text:
The Morning Download: Why 'You've Got Mail' Still Means Something
Good morning. Social collaboration tools for business were supposed to address many of the failures of email, a system that was created in the primordial years of the Internet, before the Web, let alone the current social Web, was formed. But with Jive Software Inc. now on the block, perhaps it's time to reevaluate the push for new social tools over the last several years, as well as the value of our old, widely disparaged friend, email. Forrester Research Inc. analyst Ted Schadler tells CIO Journal that email, for all its faults, works. "There are no 'come and join my network' messages. It's one to one, one to many, it's very flexible." Introducing a new social media tool can be a tough sell. "It's another feed. If it can do something of incredible value to me, okay—but it really has to be worth it," he says.


text:
Hal Leonard Pop Rock - Harmonica Play-Along Series, Volume 1 (Book/CD)
Sku #502112000000000
Hal Leonard
Harmonica Instruction
- Write a Review
45 day price guarantee, 45 day return policy, 100% secure shopping
Play 8 of your favorite songs on your diatonic harmonica with tab and soundalike CD tracks.
Pop Rock helps you play your favorite songs on harmonica quickly and easily. Just follow the notation, listen to the CD to hear how the harmonica should sound, and then play along using the separate backing tracks. The book includes melody and lyrics for you to sing, or to simply help you follow along. Play the audio CD on any CD player. PC and Mac users can adjust the recordings on the CD to any tempo without changing pitch.
Pop Rock is the first volume of the Hal Leonard Harmonica Play-Along Series.
- For diatonic harmonica playing
- Notation in the songbook includes lyrics and melody
- Enhanced audio CDs work on Mac, PC, and other CD players include soundalike tracks
- Song List:
- And When I Die - Blood, Sweat & Tears
- Bright Side Of The Road - Van Morrison
- I Should Have Known Better - The Beatles
- Living In The U.S.A. - The Steve Miller Band
- Low Rider - WAR
- Miss You - The Rolling Stones
- Piano Man - Billy Joel
Pop Rock - Harmonica Play-Along Series, Volume 1 (Book/CD) Specifications:
Format: Softcover with CD
Width: 9"
Length: 12"
Book length: 64 pages

subset: commoncrawl


text:
Listen to teaser clip for Euro 2016 Northern Ireland fans song by London Northern Ireland Supporter's Club
And we think you'll recognise the tune
Northern Ireland fans get practising as your first Euro 2016 fan song clip has arrived - and chances are you already know how it goes.
It looks as though the Green and White Army are going to have more than one song to sing in France in a couple of months time as this is the second charity fan song set for release.
But for this one brought to you by the London Northern Ireland Supporter's Club, all you'll have to learn is the words, as Making Our Way to Paris is a lighthearted cover of the classic Living Next Door to Alice.
The full song is set for official launch on Sunday in London and excitement is building among those involved.
Members of the London NISC are behind the song which was the brainchild of Fermanagh man Richard Cathcart.
It all began in Bucharest in 2014 when a group of fans were in a bar and the Smokie song came on, when Richard spontaneously changed the chorus singing, "in 2016 we'll be making our way to Paris".
Richard, who has lived in London for 30 years, thought nothing more of it.
The 56-year-old has been a life-long Northern Ireland fan and attended his first game in 1971.
But when Northern Ireland qualified and celebrations got underway - the idea was brought up about making a song - and the sing-along in Bucharest came to mind.
Richard said: "It sort of grew almost without my knowing how it was going to happen."
He then penned a rough draft of lyrics and after approaching a musician friend realised the process wasn't as complex as he thought - they rented a studio in London and recorded the song.
He said: "It started out as a bit of fun and then got a bit more serious and then we thought if you are going to take money off people you have to produce a professional job which I hope we've done."
Northern Ireland based charity Cancer Fund for Children will benefit from proceeds of the song.
And Northern Ireland fans will be able to learn it along with the other unofficial anthem which has enlisted the help of Cool Fm DJ Pete Snodden among others to record "On Our Way To France" which is set for release in the coming weeks.
Richard said he feels that it's a case of "the more the merrier" when it comes to the number of songs for Northern Ireland's Euro 2016 campaign.
Belfast Telegraph Digital
Related Content
- Euro 2016: Green and White Army record new anthem for Northern Ireland invasion of France
- Euro 2016: Northern Ireland players get inspiration from Snow Patrol's Gary Lightbody
- Irish FA chief: I've felt the pain of the Northern Ireland fans
- IFA's ticket master Patrick Nelson - the man behind the headlines
- Euro 2016: Just the ticket for loyal Northern Ireland fans
- Northern Ireland Euro 2016: 400 extra tickets released for Poland opener
- Irish Football Association lands more tickets for Northern Ireland supporters


