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SISKIYOU COUNTY _ A number of Siskiyou County teams have earned berths in the Northern Section basketball playoffs. First round girls games are on Tuesday at 7 p.m., and boys games begin on Wednesday at 7 p.m. The NSCIF announced the brackets on Saturday.
The Yreka High Lady Miners earned the No. 12 seed in Division 4 and face No. 5 seed West Valley on the road. The Yreka boys team earned the No. 10 seed and will travel to take on No. 7 seed Sutter.
In Division 5, the Weed Lady Cougars earned the No. 2 seed and will host Los Molinos. Mount Shasta, the No 3. seed, is set to play host to No. 14 seed Esparto. Etna earned the No. 10 slot and will travel to face No. 7 seed Hamilton. Tulelake earned the No 9 seed and will face No. 8 seed Modoc on the road.
In the boys division, Weed earned the No. 3 seed and will take on No. 14 Quincy at home. Mount Shasta is the No. 4 seed and will host No. 13 seed Durham. Tulelake is the No. 9 seed and will travel to Biggs.
In Division 6, the Butte Valley girls team earned the No. 4 seed and will have a first round bye. They will face the winner of the Westwood versus Mercy game. For the boys, Dunsmuir earned the No. 10 seed and will take on No. 7 seed Princeton. Butte Valley earned the No. 11 seed and will face No. 6 seed Greenville.
Number of local teams earn NSCIF basketball berths
Feb 16, 2013 at 2:47 PM
Feb 16, 2013 at 2:51 PM


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2013 debut from the Harlem born and raised rapper. The album feature the buzz worthy "Goldie" and the Noah 40 Shebib produced hit, "F*#kin' Problems" featuring Hip Hop elites Drake, 2 Chainz and Kendrick Lamar. Executive produced by ASAP Rocky and A$AP Yams, the album also features guest appearances by ScHoolboy Q, Santigold, Joey Bada$$, Yelawolf, Danny Brown, Action Bronson and Big K.R.I.T. A$AP Rocky takes the reins as producer and co-producer on several tracks along with Danger Mouse, Jim Jonsin, Rico Love, Clams Casino, Skrillex, Hit-Boy and others.
If you have questions regarding your order please visit our Order Status page before contacting us.
If it's urgent don't hesitate to give us a ring.
Business hours are Monday - Friday 9AM-5PM PST.
Call Us Toll Free: (888) 377-3175
To reach us by email use the form below:
Joseph Abajian (DJ Jab) founded Fat Beats in 1994 with nothing more than a shoestring budget and an earnest obsession with the music, the culture, and the brotherhood of New York's burgeoning rap scene. What began as a simple vinyl shop in Manhattan's Lower East Side quickly became an integral hub for artists, both aspiring and established, to convene and collaborate on new projects. Joseph's timing couldn't have been more impeccable. When the 90's cultural zeitgeist – and, in turn, the music industry establishment – chose hip-hop as its new arbiter of cool.
International tourists and touring artists alike flocked to Fat Beats for rare vinyl, kindred spirits, and exclusive in-store performances from Jay Z, Eminem, Gang Starr, Outkast, Slum Village, Mos Def, and more. One thing was clear: the Fat Beats phenomenon could no longer be contained in a single basement shop.
In the late nineties, Abajian proceeded to open new stores in Amsterdam, Tokyo, Los Angeles, and Atlanta. He further expanded the company's profile to include global distribution and record label branches. Distribution has since proven to be the company's strongest and most enduring enterprise. Today Fat Beats Distribution stands poised as one of the country's pre-eminent distributors of vinyl & specialty item records: a proud survivor in an industry now famous for its mortality rate. Despite market fluctuations, technology innovations, and stylistic revolutions, Fat Beats has remained steadfast in its commitment to the timeless vinyl format and to the loyal community who keeps it spinning.
Important information when ordering with Fatbeats.com...
• Online orders are processed within 1-2 business days.
• If you are confused or need to know about an order placed on the site you can contact us
• Order processing time is separate from shipping time requested.
• International orders and orders that require additional credit verification can take longer to process. Please be available at the provided number or email submitted to speed up verification time.
•We try and offer as many upcoming projects available for pre-order when the releases have moved into production. However, due to the nature of manufacturing and production, pre-order dates may change. If your pre-ordered items are holding your package from arriving please email us with a request to ship the in-stock items and pre-orders when they become available.
•If your order contains pre-order items we will hold the package until all titles are available to ship. Please specify in the comments section of the checkout if you would like to: a) hold your entire order until it can be entirely fulfilled or, b) have the in-stock items shipped immediately and the pre-ordered items ship when available. Please note that option B may require additional shipping charges as multiple packages will be shipped.
• Our stock rapidly changes and we try and set in place a system that avoids purchasing items that become out of stock. However, if a product ordered is out of stock, we will reach out and give you the chance to change or cancel your order. If you choose to cancel, you will be refunded in full.
• IMPORTANT: If the address or phone number supplied conflicts with other information provided, i.e. billing information versus shipping information, we may need to contact you to verify your purchase. Please be available to verify or write an explanation in the notes section during checkout explaining the conflicting information.
•Please make sure you give us your correct billing address and your correct billing phone number. Again, it is highly important that you are available at the provided number or email submitted to speed up verification time enabling us to avoid fraudulent purchases.
• All sales are final. However, if the item ordered is different from the item you receive, please contact us and we can arrange to get you the desired product.
• We are committed to protecting your privacy. There is an opt-in policy to receive marketing and other e-blasts about future products available as well as deals and coupons. If you do not wish to receive these emails you can opt out by simply removing the check from the marketing box below upon check out. We will never sell your email or personal information.
• Your payment and personal information is always safe. Our SSL (secure server software) is the industry standard and among the best software available today for secure commerce transactions. It encrypts all of your personal information, including credit card number, name, and address, so that it cannot be read over the internet.
Fat Beats offers internship opportunities. You must be enrolled in college and reside in the Los Angeles area to be eligible for our programs. If you meet these requirements, please paste your cover letter below and we will contact you if there are open positions available.
We are currently offering an internship program that offers an educational experience in all facets of our distribution operation. The intern would have the ability to assist in each of the following departments:
Online Retail / Marketing
Shipping & Receiving
- Enrollment in an accredited college/university that offers an internship program for academic credit
- Knowledge and passion in independent music and culture; with a specific interest in the artists/releases that Fat Beats supports
- Familiarity with Microsoft Office applications
- Positive attitude - no task should be considered too small
- Must be located in the greater Los Angeles area
Resumes/Cover Letters should be emailed to firstname.lastname@example.com

subset: commoncrawl


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NJ New Brunswick Queens Campus Rutgers College nj_box3~1443
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(NJ) - New Brunswick - Queens Campus Rutgers College ATTENTION ~ SHIPPING/POSTAGE ON THIS ITEM IS NOT FREE, PLEASE READ THE IMPORTANT SHIPPING/POSTAGE INFORMATION LISTED BELOW ~ ATTENTION Overall fine condition - chips top edge back of card As most of my items are older and fragile, there may be some tears, bends, creases, foxing and/or staining, etc. that may not be noted in the descriptions and condition listings. This should be assumed and expected in items of this age and type. Every reasonable effort is made to mention these issues, but may have been overlooked by us, so assume it is there when purchasing any item. Notes: County: Middlesex - Unposted - Unused Keywords: , (postcard), , (US), (New Jersey), (seocom. com), (eBid), (WebStore), |
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Ships From | 06830, Connecticut, United States | |||||||||
Postage | - Free Shipping - | |||||||||
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Shipping & Payment Details | WEBSTORE LISTS MOST OF MY ITEMS AS FREE SHIPPING. THIS IS NOT CORRECT. SHIPPING ON MOST ITEMS PRICED AT $3.00 OR MORE IS $3.95. ITEMS UNDER $3.00, SHIP FOR $1.50. MULTIPLE ITEM PURCHASES WILL BE COMBINED. ANY QUESTIONS, PLEASE CONTACT ME. Due To USPS Rate Increases, Shipping Rates Posted In My Auctions May Be Outdated. Questions As To What Actual Shipping Would Be, Contact Me Thru Messages, Or Directly Thru My Own Website Contact Link At seocom.com As all of my items are for sale though various venues, both online and offline, please abide by the following procedure. My invoice will be sent at the end of the auction. Please do not send any payment until auction ends, and my invoice is received by you. US Payment can be made by Paypal, Money Order, or Check (If paying by check, shipment will be held until bank clearance.) Shipping charge includes First Class Mail with delivery confirmation. (Insurance is required on orders of $100 and over, Buyer can request insurance on orders under $100) Any insurance costs are added to base shipping cost listed above. Combined Shipping Available On Multiple Item Purchases. If the same item is purchased in different venues, then this item will go to the first purchaser, being determined by the earliest time stamp on sale. |
The seller , seocomsale , assumes all responsibility for the contents of this listing |
Online Auctions from this seller | |||||||||||||||||||||||||||||||||||


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Get volume discounts, fast shipping, and a dedicated account manager.
