-enter your password when you access these services.
What if I'm on a computer that I share with others?
If you're using a public computer or you share this computer with others, we recommend
that you uncheck the "Remember me" box.
Looking for ABOG articles? Visit our ABOG MOC II collection. The selected Green Journal articles are free through the end of the calendar year.
If you are an ACOG Fellow and have not logged in or registered to Obstetrics & Gynecology, please follow these step-by-step instructions to access journal content with your member subscription.
Save my selection
Article Level Metrics


text:
47" VIZIO LED 1080p TV
by VIZIO | Item #: 27812 | Model #: E470-A0 |
Free shipping
- $ 391 51 391.51
Non-members pay 10% surchargeJoin now!
- Shipping
- Free shipping
Delivery estimates, taxes, and fees are based on ZIP Code. Club Pickup orders are based on your club's current price and item availability on the day of payment.
About this itemFree standard shipping
Introducing the new E-series slim frame design. The VIZIO 47" Class LED TV is shattering the mold in a way only VIZIO can, with high-quality design and picture at the best value. Enjoy crystal-clear action and eye-popping images in 1080p Full HD resolution. A stunningly slim outer frame lets you enjoy TV with a narrower border around the picture for a more immersive experience – and lets you maximize the space in your entertainment area by allowing you to fit a larger screen size TV in the same space. Plus, this LED HDTV is more energy efficient to save you even more money.
* When compared to same size 2012 LCD HDTVs lighted with CCFL technology.
- LED with Smart Dimming™ for richer colors and more vivid details
- Slim frame design looks great on a wall or table stand
- 1080p Full HD resolution for a crystal-clear picture
- A slim outer frame delivers a more immersive picture with less frame around the TV
- 2 Million to 1 Dynamic Contrast Ratio for deeper blacks
- More energy efficient than conventional LCD TVs
- SRS StudioSound HD™ delivers crisp, clear audio
- Three HDMI ports – perfect for cable boxes, game consoles, Blu-ray players and more
- USB Multimedia – photo viewer
- Ambient light sensor auto-adjusts picture to room lighting
Technical Data:
Video: Screen Size: 47" Class Diagonal Viewable: 46.96" Backlight Type: LED 3D: N/A Resolution: 1920 x 1080 (1080p) Colors: 16.7 Million (8-bits) Dynamic Contrast Ratio: 2 Million to 1 Refresh Rate: 60Hz Response Time: 6ms Viewable Angle (H/V): 178 o /178o OSD Language: English, Spanish, French
Audio: SRS StudioSound™: Yes SRS TruSurround HD™: Yes SRS TruVolume™: Yes Speakers/Power Output: 2 x 10W
Inputs: HDMI: 3 Component: 1 Composite: 1 (shared with component) PC: 0 RF Connector for Internal Tuner: 1 Ethernet: 0 USB 2.0: 1
Outputs: Digital Audio Out (SPDIF): 1 Analog Audio Out: 1
Multimedia Support: Photo: Yes
Additional Features: 3D File Formats Supported: N/A Smart Dimming: Yes Ambient Light Sensor: Yes HDMI CEC: Yes HDMI ARC: Yes Mercury Free: Yes Remote Control: Yes Certifications: CSA-US, FCC Class B, Dolby Digital Plus, HDMI 1.4a (CEC, ARC) Compliance: ENERGY STAR® 5.3, ATSC A/65, CEA-766-A, EIA, CEC
Wall Mount Specifications: Hole Pattern: 400mm x 400mm Screw Size: M6 Screw Length: 20mm Screw Pitch: 1.0mm
Power Ratings: Power Consumption: 62W Standby Power Consumption: <1W Energy Compliance: ENERGY STAR® 5.3
Assembled Country
Assembled Size
Component Country


text:
WBO super middleweight champion Robert Stieglitz (36-2, 22 KOs) will face an opponent to be named on January 9th at the Bördelandhalle in Magdeburg, Germany. It will be the first defense for Stieglitz, who dethroned Karoly Balzsay in August. Also on the card will be WBC/WIBF/WBO female featherweight champion Ina Menzer defending her belts against WIBF super featherweight champion Ramona Kühne. The card will be officially announced on Thursday.
Boxing News -- 24 hours/day - Reload often! | UPDATED TODAY
firstname.lastname@example.com updated all day, every day!
email@example.com updated all day, every day!
Boxing News
Stieglitz to make 1st defense
November 24th, 2009
For all the latest boxing news, click here.