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UK Immigration Law
Have UK Immigration Law Questions? Get Answers Now.
Hi Tom
Thank you for your detailed reply and I apologise for not being able to come back earlier. Unfortunately, there are number of points in your reply (in fact most of them) which does not match my understanding of Tier 4 rules and I would like to know if I am missing a point!
The first point you made is that he did not inform UKBA of change in course last year. My understanding is that he does not have to if the new course is with the same education sponsor. It is a responsibility of the education provider to inform UKBA. Please follow the link http://www.ukba.homeoffice.gov.uk/visas-immigration/studying/adult-students/changes/ and see the heading "If you want to do a different course of study with your education provider". I cannot see how it is a responsibility of a student to inform UKBA as you advised.
The second point you raised is that he need to do a course at NQF level 6 to qualify for visa application under Tier 4. The details under the link you emailed refers to a course which "leads" to a qualification at or above NQF level 6. His new course is starting at NQF level 5 but the final qualification will be at level 6. I think there is a difference between UKBA saying "Course starting at Level 6" and "course that leads to a qualification at level 6". Your reply gives an indication of the earlier option whereas I think it is later.
Also it further mentions, if the course is below revised NQF level 6, it must be approved at or above level 4 on the NQF or QCF, if you are studying with a sponsor that has an A (Trusted) rating which his education provider has.
The final point is of academic regression which I need a bit of advise on. If we say that the course he was studying started at NQF level 6 and leads to qualification at NQF level 7 whereas his new course starts at NQF level 5 and leads to a qualification at NQF level 7, would this be considered an academic regression? I think this is a point which probably needs an experienced specific immigration advice rather than general.
I am sorry but I have not been totally satisfied with your advise based on my points above.
That's absolutely okay.


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|Re: [RFC] cleaning up struct sock
|"David S. Miller" <davem@xxxxxxxxxx>
|Mon, 10 Dec 2001 23:18:26 -0800 (PST)
|SteveW@xxxxxxx, jschlst@xxxxxxxxx, ncorbic@xxxxxxxxxxx, eis@xxxxxxxxxxxxx, dag@xxxxxxxxxxx, torvalds@xxxxxxxxxxxxx, marcelo@xxxxxxxxxxxxxxxx, netdev@xxxxxxxxxxx
From: Arnaldo Carvalho de Melo <acme@xxxxxxxxxxxxxxxx> Date: Mon, 10 Dec 2001 23:08:10 -0200 David, if you don't like it, I'll happily switch to the big fat union idea, but I think that this is more clean and will avoid us having to patch sock.h every time a new net stack is added to the kernel. I'm a little concerned about having to allocate two objects instead of one. These things aren't like inodes. Inodes are cached and lookup read-multiple objects, whereas sockets are throw-away and recycled objects. Inode allocation performance therefore isn't that critical, but socket allocation performance is. Then we go back to the old problem of protocols that can be used to embed IP and thus having to keep track of parallel state for multiple protocols. I think your changes did not compromise that for what we currently support though. I still need to think about this some more.... You know, actually, the protocols are the ones which call sk_alloc(). So we could just extend sk_alloc() to take a kmem_cache_t argument. TCP could thus make a kmem_cache_t which is sizeof(struct sock) + sizeof(struct tcp_opt) and then set the TP_INFO pointer to "(sk + 1)". Oh yes, another overhead is all the extra dereferencing. To fight that we could make a macro that knows the above layout: #define TCP_PINFO(SK) ((struct tcp_opt *)((SK) + 1)) So I guess we could do things your way without any of the potential performance problems. It is going to be a while before I can apply something like this, I would like to help Jens+Linus get the new block stuff in shape first. This would obviously be a 2.5.x change too.
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text:
By Gwen Knight, author of Her Alpha Protector (Harlequin Nocturne Cravings, on sale Sept. 1, 2013)
One of the things I enjoy when fleshing out my characters is to actually see them in the flesh. As the author, I choose their physical attributes, but seeing them visually can be a treat. Of course, they never are a perfect match to the celebrity chosen to represent them, but it's still fun to imagine who would be cast in the role of your characters.
For Hunter and Angel, I had two very distinct personalities in mind, and it was quite fun to pick who I would cast for them if Her Alpha Protector was ever made film. Hunter had to be the classical tall, dark, and handsome—very much a Prince Charming. Angel needed to be soft, and gentle in appearance.
It was quite simple to find Angel's match—petite in size, blonde, with an air of innocence. I admit Amanda Snow was not the initial image in my head, but the moment her photo flashed across my screen, I know she was the perfect match, right down to the big, blue eyes.
As for Hunter, he took a fair bit of searching. As an alpha and a werewolf, there was a very specific image in my head. He had to ooze strength and confidence, ripple with power—and of course, a killer body. But no matter what I searched or where I looked, none were what I wanted. That is, until Colin Egglesfield appeared. Dark hair, stunning eyes, stubbled face, and the right body type to match Hunter.
I hadn't intended to discuss Seth, but it was brought to my attention that villains are just as important. Unlike Hunter, the moment Seth came to mind, the right person came to mind. I've only seen him in one role, but the actor nailed it. Another alpha, Seth also needed to exude strength and confidence, and Tom Hiddleston does just that.
It's a shame Angel couldn't have them both.
What about you? Who would you cast in their roles?
About Her Alpha Protector:
Angel has spent years on the run from one possessive alpha, and she has no intention of ever submitting to another–not even Hunter, the man who stars in her most erotic fantasies. But when her former master tracks her down, she has no choice but to turn to the one wolf who can protect her.
Hunter thought ten years apart would diminish the craving he has for Angel. But when he discovers the rogue wolf in his territory, he must face the fact that time has only fanned the flames of his passion for her. To claim her as his mate, he's going to have to fight for her–and give her a reason to stop running.