TOTO is the largest manufacturer of toilets in the world and has quickly expanded to become an industry leader in all bathroom fixtures. TOTO products are constantly evolving, utilizing the latest design, technology, and green innovations.
Homeowners love TOTO because their products are versatile, durable, and perform well. TOTO toilets, such as the best-selling Drake II, are available in a broad selection of styles and flushing systems to ensure you find the right toilet for your home. Porcelain sinks and faucets compliment TOTO toilets for a cohesive look throughout your bathroom.
Consider upgrading your toilet with TOTO's popular electric bidet seat, the Washlet. The all-in-one heated toilet seat has everything you can ever dream of for your bathroom, and more!


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The Federal Government will Become America's Model Employer for the 21st Century.
Recruit, Retain and Honor a World-Class Workforce to Serve the American People.
Review the Federal Employees Group Life Insurance (FEGLI) Handbook
Answering your questions about Healthcare and Insurance
Human Resources and Security Specialists should use this tool to determine the correct investigation level for any covered position within the U.S. Federal Government.
OPM's Human Resources Solutions organization can help your agency answer this critically important question.
Developing senior leaders in the U.S. Government through Leadership for a Democratic Society, Custom Programs and Interagency Courses.
Visit this federal site to search for our regulatory notices, proposed and final rules.
See the latest tweets on our Twitter feed, like our Facebook pages, watch our YouTube videos, and page through our Flickr photos.
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Rapid advances in technology have transformed the workplace in recent years. Technology has changed the way we learn. The explosion of technology has impacted the way people communicate and collaborate. Common examples of different tools are wikis, blogs, social networks, webcasts, webconferencing, collaboration workspaces, online course libraries, and podcasts. Web 2.0 tools allow learners to share knowledge and best practices in a wiki, blog, or discussion forum, and form networks through a social network site. Users are able to create and modify content on the internet instead of just reading websites. Some agencies have begun to implement different technologies into their learning and development programs. In terms of training, organizations are using these tools to cut training costs, reduce carbon footprint, and increase continual learning outside the classroom. Below are examples of agencies who have implemented newer technologies into their employee development programs. Also listed are types of tools, and additional resources.
Ten "freebies," from comic book art to specialized fonts and templates to an eLearning job aid. (Paraphrased from the site)
While the term 'Blended Learning' may have just been coined in recent years, the concept has actually been around for centuries. It is within human nature to be a blended learner, to gain knowledge and experience via multiple avenues. From hunter-gatherer societies, we have been combining firsthand experience with knowledge that is communicated in order to make the best possible judgments and decisions about our environment. While this is a very primitive way of explaining 'Blended Learning,' in today's learning culture it has taken on a much more sophisticated meaning.
One-to-one is an up-and-coming learning initiative that allows individuals to learn how and when they want to (anytime, anywhere) via personal, portable, technological devices in a wireless environment. These devices (whether it's a SmartPhone, laptop, or e-book) are context-sensitive,meaning that they allow courses to be tailored to individual learning style and speed. They are also able to integrate with each other to support learning and development and maximize the effectiveness of the training.
Take a second to stop and think about how you communicate now differs from how you communicated in the 1980's, even in the 1990's. Then think about the impact this has had on telecommunication providers who have had to cope with the mass shift from landlines and long-distance calling to mobile web and Skype.
We're all familiar with the dramatic shift towards technology and innovation; it's evident everywhere you look. Everything can be done online, from buying movie tickets to checking-in for your flight to ordering dinner. While we can observe today's children whizzing through the Internet, the Wii, and other electronic devices, where does this leave the older generations?
Take the quiz here: How Millenial Are You?
Twitter is a free social networking tool that keeps people connected with one another via status updates,or "tweets", about what they are doing at a given moment. This ingenious concept fuses the appeal of blogging with the speed and convenience of texting,creating a networking platform that everyone wants to be part of. According to the Twitter Fact Sheet, Twitter is currently home to more than 106 million user accounts, who generate approximately 55 million tweets per day. The site's growth is expanding by the minute, as it gains an additional 300,000 users per day.
With reported daily participation from over 175 million users, who can compete with the global pervasiveness of Facebook? The easy-to-use interface, coupled with instant access to literally millions of individuals has created a catalyst for information-sharing in the 21st century; and it's only going to grow.
Web-conferencing: a method to allow instructors to conduct live meetings, trainings, and presentations via the Internet. Web-conferences allow participants opportunities to ask questions and participate in polls. Common examples of web-conferencing tools are Webex, Adobe Connect, Goto Meeting and Live Meeting
Social Network/ Community of Practice: online group of people who develop friendships, find professional connections, share interests, and gather knowledge and information. These communities are formed online through social sites. Learning and development programs can utilize these networks to link course participants before and after a training event to share knowledge and ideas regarding the course. Instructors and participants provide links to articles, webinars, and on-the-job examples before, during, and after a training event.
Podcast: a type of online media delivery allowing users to download files via a feed onto a computer and MP3 player. Podcasts allow learners to access trainings at different times depending on workload and availability. Instructors create course podcasts for learners to download and listen on their MP3 player, mobile phone, and laptop.
Blog: website which allows an author to share opinions, reflections, and discuss topics in the form of online journals. Learning and development programs can incorporate blogs to provide supplemental course information and updates on course materials. Participants can discuss the course in this space.
Microblogs: a popular tool to share knowledge and resources with one another. Instructors can incorporate microblogs to create a community around a course or an activity. Instructors also can post tips, assignments, and other information pertaining to the course. Course participants can summarize information learned during and after courses. Participants at conferences are using microblogs to informally exchange information learned from conference sessions. Common microblogs are Twitter and Yammer.
Integrated Collaboration Environment or Collaborative Workspace: a virtual environment where teams may work on projects and share information. Project teams can access a shared workspace where they upload files and share them with one another. Common examples are Sharepoint, Google Apps, Google Docs, Zoho and Moodle.
People may also establish shared spaces to learn from one another either formally or informally. For example, individuals from different agencies involved in training and development may create a workspace to share ideas, experiences, and resources to develop a supervisory training program.
Wiki: a website allowing users to create and edit content on any number of interlinked web pages via a web browser. This method is used in learning and development programs to promote collaborative learning and information sharing. Instructors and participants use wikis to create reading lists. Course participants use wikis to for team projects. Organizations use wikis to post internal processes, publish reference guides, and capture best practices.
Note: This website is a wiki, editable by a number of people within OPM.
Social Bookmarks: a system allowing users to collect and store bookmarks online, tag with key words and share those bookmarks and tags with others. This type of tool allows course instructors develop course reading lists. Course participants supplement course material by subscribing to a particular tag or keyword that relates to the course.