text: Andrew Sullivan's take on Obama's long game, which frustrates the both the impatient on the left and the right: As he had once written when describing his strategy as a black man in a white world: no sudden moves. And we have seen none. Obama likes the system; he just wants to make it work [Read More…]


text:
It's important to know your planter will perform well before you head out for 2014 planting. Follow these tips.
Source: Penn State Extension
Planting is right around the corner. Are you ready? Before you head out in the fields, it's crucial to make sure your planter is ready to perform at its best. Penn State offers up a list of 13 items to check on your planter before the big rush to plant at the right time.
Also, we invite you to share your 2014 planting stories with us on social media. Just make sure to use the #plant14 hashtag. And give us a mention on Facebook or Twitter so we can see your progress as planting starts. We'd love to share your stories with other growers.
Planter prep checklist:


text:
Neat, Japan Is Getting a Limited Edition Retail Version of rain
Posted by Kell Andersen
Please don't go away
Did you enjoy Japan Studio's melancholy masterpiece rain, but felt that the experience was entirely too digital? Then you'll be excited to hear that the game will be getting a limited edition boxed version. The previously download-only title will also come packed with a slew of extras, including four PlayStation 3 themes and some musical accoutrements.
Unfortunately, we now have to rain on your parade, as this retail version of the soggy stealth-'em-up has only been confirmed for Japanese stores. Perhaps if we all perform a ritualistic rain dance it might fall on Western soil.
The package will be priced at ¥2,200 ($21.47), which we think is absolutely worth it, if only for that dour and delightful cover art. Would you like to see a boxed version of rain, or are you sick of the never-ending downpour of retail releases? Make a thunderous racket in the comments section below.
[via siliconera.com]


text:
Has Clear Channel won Christmas music war?
WMYX-FM (99.1) has yet to switch to an all-Christmas music format, despite having done so for many years in competition with WRIT-FM (95.7). The stations took turns being the first to switch to the format, and when the first one did, the second followed immediately.
The Clear Channel station WRIT-FM did so last week. But while WMYX was streaming Christmas music on its website, it was still playing its regular format on the air Monday afternoon. »Read Full Blog Post(23)
4 places to 'drink while you think'
Want to know where to play trivia in Milwaukee? Here are four trivia hot spots in Milwaukee that you recommended for Monday through Thursday. On Tap this Weekend hosts, Heather Ronaldson and Brandon Tschacher, checked out what you love about them. Game on! »Read Full Blog Post
Dierks Bentley, Cheap Trick playing Milwaukee Admirals concerts
The Milwaukee Admirals are bringing in country singer Dierks Bentley and power pop act Cheap Trick for post-game concerts at the BMO Harris Bradley Center early next year.
This will actually be Bentley's second year in a row he's performed a concert after an Admirals game. Rockford, Ill. band Cheap Trick, a frequent presence in Milwaukee, was last here opening for Aerosmith at the Harley-Davidson 110th Anniversary Celebration. »Read Full Article
Carr Valley, La Quercia and New Glarus producers at Midwest dinner Nov. 8 at Bacchus
A dinner called Masters of the Midwest on Nov. 8 at Bacchus will bring together well-regarded cheese, dry-cured pork and beer producers from the region.
Sid Cook of Carr Valley Cheese Co. based in La Valle, Herb Eckhouse of La Quercia in Norwalk, Iowa, and Dan Carey of New Glarus Brewing Co., New Glarus, will attend the dinner, which will feature their products. »Read Full Blog Post
Exclusive Video: Interview with Scott Aukerman from 'Comedy Bang! Bang!'
Laverne and Shirley. They're not burly.
These are not merely keen observations. They're the inspired words taken from Scott Aukerman's freestyle rap about Milwaukee, which you can see for yourself below from our hilarious 10 for Tap video interview. »Read Full Article
On Tap for Today: Mums and a movie
Welcome to Monday. Don't say you weren't warned.
There are a couple of things going on that merit your attention. »Read Full Blog Post


text:
Text Size: A | A
Editor's note: Olivia Kaye is the winner of a $50 prize. For more essays, go to dailygazette.com By Olivia Kaye 3rd Grade, Sacandaga Elementary School, Scotia The holiday season is a special time for me because of all the ways we celebrate in my community. My hometown is Scotia but I celebrate in Schenectady and Niskayuna. In Scotia, I like to do Holidays on the Avenue. There, we do lots of things like see Rudolph ...
You Must Log-In or Subscribe to Continue
Individual stories can be found and purchased from our Archives for $2.00
Enjoy this story? Share it!


text:
The Style Gallery is a great new way for you to view, love, and share outfit photos. It's meant to showcase
all the expressive, creative, and inspirational personalities of our community!
Love you too!
Your email has been sent!
Your graceful style will shine the moment you slip this beaded headband atop your braided coif! Layered, intricately beaded leaves adorn this slender hair accessory, which adds allure to your night-out ensemble in no time at all. With this shimmering, elegant headband in your accessory collection, you'll seize every opportunity to show off your elegant air!
Sorry this item isn't available anymore