text:
Product Information
This Derby House Wrap Around Fluorescent Exercise Sheet is a great sheet which will ensure you are seen this when out and about with your horse.
360 reflective and fluorescent, generous in depth and fully adjustable, Derby House have created a great Exercise Sheet that can be worn for visibility all year round.
The Derby House Wrap Around Fluorescent Exercise Sheet features are:
• 360 reflective and fluorescent, great for being seen when out hacking.
• Fully adjustable and detachable chest protector.
• Chest protector fits at the top of the pommel area so as not to restrict the horses movement.
• Generous in depth.
• Stirrup slits to prevent the rug slipping.
• Fillet string and webbing straps.
• Machine washable at 30C.
Size Guide (Approx):
XS Pony Up to 4'3" / Pony/Cob 5'3" - 6'3" / Full/XFull 6'9" - 7'6"


text:
Dear Straight Talk: I'm slated to head off to college in August, but I want to take a gap year in South America first. My parents agree in principle, but will freak out if I don't go to college right away. They worry that I'll never go to college. I DEFINITELY will go to college after this. How can I make my parents agreeable? — Jeff, Perrysburg, Ohio
Jessie, 20, Eugene, Oregon: These days, many upper-division colleges actually encourage a gap year or a year studying abroad. It gives you real-world experience and looks good to future employers. I wish I had taken one.
Nicole, 22, Grass Valley: I have traveled, solo, to 10-plus countries between semesters of college. It can be done. Tell your parents you can't fully immerse in college and are worried about poor grades.
Dear Jeff: I highly recommend gap years. I took several, myself, and benefitted greatly. When to take them is an individual decision — and if your parents are helping to fund college, that warrants some weight. On the bright side, having a year of lower-division transfer units under your belt, and being a year older, is advantageous both for solo travel and for thawing parents. If they still balk after this, follow your instincts anyway. Most parents will still help you once you return and are serious about school. — Lauren


text:
Robin Williams
I am so sad to hear of the death of Robin Williams! What a shock and what a tragedy. Depression is a serious illness, and something to take seriously. Sadly, I've had a similar thing happen in my own family.
My favorite rock star suffers from depression and speaks out about it to try to help others. I live in fear every day that I will turn on the news and see this happen to him. :(
If you or someone you know is struggling with depression, please seek help!