Media Sharing: an online environment which allows users to search for photos, videos and/or other media for uses in (among others) presentations, learning materials and coursework. Users publish content to a larger audience. Instructors can record workshops and upload them to an online social network. Common media sharing tools are Flickr, Google+, and Youtube.
Virtual World:: a simulated environment where users can interact with one another and create objects through an onscreen avatar. This type of environment allows course participants to attend live workshops and conferences in a virtual classroom or conference space. Participants are able to interact with each other in much the same way as attending a real workshop or conference. Course project teams can meet and collaborate in a virtual space. Organizations have developed courses using a virtual environment to conduct simulations of various situations including disaster preparedness or medical emergencies. Common virtual worlds include Second Life, Protosphere, and Forterra.
Authoring Tools or Instructional Tools: software packages instructional designers use to create and package content to end users. Authoring tools are commonly used to create e-learning modules. They are written to conform to international standards such as Shareable Content Object Reference Model (SCORM). These tools allow for Common authoring tools are Adobe Captivate, Adobe Flash, and Articulate.
Mobile Learning: Learning that occurs across locations. There is not a fixed, predetermined location for learning to occur. Mobile learning's focus is on learning across contexts and learning with mobile devices. Mobile learning devices are used to access online courses and resource. Examples of mobile devices that can support learning are a laptop, cell phone, personal digital assistant, MP3 player, smartphone, game device, tablet PC, and an e-book.
Mobile learning can do much more than course delivery. Mobile learning can also foster collaboration among individuals, conduct assessments and evaluations, provide access to performance support, and capture evidence of a learning activity.
Please remember that mobile learning is not just e-learning on a smartphone (3 inch screen). Mobile learning is about providing performance support based on time and location. Mobile learning does not require a smartphone either. Mlearning can be delivered via SMS text messaging. One example is a system for women who are pregnant. They 'register' once they learn they are with child. At various times over the following 6-8 months, they recieve a text message that provides valuable information regarding the stage of the fetus's development. It also sends reminders to go get examinations. Though not a 'course', this is an example of Mlearning. Similiarly, since your LMS knows when you have finished a (ILT) course, it can send (push) you retention aids through mobile devices.
Although some agencies are embracing the Web 2.0 phenomenon, many agencies are hesitant to allow the use of these tools. Here are some things to consider if you would like your agency to allow the use of these tools:
A few agencies have implemented newer technologies including Web 2.0 tools in their learning and development programs.
Department of Veteran's Affairs, San Diego Healthcare System> Department of Veteran's Affairs (VA), San Diego Healthcare System conducts emergency and disaster preparedness training in a virtual environment. Nurses log into a virtual environment and assume control of their avatar. Once in the environment, the nurses complete emergency and disaster preparedness drills. Here is an article on VA's emergency and disaster preparedness training in a virtual environment: Avatar II: The Hospital.
Department of Justice, Alcohol, Tobacco, and Firearms The Department of Justice, Bureau of Alcohol, Tobacco, Firearms and Explosives (ATF) uses instant messaging (IM) to facilitate teamwork within their "Aspiring Leaders Program." The program also conducts virtual workshops monthly using Adobe Connect.
Participants are located across the country and cannot meet in person. To facilitate teamwork among the participants, ATF uses a secure chat capability through their intranet and employees participate in web meetings via Adobe Connect. Participants chat one-on-one by using their IM system between training sessions. Participants can also log their team conversations so they can turn in archived discussions before the formal training session. At each monthly session, participants receive a short briefing on the leadership topic, followed by team reports and a wrap-up. Web conferences are available for recording. For further information please contact Bill Thimmesch, Program Manager, at 202-648-7293.
Department of Commerce, National Oceanic and Atmospheric Administration The Department of Commerce, National Oceanic and Atmospheric Administration (NOAA) provides live interactive webinars to their on-line self-paced supervisory course participants as supplements to their supervisory course series. Participants are able to post questions during the webinars and chat with one another.
Department of Transportation, National Highway Institute The Department of Transportation, National Highway Institute (NHI) provides both self-paced Web-based training modules and interactive Web-conference training sessions to the transportation workforce. NHI's Web-conference trainings follow similar scheduling procedures as their instructor led courses; however, these sessions are held online and hosted in the Federal Highway Administration's Adobe Connect Pro application. Their self-paced Web-based training modules can be taken at any time, and participants can exit and return to the same place in each lesson throughout the training.
The NHI Web site enables enrollment in and access to all of their Web-based offerings via a personalized "My Training" page and an integrated login system that allows participants to launch their courses with a single click. The My Training page also provides access to Certificates of Completion and unofficial transcripts based on the participant's progress in each training module. The NHI Website, additionally, offers the opportunity to sign up for automatic, customizable email updates from the site and course catalog as well as the ability to view presentation tutorials and executive summaries of various freight courses. To learn more about NHI, go to the NHI website.
Intelligence Community, Intellipedia Intellipedia is a collaborative data sharing wiki for the Intelligence Community. Intellipedia was created to share information on the more difficult challenges facing the intelligence community while incorporating cutting-edge technology into its workforce. The Intelligence Community uses the wiki to maintain and transfer knowledge on daily operations and events.
Intellipedia consists of three wikis and are classified by the level of clearance: Sensitive but Unclassified, Secret, and Top Secret. Employees with Sensitive but Unclassified can not access the Secret and Top Secret wikis. Intellipedia is not open to the public.
Social Security Administration The Social Securty Administration uses Elluminate Live - a communication tool combining integrated Voice over IP and teleconferencing, public and private chat, quizing and polling, emoticons, and a webcam tool. The software tool includes several visual tools including a whiteboard, application sharing, file transfer, and web tour. The tool also has a record feature which allows the moderator to record the class for others to view at a later date.
(What training or other opportunities are available in this area?)
Common Craft Short and simple videos covering subjects such as Twitter, Social Bookmarking, and Wikis. These videos are in Plain English.
#lrnchat An online chat for people interested in the topic of learning. This chat takes place on Twitter every Thursday night from 8:30pm to 10:0pm EST. Use the hashtag #lrnchat to follow the conversation. (The word "hashtag" comes from the "#" sign, known as the hash sign) Using #lrnchat enables one to search and participate during the discussion held once a week on Thursday nights. You can also use live-chat services such as TweetChat and TweetGrid or even seek out #lrnchat in Twitter search.
(What other tools are available to me?)
OPM does not endorse these resources. This listing is for informational purposes only—feel free to add references you have found useful.
Groundswell: Winning in a World transformed by Social Technologies, by Charlene Li and Josh Bernoff (2008). This book is based on practical data-driven strategies for organizations who want to leverage the power of social technologies. The book includes case studies, a complete roadmap for a social strategy, and data across the globe.
Grown up Digital, by Don Tapscott (2009). This book provides an inside look at the Net Generation. The author surveyed more than 11,000 members of the Net Generation. His discovery was the Net Generation developed revolutionary new ways of thinking, interacting, working, and socializing.
Blackboard Collaborate (formerly Elluminate Live!) (Blackboard Collaborate) is a cutting edge communication tool that includes integrated Voice over IP & teleconferencing, public and private chat, quizzing and polling, emotions, and a webcam tool. The software includes several visual tools, including whiteboard, application sharing, file transfer, and web tour. The software also includes a record feature that allows the moderator to record the class for others to watch later as well as a graphing tool, breakout rooms for group work, and timer. The whiteboard supports the uploading of presentations for viewing on the whiteboard for classes or meetings.