text:
How the Cloud is Failing Mobile Workers
Incompatibility is pervasive in the mobile cloud
The basic issue is that services used by cloud-based apps don't run on mobile browsers. Why that's the case is unclear; WebKit anchors the iOS, BlackBerry OS 6, and Android OS 2.21 browsers, and the same goes for desktop Safari and Chrome. Microsoft's and Google's cloud-based productivity apps run on desktop Safari and Chrome, as well as on IE and Firefox. However, in mobile Safari, mobile Chrome, and the BlackBerry WebKit browser, they can do very little; usually, they're limited to viewing documents.
Because of these problems, mobile users will have broad compatibility issues beyond the cloud apps in Office 365 and Google Docs. Many websites often don't work correctly on mobile browsers. As a result, mobile users end up with Web pages they can't scroll through, cutting off the information. Until last Friday's update, Google Calendar suffered from this issue, and the Office 365 beta's Outlook management console has the same problem.
Mobile users will also discover that websites using the widely adopted, open source Tiny MCE editor bars them from entering or editing information in rich-text fields. (If you see iconic buttons for boldface, italic, paragraph formating, and the like in a website's content fields, that's Tiny MCE.) The popular Drupal content management system depends on Tiny MCE, as does Office 365's community support forum. Drupal lets you switch to a pure HTML view that's a pain to use but at least provides editing access; Office 365 has no such option, so mobile users can't post or reply to its help forum's content.
These issues are emblematic of the concerns that Apple, Google, Microsoft, and Research in Motion should be addressing on the mobile side. They should be helping Tiny MCE be mobile-compatible. They should be designing their websites to work on the mobile browsers, not just the desktop ones. That means both updating their mobile browsers to offer the same capabilities as their desktop equivalents and using neutral, compatible technologies. Ironically, Microsoft Office 365's SharePoint admin console works just fine on an iPad, even though SharePoint editing controls do not -- because Microsoft used Java for the console but an incompatible option for the users' editing controls.
Until cloud applications work with mobile websites, mobile users will have to depend on local apps and file transfer via email, local syncing, or (ironically) cloud storage services. For example, cloud storage services Dropbox and Box.net let multiple users access the same files via their shared-folder capability. Mobile users can access files from a common repository available to an entire workgroup; download them to their mobile device for editing in iWork, Quickoffice, or Documents to Go; and finally upload the revised files back to that shared folder. You can do the same with Google Docs' shared-files capability, buit not with SharePoint Online, which supports only downloading to mobile devices, not uploading back.
As a productivity platform, the cloud makes the most sense for mobile users, who by definition are not at their desks and don't have the internal resources they would at the office. Yet the productivity apps for that same cloud are aimed at desktop and laptop users, not mobile users. If this continues, we may see a real irony: Those who work in a fixed location use cloud apps on PCs, while those who are on the go end up using local apps on their smartphones and iPads. Isn't that dumb?
This article, "How the cloud is failing mobile workers," was originally published at InfoWorld.com. Read more of Gruman et al.'s Mobile Edge blog and follow the latest developments in mobile technology at InfoWorld.com.
This story, "How the Cloud is Failing Mobile Workers" was originally published by InfoWorld.


text:
Maria Trinidad Mahusay
Maria Trinidad Mahusay Poems
- I'm Bless If God will give me a second chance, A second ...
- A Friend He was a cool stranger when I knew him, A stranger...
- We Can Fight This! For the time I say goodbye, That's your ...
- Thinking Of You Thinking about you, Thinking always of you,...
- Right Decision Smile can't deny, For instance I love you ...
Click here to add this poet to your My Favorite Poets.
Comments about Maria Trinidad Mahusay
I'm Bless
If God will give me a second chance,
A second chance to be with you.
I will tell you everything I feel for you,
Everything about secretly loving you.
I'm a daydreamer that never dream,
I'm a self- centered girl,
I'm a selfish bitch,
I'm an impatient person, indeed.
After 3 years, were been together,
You change me differently,
You change every single thing about me,
You change me and restore my broken heart.
I'm the greatest girl in the whole world,
I'm a winner because I have you,
I'm a champion because I found someone like you, ...
PoemHunter.com Updates
Check out
Classic Poets
Footsteps of Angels
Henry Wadsworth Longfellow
A Song About Myself
John Keats
A Very Short Song
Dorothy Parker


text:
The Queen's Baton is greeted by a display of traditional culture, music and dancing at City Hall, Yaounde, Cameroon. Cameroon is the 25th country to be visited on the baton's journey through 70 Commonwealth nations and territories. The games start in Glasgow in July
© The Financial Times Ltd 2016 FT and 'Financial Times' are trademarks of The Financial Times Ltd.