Getting the most from Training Magazine Network webinars
Innovative Learning This website focuses on best practices for teaching and learning as well as technology integration. Social learning and mobile learning information are included in this website. References The Rise of Social Media: Enhancing Collaboration and Productivity Across Generations. (ASTD Research Study, 2010). This report makes a compelling business case for using social media technologies from a learner's point of view. This exclusive perspective provides business leaders with insight for a new strategic priority: to leverage the power of social media tools in order to maximize learning and increase the performance of the entire workforce. Blending Web 2.0 Technologies with Traditional Formal Learning: A Guide for CLOs and Training Managers. This white paper assists Chief Learning Officers and Training Managers to maximize the value of incorporating Web 2.0 technologies in formal learning programs.
The Rise of Social Media: Enhancing Collaboration and Productivity Across Generations. (ASTD Research Study, 2010). This report makes a compelling business case for using social media technologies from a learner's point of view. This exclusive perspective provides business leaders with insight for a new strategic priority: to leverage the power of social media tools in order to maximize learning and increase the performance of the entire workforce. Blending Web 2.0 Technologies with Traditional Formal Learning: A Guide for CLOs and Training Managers. This white paper assists Chief Learning Officers and Training Managers to maximize the value of incorporating Web 2.0 technologies in formal learning programs.
Leveraging Social Networks & Web 2.0 Collaboration Tools in Enterprises. (Cornerstone OnDemand and Human Capital Institute, 2009). This study reveals emerging practices as well as early indications of the value and challenges of using Web 2.0 tools for learning and talent management.
DOI Social Media Guidebook The "How to" (and how not to) for social media services authorized for use by the US Department of the Interior.
Department of Defense Social Media Policy The Department of Defense (DoD) developed their social media policy. DoD's policy encourages service members and DoD employees to use social media communicate with one another and with family and friends.
Web 2.0 Governance Policies and Best Practices Here is a wiki which collects existing Web 2.0 policies and best practices from governments and leading corporations.
Guidance for Agency Use of Third-Party Websites and Applications A memorandum from OMB requiring Federal agencies to take specific steps to protect individual privacy whenever third-party websites and applications are used to engage with the public.
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Amy and Caleb Hatch |
The bride is the daughter of Jeff and Jean Walker of Sarver. Parents of the bridegroom are Rick and Merita Hatch of Erie.
The honor attendant was Alison Bartley of Parker. Bridesmaids included Leanne Walker of Springdale, Mallory Hatch of Erie, Christina Hatch of Erie, Tatum Risch of Sarver and Rachel Behrmann of Lynchburg, Va.
The flower girl was Rhayne Hatch of Erie.
Performing the duties of best man was Zac Hatch of Erie. Ushers included Matt Walker of Springdale, Mark Kendrick of Philadelphia, Nick Hernandez of Rock Falls, Ill., Adam Anderson of Columbus, Ohio, and Matt Thomas of Cortland, N.Y.
The ring bearer was Daniel Hatch of Erie.
The bride is a 2006 graduate of Freeport High School and a 2010 graduate of Gannon University.
The bridegroom graduated from Fort Leboeuf High School in 2005 and in 2010 from Gannon University with a master's degree.
He is employed by UPMC Hamot in Erie.
Following a honeymoon trip to Aruba, the couple is making their home in Erie.


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Superlative Faux Georgette Digital Print Work Half N Half Party Wear Saree
This delightful diva accoutre features unique styling and unusual material. Spread the aura of freshness with this mint green and off white color faux georgtte half n half party wear saree showing a touch of sensuality. The lace work and digital print work personifies the entire appearance. Product comes with a matching blouse.
Product Code: 33697
$26.79 $29.77
Add to Cart
Product will dispatch in
10 - 12 Days
Stitching (if required) will take 4 to 5 days extra.
Shipping Charges: $13.86 / All India Free Shipping
Free Shipping On Orders Above USD 199
Style: Half N Half Saree | |
Shipping Time: 10 - 12 Days | |
Fabric: Faux Georgette | |
Celebrity: N/A | |
Catalogue No.: 3455 | |
Length: 6 meters (including 85 cms blouse fabric) Blouse Fabric attached with saree
Wash Care: Dry Wash Only
- The shades may vary slightly from the colors displayed on your screen.
- The first wash of the garment should always be Dry-Cleaned.
- Designer Blouse shown in the Image may not be the part of standard product. Extra material or accessories may have been used for modeling purpose.
- The Products Shown on the website are not the part of Display at our Store.
- There might be slight color variation due to lightings & flash while photo shoot.
- The bright shade seen is the best closer view of fabric's color.
- Blouse which is shown on model is only for modeling purpose.
- Every saree comes with one blouse only so we cant provide another same blouse but we can provide you plain blouse fabric on cotton, in such case extra charges will be applicable.
- Every saree comes with unstitched blouse, if you need stitched blouse then we can provide to you as per your given measurement and stitching charges will be applicable in such case.
- Underskirt (Petticoat) will not come with saree but if you need then we can provide you with extra charges.
- If you need shimmer petticoat then extra charges will be applicable.
- Saree will be 6.10 meter with blouse fabric. Vertically it will be 40 to 42 inches wide so every person of height 6ft can be worn the saree easily.
- Heavy embroidered saree will come with unstitched blouse and that blouse will be one side embroidered. Embroidered part can be placed as per your choice whether you need it on front or back. If you need side opening, in such case embroidered part can be placed as per your choice.
- Blouse fabric will be of 85 cms so we can provide you blouse length upto 15 inches and sleeve length can be made 5 to 6 inches only. If you need long blouse and long sleeves in such case you should contact to our customer care department for that particular item.
- Bra pads can be added with your blouse if you need (For that Option will be given in the Measurement Form).
- Front and back neck deep depends on the design and pattern on the blouse.
- Blouse will be stitched with cotton lining. If any net sarees comes with shimmer fabric then lining will be used of the same fabric instead of cotton.
- Edging gives smooth end to the sarees. Fall are inner cotton lining used to protect the lower end of the sarees.
- Ready to wear saree provides easy way to drape the saree. In such concept tailor will be stitched the saree on petticoat as per your given measurement. Ready to wear saree can be worn just like skirt without the bother of tucking, pleating, and adjusting the pallu length as they are already set in the center to make you feel more comfortable and easy in wearing. The blouse however is worn separately. Ready to wear saree are becoming very popular as they are easy to drape.
- Measurement will be provided to your email id after placing the order so you can submit your exact body measurement with that form.
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text:
(Wrong line numbers (and explanation) in the "What's Happening" section for Qt part.) |
(Wrong directories?) |
Line 166: | Line 166: | ||
---- | ---- | ||
Best regards, powerfox. | Best regards, powerfox. | ||
+ | |||
+ | == Wrong directories? == | ||
+ | |||
+ | Why does the recipe for kdesupport only say "cs" before getting the source and building while the "cmakekdeall" function in the example .bashrc says "cs KDE/kdesupport && svn up && cmakekde"? | ||
+ | |||
+ | It should either use the KDE subflder or it shoulsn't but now I'm confused as to which of the two is right. |
For example it *is* nessecary to install qt-copy, even if you keep it in the source directory (which leads to 394583069845 error messages on the console during the install). And kdelibs won't build unless something unknown is done with strigi - if it is installed into KDEDIR, it isn't just found.
the heading says pre-requirments are to read "Anonymous SVN Quickstart Guide" first. but the things it does are mostly done in this guide(but a little differently). for example the "Anonymous SVN Quickstart Guide" has you just svn a bunch of stuff.... but that all ended up in the wrong place cause in this guide the svn'd stuff needed to go to "kde-devl"-user's dir not the normal user dir..
when I wrote this article, it was lean and simple. It has been improved somewhere, but on most places worsened. An example is the directory structure (to get to qt-copy: cd && cd qt-copy; to get to kdelibs: cs && cd kdelibs; to get to kdepim: cs && cd KDE && cd kdepim - no one understands this!!!). Another example is cs and cb which is quite unnecessary as my initial article shows. But of course, with the complexity as the article has NOW, it IS necessary.