text:
The CRCE You Need Today for RT License Renewal
Click the course title to view the course or website where the course is offered. Courses or fees may have changed on provider sites since their posting here. Always check the provider's website for accreditation information, terms,and conditions of courses offered. USATravMed.com does not offer any courses and is not responsible for the courses listed on this site.
To check CRCE requirements by STATE- CLICK HERE!
Asthma Management Program- Facts about Asthma. Myths about Asthma. Assessment and Monitoring. Diagnosis and Severity of Asthma. Measurement of Lung Function Control of Environmental Factors. Environmental Allergens. Irritants and other factors. Pharmacologic Management, Pathophysiology. Bronchodialator medication. Anti-inflammatory medication. Patient Education. Partnership with the patient. Inhaler and Peak Flow Meter technique. 7.0 Free CRCE
Identifying Postoperative Respiratory Compromise: Comprehensive Assessment of Ventilation and Oxygenation- Describe the indications for respiratory monitoring. Compare and contrast currently available monitoring techniques. Review evidence-based recommendations on respiratory monitoring. 1.25 Free CEUs Link to Post-test
Free CEUs for RT. Find Free CEUs for Respiratory Therapists. Free ceu's for Respiratory Therapy. Search for free CRCE for RT. Respiratory Therapy continuing education. Free CEUs for RT. Find Free CEUs for Respiratory Therapists. Free ceu's for Respiratory Therapy. Search for free CRCE for RT. Respiratory Therapy continuing education. Free CEUs for RT. Find Free CEUs for Respiratory Therapists. Free ceu's for Respiratory Therapy. Search for free CRCE for RT. Respiratory Therapy continuing education. Free CEUs for RT. Find Free CEUs for Respiratory Therapists. Free ceu's for Respiratory Therapy. Search for free CRCE for RT. Respiratory Therapy continuing education. Free CEUs for RT. Find Free CEUs for Respiratory Therapists. Free ceu's for Respiratory Therapy. Search for free CRCE for RT. Respiratory Therapy continuing education. Search for Free CEUs for Respiratory Therapists. Free CEU for Respiratory Therapy. Free CEUs
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Respiratory Therapists
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Nurse Practitioners
Social Workers
Case Managers
Physical Therapists
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Radiology Techs
Submit Your Email Address:
to be notified when new CME is posted.
Courses featured in Clinical Foundations- A Patient-focused Education Program for Respiratory Therapists. (Note: CRCE expiration dates on the linked articles tend to be inaccurate, many of the educational offerings are extended past the original exp date. As long as the test is still available, you will be able to take it and print your certificate immediately. We update & remove expired courses or add new ones weekly)
Humidification During Non-Invasive Ventilation- Questions addressed include whether short-term humidification during NIV can be used in the emergency room, issues to consider when using an artificial nose during NIV, pros and cons of using a heat and moisture exchanger or a heated humidifier during NIV, potential physiological irregularities that can arise during NIV without humidification, and assessment of success. 2 Free CRCE Link to Post-Test (Issue 10)
Humidification During Invasive and Noninvasive Ventilation- Humidification of inspired gases is a standard of care for patients receiving mechanical ventilation. However, several challenges exist regarding optimal delivery of humidification in the ventilated patient that include the type of humidification device used and issues external to the humidifier's function. This review focuses on a number of frequently encountered situations that affect humidification in the clinical setting during the administration of invasive and noninvasive ventilation (NIV). 2 Free CEUs Link to Post-Test (Issue 16)
Waste Anesthetic Gases (WAGs) among Employees in the Healthcare Industry- WAGs in health care environments have been associated with adverse health outcomes in unscavenged situations. This course presents a brief overview of WAGs in the healthcare industry, with a focus on healthcare personnel in the PACU. Recent exposure and risk assessment studies using IR thermography cameras and IR sensors to identify and quantify WAG (i.e., N20) exposures among PACU employees are pointing toward an unidentified and relatively new health exposure concern for these employees. 2 Free CEUs Link to Post-Test (Issue 15)
Protecting the Ventilated Patient from Hospital-Acquired Infections- Discuss the impact of HAI on health care cost and outcomes. Describe criteria to diagnosis VAP and define VAC, & IVAC. Discuss strategies to minimize HAI in MV patients and their associated evidence. 1.0 Free CEUs Link to Post-test (Webinar 2)
Advanced Issues in Humidification- Discuss the impact of high and low ambient temperatures on heated humidification. Describe the role of inlet chamber gas temperatures on overall delivery of humidity. Discuss ventilator settings associated with significant changes in humidification. Discuss the relationship between aerosol therapy and heated humidification 1.0 Free CEUs Link to Post-test (Webinar 1)
Pediatric Tracheostsomy and use of the Passy Muir Valve- Identify the timing and indications of pediatric tracheostomy. Review the physiological impact of tracheostomy on development and the positive impact of the Passy-Muir valve on functions of the upper airway. Present specific evaluation and treatment techniques with case studies and video samples. Collaborate with family and appropriate clinical team members for optimal treatment. Identify resources related to tracheostomy 1.0 Free CEUs
Prevention of Central Line-Associated Bloodstream Infections (CLA_BSIs) Associated with Arterial Catheters - Discuss the recent literature comparing infection rates with arterial and central venous catheters, Describe the CDC recommendations on arterial catheters with special emphasis on catheter-related infection. Discuss the consequences for clinical practice. 1.0 Free CEUs Link to Post-test
High Flow Specialty Gas Delivery- Define HFT and how can it can be accomplished with a nasal cannula. Explain how the dynamics of flow through the nasopharynx improve respiratory efficiency and support work of breathing. Explain the properties of Heliox gas mixture, and how it is beneficial by induction into high flow therapy. Understand the how the characteristics of HFT facilitate the breathing of heliox via a nasal cannula. Understand the patient population that can benefit from heliox HFT. 1.0 Free CEUs
High Flow Therapy: Mechanisms of Action- Understand the reason for limiting conventional nasal cannula therapy to low flows. Define High Flow Therapy & how it can be accomplished with a nasal cannula. Explain how the dynamics of flow through the nasopharynx improve respiratory efficiency & support work of breathing. Explain how gas delivered at body temperature & saturated promotes better respiratory mechanics & decreases energy of gas conditioning. 1.0 Free CEUs
Common, Costly and Deadly: Respiratory Compromise- Define respiratory compromise. Describe the overall impact of postoperative respiratory compromise. Review the current recommendations to early identification of respiratory compromise that enables clinical decision making. 1.25 Free CRCE Link to Post-test (Webinar 2)
Fighting VAP One Step At A Time: Early Mobility For The Ventilated Patient/Tracheostomy: Do We Need To Be Concerned About The Complications?- Compare the evidence supporting the bundle elements recommended for reducing VAP in the ICU patient. Describe the modalities referred to as early mobilization. Discuss early versus late complications. Describe methods to secure a tracheostomy tube. Discuss how morbid obesity increases the risk of accidental cannulation. 2.0 Free CRCE Link to Post-test (Vol 10, No 2)
Strategies to Prevent and Control Multidrug-Resistant Organisms- Discuss the emergence and spread of MRSA, VRE, and KPCs. Describe the challenges of management of multidrug-resistant organisms in the healthcare setting. Assess the process for implementatiion of CDC/HICPAC recommendations to prevent transmission of MDROs in your healthcare setting. 1.0 Free CEUs
Register for course
Tracheostomy: Procedure,Timing and Tubes- This presentation is designed to offer information on tracheotomy procedures and literature related to the timing of tracheotomy. The choice of the tracheostomy tube can have an impact on the evaluation and treatment of the tracheostomized patient, therefore, a description of the various tracheostomy tubes, types of cuffs and proper cuff maintenance will be given. Case studies will be used to demonstrate the importance of selecting proper tube size and type, as it relates to upper airway assessment, swallowing, and communication options.Describe the teaching/learning strategies, including the materials, resources & delivery methods for each content area. Explain how the timing of the tracheotomy & tracheostomy tube selection play a key role in the successful use of speaking valves. List complications of improper cuff management. List how the tracheostomy tube and inflated cuff can impact swallowing and suggest ways to reduce clinical complications. 1.0 Free CRCE (+ST)
Ambulatory Oxygen Choices for Your Patients- Among the choices for ambulatory oxygen, there are benefits and limitations to each system available. We will look at those issues to make informed choices for your patients. 1.0 Free CRCE Log-in to take free course.
Ventilator-Associated Pneumonia/Care of Tracehostomy Tubes and Trach Patients- Covers trach care, strategies to minimize morbidity and mortality in this patient population, patient and family education, and decisions regarding weaning and decannulation. Differences in adult versus pediatric populations are also highlighted. Discuss the different impact that early versus late tracheostomy has on outcomes on medical compared to surgical/trauma patients. List 4 reasons that a study may not show improved outcomes with early versus later tracheostomy. List the elements of the "ventilator bundle" and suggest at least three other clinician actions that can influence the development of VAP. 1.0 Free CRCE Link to Post-test (Vol 9. No. 3)
Tracheostomy Care in the Home- Training the caregiver and patient in proper suction technique is critical to successful suctioning. We will review airway anatomy and AARC guidelines for suctioning. We will also discuss tracheostomy history, tracheotomy procedures, patient care needs and recommendations.
1.0 Free CRCE Register for course