Why do you spoil a simple article so that even I no longer find my own subdirs ? --Tstaerk 10:25, 28 May 2007 (CEST)
svn co .../kdelibs mkdir build-kdelibs cd build-kdelibs cmake <options> ../kdelibs make install
A: This is not a typo. Read the article about setting up your .bashrc. Both cs and cb are bash functions, used to change to the KDE source directory and KDE build directory respectively.
A: Actually yes, for Mac OS X. There also is kdelibs.com (see also here) which will be merged into this wiki in the future.
A: No. The shell function cmakekde handels this, have a look at the file .bashrc.
A: Right --Dhaumann
When installing KDE4, I strongly recommend installing all tools (like dbus and cmake) and kde packages into the same place, e.g. ~/install. Qt is the only exception.
The reason for this is because if you install some packages to ~/kde and some to /usr/local and maybe one in /usr then cmake will generate errors like:
-- It is impossible to order the include directories.
This is not a fatal error, so you will still be able to compile, but you will possibly be using the wrong versions of libraries and this will product problems that are very hard to diagnose.
You may not experience any problems when installed like I advise not to, however I have and you might too in some typical situations.
Please see:
The CMake modules should be installed local into ~/install/cmake/modules or similar. When following the current instructions 6.1: Install additional CMake modules, it's impossible to do a non-root installation, because "kdelibs/cmake/modules/cmake_install.cmake" wants to install the modules to "/cmake/modules". (I didn't install CMake local, because my system already provided CMake > 2.4.3).
I've already tried to do this, fiddling around with CMAKE_MODULE_PATH and DATA_INSTALL_DIR but couldn't get it working.
Does anybody know how to do this properly?
--Eliasp 15:44, 4 January 2007 (CET)
Since the patents expired, why not use giflib?
In Qt part I had problems with error like this: QtForum thread. I had GCC 3.3.X installed. Using -pch flag (as in recipe) get me errors. Someone friendly gave me tip on #kde-devel not to use this flag, although I didn't test it. Instead I've just updated gcc and g++ from debian repositories. Newer version works fine as "Precompiled headers are supported in GCC (3.4 and newer)" Wikipedia pch.
You might want to include the dashboard link to show which modules currently build and which don't. --18.104.22.168 13:28, 20 March 2007 (CET)
- openldap - cyrus
If there was a line at the top like:
sudo apt-get install libaaa-dev libbbb-dev ...-dev ...
This would be very useful and save hours. Is this something we should do?
after running 'su - kde4' and 'export' i saw that no variables in .bashrc were set, instead the old one (of the system) where set. I tried 'su kde4' and it worked fine. Why is that?
I'm running gentoo 2006.1 amd64
Are "-pch" and "-qdbus" really needed? The configure script shows that they're enabled by default. --McEnroe 16:49, 19 April 2007 (CEST)
It would be nice to know how much space (roughly, in GB) you need for a setup to build and run the basic things and packages. --Liquidat 03:08, 7 June 2007 (CEST)
With the kdesupport package I have an install error:
CMake Error: Error in cmake code at
/media/local/kde-devel/kde/build/kdesupport/qca/plugins/qca-logger/cmake_install .cmake:35:
FILE cannot create directory: /usr/lib/qt4/plugins/crypto. Maybe need administrative privileges.
Current CMake stack: /media/local/kde-devel/kde/build/kdesupport/cmake_install.c make;/media/local/kde-devel/kde/build/kdesupport/qca/cmake_install.cmake;/media/ local/kde-devel/kde/build/kdesupport/qca/plugins/cmake_install.cmake;/media/loca l/kde-devel/kde/build/kdesupport/qca/plugins/qca-logger/cmake_install.cmake
make: *** [install] Error 255
Why is it trying to install that system wide?
Line numbers:
Once the patches have been applied, we then set up the build using the configure script (line 5-7). Finally, we build the minimal requirements for KDE (line 8)...
It should be 5-6 for configure and 7 for make.
Explanation is wrong because there is no make install command. And this directory will be used directly. But in the article: "...we build the minimal requirements for KDE (line 8) and install (line 9-10) Qt". But in lines 9-10:
Best regards, powerfox.
Why does the recipe for kdesupport only say "cs" before getting the source and building while the "cmakekdeall" function in the example .bashrc says "cs KDE/kdesupport && svn up && cmakekde"?
It should either use the KDE subflder or it shoulsn't but now I'm confused as to which of the two is right.


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text:
What does CP mean in Toastmasters?
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- cp
- cp is a UNIX command for copying files and directories. The command has three principal modes of operation, expressed by the types of arguments presented to the program for copying a file to another file, one or more files to a directory, or for copying entire directories to another directory. The utility further accepts various command line option flags to detail the operations performed. The two major specifications are POSIX cp and GNU cp. GNU cp has many additional options over the POSIX version.
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text: Human genomic DNA (UACC-893) (ATCC® CRL-1902D™) Organism: Homo sapiens, human / General Information Quality Control Specifications Documentation Print Email Share Share this product Facebook Twitter Google+ Permits and Restrictions View Permits Product Format frozen Approx.10 µg Storage Conditions -20°C or colder in a manual defrost freezer. Avoid freeze-thawing. Biosafety Level 1 Biosafety classification is based on U.S. Public Health Service Guidelines, it is the responsibility of the customer to ensure that their facilities comply with biosafety regulations for their own country. Introduction Cell Line Description:The UACC-893 cell line (CRL-1902) was established from a 57 year-old White female with breast cancer.See www.atcc.org for more information Quality Control Specifications DNA Quality Control Information:· > 100 kb in size by agarose gel electrophoresis· No RNA detected in the agarose gel· A260/A280 ratio ³ 1.8· Tested and verified for PCR amplification and restriction digestion. Permits These permits may be required for shipping this product: Customers located in the state of Hawaii will need to contact the Hawaii Department of Agriculture to determine if an Import Permit is required. A copy of the permit or documentation that a permit is not required must be sent to ATCC in advance of shipment. Basic Documentation Product Sheet Certificate of Analysis SDS


text:
Posted on 12/10/2012 8:21:28 AM PST by Perseverando
Exclusive: Barbara Simpson exposes nationwide 'dumbing down of America's children'
They explained classes would be reconfigured, curriculum content was being revised, teachers are being retrained on how to teach and what to teach, how every student would have a laptop, books were to be virtually phased out but some new books would be created for this whole new education system.
We were told it would take a couple of years to get everything in place, but by the time that happens, it would be in every school and every grade in California.
There was no question of refusing because the governor had agreed to it. Its happening, and no one is exempted. Its called the Common Core Curriculum, and its a national program, courtesy of the Obama administration. In fact, it will affect all schools from K-12th grade.
Until that point, Id never heard of it, and there had been nothing in local newspapers and only one column since. Parents have virtually no idea whats being planned for their children, especially since practically no one attends board meetings.
But then there was Obama himself during the debate moderated by Bob Schieffer who was talking about that hes accomplished, and he said: You know, under my leadership, what weve done is reformed education, working with governors, 46 states. He said bad schools were improving.
I couldnt believe it! He said it! But no one called him on it. No media pursued what he was talking about. No one wondered why not all 50 states were involved. No one asked what it meant
I found out.
Most traditional fictional literature, classics and poetry are eliminated. Nothing long, only short pieces Children will read whats described as informational texts, government reports, computer manuals and technical bulletins.
(Excerpt) Read more at wnd.com ...
The leftist/communist takeover of education and the media have taken a toll on our population. We're in big trouble.
I coach baseball at a local CA high school. On Dec 7 I asked a bunch in the dugout if they knew what day this was. More than half piped in, "Pearl Harbor Day", and they actually knew something about how America had been attacked by air on that Sunday morning in 1941.
All is not yet lost.
A member of my extended family who is attending Teachers College has been talking about this and little else for about a year and a half.