text:
Related information
"U.S. Experience with Sprinklers" (PDF, 1 MB)
Errata issued April 23, 2014. Download the errata. (PDF, 19 KB)
Impact of Home Sprinklers on Firefighter Injuries, May 2012 (PDF, 63 KB)
Related reports
"Sprinkler Successes in Selected Properties," March 2014 (PDF, 440 KB)
"Sprinkler successes in one- and two-family homes and apartments," March 2014 (PDF, 205 KB)
Fact sheet
"U.S. Experience with Sprinklers" fact sheet (PDF, 72 KB)
Safety tips
Read NFPA's home fire sprinkler safety tips.
Contact us
If you have any questions, e-mail Nancy Schwartz or call +1 617 984-7450.
Includes statistics on how often sprinklers are reported in fires, by property use, and their estimated impact in reducing the average loss of life and property per fire. Includes statistics on performance, usage and reliability of sprinklers, as well as leading reasons when system fail to operate or operate but are ineffective. Also includes special study statistics on non-fire sprinkler activations.
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Doobie Brothers The Captain and Me dts
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- Audio > Music
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(Problems with magnets links are fixed by upgrading your torrent client!)
This is the dts audio layer of The Doobie Brothers The Captain and Me DVDA DTS layer ripped into 5 wav files from DVD-Audio using DVD Extractor. Encoded to dts using Minnetonkas SurCode cdPRO dts encoder. This will only play on dts software or hardware. Attempting to play on non-dts will result in static and possible damage to speakers. Year:1973 Genre: Pop/Rock Source DVD-A Format: DTS wavs Label: Warner Bros / Wea Encoder: Surcode CD Pro DTS Channels: 5.1 Sample rate:44100 Bit depth: 16 1. Natural Thing 2. Long Train Runnin 3. China Grove 4. Dark Eyed Cajun Woman 5. Clear As The Driven Snow 6. Without You 7. South City Midnight Lady 8. Evil Woman 9. Busted Down Around OConnelly Corners 10. Ukiah 11. The Captian And Me Enjoy and share
Typo in the description. The dts layer was ripped into 6 not 5 wav files.
Cheers from another DTS freak! :)