The govt comes up with the "common core" curriculum which homogenizes the message across all school districts. This includes a social agenda disguised as literature.
The teachers and administrators have been groomed for decades now to accept liberal bias not only as "correct" but as the only approaceh.
Parents and students have been groomed to accept teachers as a selfless benevolent group who are masters of their subject matter and have the students' best interests in mind, always.
Don't flame me, I am a retired teacher.
Education is a weapon whose effects depend on who holds it in his hands and at whom it is aimed.~Stalin
Ping worthy?
yet another reason why we homeschool with a Classical style of education.....
National program, courtesy of the Obama administration.
Would I be considered cynical if I suggested you probably coach an predominantly Asian team? ;-)
Tearing Up the Fabric of a Free Society: The New College, Career and Civic Life (C3) Framework
Posted on November 25, 2012
I did not say impair. I did not say damage. I said Tear Up. Why such a dramatic statement? Because the week AFTER Obama was reelected (Nov 12) and then quietly put out more publicly during a holiday week, the CCSSO (Council of Chief State School Officers, the heads of State Departments of Ed which is funded by many of the same businesses who benefit from its edicts including many tech companies and the accreditor AdvancED) issued a Framework that appears designed to create Homo Sovieticus right here in the USA. Seriously. Taking the political theories developed in the USSR to change mindsets there and making them the required perceptual lenses for students to confront daily life here going forward. Treating long-held aspirational visions of collectivist decision-making as established evidence-based fact. Treating metaphors like BEST, Bronfenbrenner Ecological Systems Thinking, as factual descriptions of how the world works. Oh. My. Goodness. So yes, I stand by the words Tear Up the Social Fabric.
Jim DeMint wrote a fund raising letter about Obama's plans for education this summer. It was a real eye opener, but no one seemed to be paying attention.
This just terrifies me more and more. OMG what will my grandchildren face? We thankfully have gotten our 3 boys raised in a rural southern Indiana small school and they are well versed in the greatness of this country. I can only hope that they teach my yet to be thought of grandkids. My daughter in law is a teacher. She thinks like we do, so hopefully they all will.... just a worry.
What they are doing is removing all creativity from the curriculum. Students can't challenge manuals and fact sheets. It is training kids to be robots, reading nothing but tweets and doing absolutely no reasoning.
Put that together with the 8 point drop in IQ from heavy marijuana use and increased risk of schizophrenia and it won't be long before the US produces a whole generation of cyborgs, that rely on their I-phones for everything and cannot survive without them.
You have the right of it. It's is all that and more. The war that is being waged by the Left is not for our childrens' minds; it is a war waged on their minds. Robert Conquest had a term for it: mindslaughter.
Who is Robert Conquest? Go to Amazon and find out.
Exactly like the Chinese culture. Creativity is exceedingly rare in their engineering graduates... but since their culture sees nothing wrong with "borrowing", it isn't much of a problem, as long as someone else is creative enough.
(Plagiarism is a very big problem with Chinese students.)
A few states have opted out of the "Common Core"
Texas and Virginia are two.
I **THINK** Alaska and Wisconsin have also
Collect and save important books now.
Someday soon they will be almost unavailable.
People are willingly but unwittingly making it easier and easier for the government to curb freedoms and control information by embracing electronic conveniences.
When students and the general population are weaned off paper books and 'trained' to totally receive their information electronically, the government will have the power to control what everyone can read or not read.
Someday only approved books will be converted to digital form.
Libraries today are already stocking fewer and fewer books.
Old reference books are increasingly being replaced with electronic versions.
The book stacks in libraries are almost deserted while the growing ranks of computer workstations have people waiting for a turn.
We have already surpassed the limits of George Orwell's most extreme warnings of totalitarian government information control and more is on the way.
This ping list is for the other articles of interest to homeschoolers about education and public school. This can occasionally be a fairly high volume list. Articles pinged to the Another Reason to Homeschool List will be given the keyword of ARTH. (If I remember. If I forget, please feel free to add it yourself)
The main Homeschool Ping List handles the homeschool-specific articles. I hold both the Homeschool Ping List and the Another Reason to Homeschool Ping list. Please freepmail me to let me know if you would like to be added to or removed from either list, or both.
The left got smart when they saw they could not take over in the 60s. They went into the colleges and then into teaching and schools. Basically, they have won that war. They have dumbed down millions of kids by now and there is little chance of getting them back.
This ping list is for the other articles of interest to homeschoolers about education and public school. This can occasionally be a fairly high volume list. Articles pinged to the Another Reason to Homeschool List will be given the keyword of ARTH. (If I remember. If I forget, please feel free to add it yourself)
The main Homeschool Ping List handles the homeschool-specific articles. I hold both the Homeschool Ping List and the Another Reason to Homeschool Ping list. Please freepmail me to let me know if you would like to be added to or removed from either list, or both.
Not familiar with the other books, but Bradbury was prophetic with Fahrenheit 451. Some authors can see what's coming more clearly than the rest of us.
Absolutely. Anytime you see something like this, let me know.
If you don't graduate from high school you will learn how to make an "X" for your name. If you do graduate you will learn how to sign your name for yourself and next to those you know who didn't graduate and made their "X".
Since the cultural resources are fast vanishing and we need to encourage each other on, here are brief explanations of the Nuremberg Rallies (Nazi Party conventions in the 1930s), and the Cultural Revolution (Communist Chinese purge of Western influence).
Bill Ayres education reform at work...children are taught to become political activists.
the communists are playing chess while we're playing tiddleywinks
The problem with the Left's takeover of public schools is arguably really the fault of hypocritical patriots who evidently don't know the Constitution any better than the Left does.
More specifically, as a consequence of patriots not taking the responsibility to know the Constitution, patriots are clueless that, since the states have never delegated to Congress via the Constitution the specific power to address public school issues, Congress cannot regulate, tax and spend in the name of public schools.
And since Congress cannot make legislation regulating public schools, neither can Obama make a constitutionally defensible executive order to manipulate public schools.
the communists will use Core Curriculum to get their claws into the homeschoolers too
Correct...Bill Ayers is one of those who chose to continue the revolution by doing exactly what you stated.
So...guess who's been travelling around the country giving clinics on curriculum development?
Guess who is a HUGE supporter of Linda Darling-Hammond?
That's right...our friend Bill
More like Wei Qi (Go).
Agree...i really believe they are going to try and do that....
I think the gist of it is...they will "reform" college entrance exams such as SAT to match their commie curriculum.
If you don't teach your child how to be a proper Comrade - that SAT score will suffer.
I think they will try to force all kids to take these standardized tests too. Not sure how they'll pull that off.
Like the author said...no one goes to board meetings.
Heck - most of the education professionals haven't caught on yet what is going on right under their noses.
I'm not so sure about Texas. I just got this in email yesterday:
"On Saturday morning I sent you the alerter below to Wayne Richards radio program dealing with a curriculum in many Texas schools called CSCOPE. (I cant imagine that it or something like it is not in schools across the country!)
I listened to the program and you MUST too! It will be archived on Waynes website by Monday noon. www.WayneRichardShow.com
FOR QUICK ACCESS TO WHAT WAS BEING TALKED ABOUT go to www.CSCOPEreview.com and just click around, read articles, if you live in Texas see the huge list of schools where this is already in place!
The program is highly secret no textbooks, online only in the schools no one can look at it at home. Parents are not allowed access. Many teachers are disturbed because they must teach it and not talk about it.
The CSCOPE curriculum has a lot of Agenda 21 things in it purposely dumbing down Americans, lots of groupthink vs individual initiative & concern. Incorrect instruction is rampant Columbus was a terrorist, 2nd Amendment means only militias can have guns, Christianity is a cult, and on and on. (Lots of details on the website, including teachers horror stories!)
The woman interviewed by Wayne is Janice Van Cleave, a retired science teacher who has written many textbooks. She pointed out that the method of instruction used by CSCOPE is vision learning not fact-based, but discussion groups getting kids to share how they feel about a topic at hand. The resulting consensus constitutes what they learn about the topic!
In Texas, the curriculum has been put together and implemented by the Educational Service Centers around the state not seen at all by the State Board of Education! As a start, we can tell our legislators, as they begin the new session, to give the SBOE review & approval power over ALL curriculum!
Sorry Im rambling, but Im truly concerned after hearing this program. So PLEASE do two things:
1- Go to www.CSCOPEreview.com and begin to learn about this
2- After Monday noon, listen to this interview with Janice VanCleave on www.WayneRichardShow.com
the uneducated can't argue with their betters....you peons and peasants better just go along now and shut up.....
I have a while before I have to worry with all of that. Hopefully we'll have the Rapture before then and we won't have to mess with college anyway! :)
Mainly whites, hispanics and one Armenian kid.
The CSCOPE links didn't work for me. I Googled, and came up with txscopereview.com.
Now that's worth a ping to the homeschool list
This ping list is for articles of interest to homeschoolers. I hold both the Homeschool Ping List and the Another Reason to Homeschool Ping List. Please freepmail me to let me know if you would like to be added or removed from either list, or both.
The keyword for the FREE REPUBLIC HOMESCHOOLERS FORUM is frhf.
Ping to worthwhile information in post 28.
This ping list is for articles of interest to homeschoolers. I hold both the Homeschool Ping List and the Another Reason to Homeschool Ping List. Please freepmail me to let me know if you would like to be added or removed from either list, or both.
The keyword for the FREE REPUBLIC HOMESCHOOLERS FORUM is frhf.
Ping to worthwhile information in post 28.
Thanks, Jane. I hadn't tried any of the links before I posted them. I'll check out the other link you found.
The important thing is that people alert their friends and neighbors about this stealth indoctrination program posing as 'education'. Thanks.
Creativity often spurs competition and we cannot have competition because minorities are most often disadvantaged in academic areas.
I was thankful that our school district is not on the *naughty* list. That doesn't mean we can relax or rest on our laurels...every parent, grandparent, family member and all teachers need to made aware of this. Thanks for your post with all the info.
You bet, Jane. Right now, I'm not worried about what this means for my own kids because we home school, and are (for now) effectively out of the reach of this Machiavellian crap.
Unfortunately, the vast majority of our folks have kids or grandkids who are right in the path of this malevolence. We need to get the word out to them as quickly as possible.
With the ability to instantly change any of it because everything will be stored in the cloud.
They let Ronald Reagan slip in, but even he could not end the Department of Education even tho he ran on that, then is when this Coup d'état really began in earnest.
Only our enemies can get a real education here.
Disclaimer: Opinions posted on Free Republic are those of the individual posters and do not necessarily represent the opinion of Free Republic or its management. All materials posted herein are protected by copyright law and the exemption for fair use of copyrighted works.


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Missing Air Crew Reports, WWIIIn May 1943, the Army Air Forces recommended the adoption of a special form, the Missing Air Crew Report (MACR), devised to record relevant facts of the last known circumstances regarding missing air crews, providing a means of integrating current data with information obtained later from other sources in an effort to conclusively determine the fate of the missing personnel. MACRs are arranged by year and aircraft serial number, which is also known as the tail number.
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This Week In Trailers: Don McKay, L'Immortel (22 Bullets), A Film With Me In It, Cargo, How I Ended The Summer
Posted on Friday, March 5th, 2010 by Christopher Stipp
Trailers are an under-appreciated art form insofar that many times they're seen as vehicles for showing footage, explaining films away, or showing their hand about what moviegoers can expect. Foreign, domestic, independent, big budget: I celebrate all levels of trailers and hopefully this column will satisfactorily give you a baseline of what beta wave I'm operating on, because what better way to hone your skills as a thoughtful moviegoer than by deconstructing these little pieces of advertising? Some of the best authors will tell you that writing a short story is a lot harder than writing a long one, that you have to weigh every sentence. What better medium to see how this theory plays itself out beyond that than with movie trailers?


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The name Alhertina is a Spanish baby name. In Spanish the meaning of the name Alhertina is: noble.
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Expression Number: 7People with this name are excellent at analyzing, understanding, and learning. They tend to be mystics, philosophers, scholars, and teachers. Because they live so much in the mind, they tend to be quiet and introspective, and are usually introverts. When presented with issues, they will see the larger picture. Their solitary thoughtfulness and analysis of people and world events may make them seem aloof, and sometimes even melancholy.
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Front Runners List: Click here to see list completion progress by climbers that log their climbs using Peakbagger.com.
Compare Climbers: Click here to compare ascents of up to 5 climbers working on this list.
The Kaumajet Mountains are a compact range rising directly out of the sea on the northern Labrador coast. The range boasts one 4000-foot peak, the highest island peak on the east coast of North America between the Caribbean and Hudson Strait, and several peaks with very high prominence.
This list, like the one for the Torngat Mountains, would have been impossible to generate without the generous help and persistence of Richard Garland. We both counted contours on Toporama GIFs unitl we were almost blind! See his web page below for his version of this list.
= Peaks climbed by William Barrett = Unclimbed peaks
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National Survey on Drug Use and Health, 2003 (ICPSR 4138)
Principal Investigator(s): United States Department of Health and Human Services. Substance Abuse and Mental Health Services Administration. Office of Applied Studies
The National Survey on Drug Use and Health (NSDUH) series (formerly titled National Household Survey on Drug Abuse) measures the prevalence and correlates of drug use in the United States. The surveys are designed to provide quarterly, as well as annual, estimates. Information is provided on the use of illicit drugs, alcohol, and tobacco among members of United States households aged 12 and older. Questions included age at first use as well as lifetime, annual, and past-month usage for the following drug classes: marijuana, cocaine (and crack), hallucinogens, heroin, inhalants, alcohol, tobacco, and nonmedical use of prescription drugs, including pain relievers, tranquilizers, stimulants, and sedatives. The survey covered substance abuse treatment history and perceived need for treatment, and included questions from the Diagnostic and Statistical Manual (DSM) of Mental Disorders that allow diagnostic criteria to be applied. The survey included questions concerning treatment for both substance abuse and mental health related disorders. Respondents were also asked about personal and family income sources and amounts, health care access and coverage, illegal activities and arrest record, problems resulting from the use of drugs, and needle-sharing. Questions introduced in previous administrations were retained in the 2003 survey, including questions asked only of respondents aged 12 to 17. These "youth experiences" items covered a variety of topics, such as neighborhood environment, illegal activities, gang involvement, drug use by friends, social support, extracurricular activities, exposure to substance abuse prevention and education programs, and perceived adult attitudes toward drug use and activities such as school work. Several measures focused on prevention related themes in this section. Also retained were questions on mental health and access to care, perceived risk of using drugs, perceived availability of drugs, driving and personal behavior, and cigar smoking. Questions on the tobacco brand used most often were introduced with the 1999 survey and retained through the 2003 survey. Background information includes gender, race, age, ethnicity, marital status, educational level, job status, veteran status, and current household composition. A number of additional questions were added in 2003, including questions on prior marijuana and cigarette use, additional questions on drug treatment, adult mental health services, and social environment.
Series: National Survey on Drug Use and Health (NSDUH) Series
Access Notes
The public-use data files in this collection are available for access by the general public. Access does not require affiliation with an ICPSR member institution.
This study is maintained and distributed by the National Addiction & HIV Data Archive Program (NAHDAP). NAHDAP is supported by the National Institute on Drug Abuse (NIDA), part of the National Institutes of Health (NIH).
WARNING: This study is over 150MB in size and may take several minutes to download on a typical internet connection.
Study Description
United States Department of Health and Human Services. Substance Abuse and Mental Health Services Administration. Office of Applied Studies. National Survey on Drug Use and Health, 2003. ICPSR04138-v5. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2015-11-23. http://doi.org/10.3886/ICPSR04138.v5
Persistent URL: http://doi.org/10.3886/ICPSR04138.v5
Export Citation:
- RIS (generic format for RefWorks, EndNote, etc.)
- EndNote XML (EndNote X4.0.1 or higher)
This study was funded by:
- United States Department of Health and Human Services. Substance Abuse and Mental Health Services Administration. Office of Applied Studies (283-98-9008)
Scope of Study
Subject Terms: addiction, alcohol, alcohol abuse, alcohol consumption, amphetamines, barbiturates, cocaine, controlled drugs, depression (psychology), drinking behavior, drug abuse, drug dependence, drug treatment, drug use, drugs, hallucinogens, heroin, households, inhalants, marijuana, mental health, mental health services, methamphetamine, prescription drugs, sedatives, smoking, stimulants, substance abuse, substance abuse treatment, tranquilizers
Geographic Coverage: United States
- 2003
- 2003
Unit of Observation: individual
Universe: The civilian, noninstitutionalized population of the United States aged 12 and older, including residents of noninstitutional group quarters such as college dormitories, group homes, shelters, rooming houses, and civilians dwelling on military installations.
Data were collected and prepared for release by Research Triangle Institute, Research Triangle Park, NC.
Prior to the 2002 survey, this series was titled National Household Surveys on Drug Abuse.
Although the design of the 2003 survey is similar to the design of the 1999 through 2001 surveys, there are important methodological differences since 2002 that affect the 2003 estimates. Each NSDUH respondent since 2002 has been given an incentive payment of $30. This change resulted in an improvement in the survey response rate. In addition, in 2002 new population data from the 2000 decennial Census became available for use in NSDUH sample weighting procedures. Therefore the data from 2002 and later should not be compared with data collected in 2001 or earlier to assess changes over time.
For selected variables, statistical imputation was performed following logical inference to replace missing responses. These variables are identified in the codebook as "...LOGICALLY ASSIGNED" for the logical procedure, or by the designation "IMPUTATION-REVISED" in the variable label when the statistical procedure was also performed. The names of statistically imputed variables begin with the letters "IR." For each imputation-revised variable, a corresponding imputation indicator variable indicates whether a case's value on the variable resulted from an interview response or was imputed. Missing values for some demographic variables were imputed by the unweighted hot-deck technique used in previous surveys. Beginning in 1999, imputation of missing values for most variables was accomplished using predictive mean neighborhoods (PMN), a new procedure developed specifically for this survey. Both the hot-deck and PMN imputation procedures are described in the codebook.
To protect the privacy of respondents, all variables that could be used to identify individuals have been encrypted or collapsed in the public use file. To further ensure respondent confidentiality, the data producer used data substitution and deletion of state identifiers and a subsample of records in the creation of the public use file.
Previously published estimates may not be exactly reproducible from the variables in the public use file due to the disclosure protection procedures that were implemented.
The data definition and dictionary files for Stata are designed to be compatible with StataSE, Version 8. This is a large data file requiring that approximately 250 megabytes of Random Access Memory be allocated to Stata. Operations within Stata, including conversion of the ASCII data to Stata format, are likely to be slow. Analysts may wish to download subsets of data from the SAMHDA Data Analysis System (DAS) for use with Stata.
Since 1999, the survey sample has employed a 50-State design with an independent, multistage area probability sample for each of the 50 States and the District of Columbia.
Sample: Multistage area probability sample for each of the 50 states and the District of Columbia since 1999. A coordinated five-year sample design was developed for 1999 through 2003. Although there is no overlap with the 1998 sample, the design facilitates overlap in the first-stage units (area segments) between each two successive years in the five-year design. This design increases the precision of estimates in year-to-year trend analysis. The sample is stratified on multiple levels, beginning with states. Eight states are considered large sample states and contribute approximately 3,600 respondents per state. The remaining states are sampled to yield 900 respondents per state. The second level of stratification divides states into Field Interviewer (FI) Regions. The third level of stratification divides FI regions into area segments consisting of adjacent Census blocks. These area segments were used as the primary sampling units. Dwelling units in area segments were listed in a standardized order and were selected by systematic sampling. Field interviewers visited each sample address to determine dwelling unit eligibility, to list all eligible persons at the address, and to conduct interviews. Each respondent who completed a full interview was given a $30 cash payment. Persons were selected from the address roster using a handheld computer. To improve the precision of estimates, the sample allocation process targeted five age groups: 12-17, 18-25, 26-34, 35-49, and 50 and older. The size measures used in selecting the area segments were coordinated with the dwelling unit and person selection process so that a nearly self-weighting sample could be achieved in each of the five age groups. The sample design included approximately equal numbers of persons in the 12-17, 18-25, and 26 and older age groups. The achieved sample for the 2003 NSDUH was 67,784 persons. The public use file contains 55,230 records due to a subsampling step used in the disclosure protection procedures. Minimum item response requirements were defined for cases to be retained for weighting and further analysis (i.e., "usable" cases). These requirements, as well as full sampling methodology, are detailed in the codebook.
Weight: Due to unequal selection probabilities at multiple stages of sample selection and various adjustments, such as those for nonresponse and poststratification, the 2003 NSDUH sample design is not self-weighting. Analysts are advised to use the final sample weight when attempting to use the 2003 NSDUH data to draw inferences about the target population or any subdomains of the target population. All estimates published in SAMHSA reports (such as the Results from the 2003 NSDUH) are weighted using the final analysis weight for the full sample (ANALWT). For the public use file, the corresponding final sample weight is denoted as ANALWT_C, with the "C" denoting confidentiality protection. This sample weight represents the total number of target population persons each record on the file represents. Note that the sum of ANALWT_C, over all records on the data file, represents an estimate of the total number of people in the target population.
Mode of Data Collection: audio computer-assisted self interview (ACASI), computer-assisted personal interview (CAPI)
Response Rates: The study yielded a weighted screening response rate of 91 percent and a weighted interview response rate for the Computer Assisted Interview (CAI) of 77 percent.
Extent of Processing: ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection:
- Performed consistency checks.
- Created online analysis version with question text.
- Checked for undocumented or out-of-range codes.
Restrictions: Users are reminded by the United States Department of Health and Human Services that these data are to be used solely for statistical analysis and reporting of aggregated information and not for the investigation of specific individuals or treatment facilities.
Original ICPSR Release: 2004-12-21
- 2015-11-23 Covers for the PDF documentation were revised.
- 2013-06-24 Released Methodological Resources documentation and updated xml file to include variable groupings.
- 2013-02-28 The 2003 NSDUH public-use data file has been updated to include 16 new variables related to respondent drug use, mental health, household composition, and geography. Please view Table 4 of the codebook for more information on these variables.
- 2006-10-17 The data producer resupplied the data file and codebook documentation. Thirty-two variables were modified, 3 variables were dropped, and 224 new variables were added. Some of these changes were to correct for data errors, but most of these changes were done to provide consistency with the 2004 NSDUH study. Of these changes, the most important change to note is that two study design variables (VEREP and VESTR) were revised to provide consistency with the 2004 study, which collapsed the strata in order to maximize the number of people in each replicate.
- 2005-11-04 On 2005-03-14 new files were added to one or more datasets. These files included additional setup files as well as one or more of the following: SAS program, SAS transport, SPSS portable, and Stata system files. The metadata record was revised 2005-11-04 to reflect these additions.
Related Publications
- List all ~304 citations associated with this study
- View citations for the entire series
Most Recent Publications
Metadata Exports
- Citations exports are provided above.
Export Study-level metadata (does not include variable-level metadata)
If you're looking for collection-level metadata rather than an individual metadata record, please visit our Metadata Records page.


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