text: You are here:HomeFind a CemeteryCemetery Details Cemetery Details Cemetery Details Map ALDEBURGH (SS. PETER AND PAUL) CHURCHYARD Print page ALDEBURGH (SS. PETER AND PAUL) CHURCHYARD See Casualty Records View Image Country:United Kingdom Locality:Suffolk Identified Casualties:21 GPS CO-Ordinates:Longitude:1.59958Latitude:52.15524 Historical InformationThe churchyard contains 20 burials from the 1914-1918 World War, including 4 unidentified sailors of the Royal Navy. The majority of the War Graves are in a group; and in another group of graves are buried 3 officers from No. 1 Marine Observers' School. There are a further 6 burials of the 1939-1945 war, 1 of which is an unidientified seaman of the Merchant Navy.


text:
Reviewed by 2 customers
Best Uses
Comments about Spirit Star Wars Darth Maul Child Costume:
The mask looks great but the fit is terrible.
It squeezes against the face and the eye slots actually poke right into the eyes.Need to come up with a way to keep the mask somewhat off of the face. Breathing is so close, condensation collects on the inside.
Comments about Spirit Star Wars Darth Maul Child Costume:
Good costume except for the mask. I know we wore those plastic masks when we were kids, but they are very uncomforable - and this particular one fits badly so it is difficult to see out of. If you are planning on this costume - plan to wear face paint instead of the mask.


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Hey there, time traveller!
This article was published 19/5/2014 (1161 days ago), so information in it may no longer be current.
Hana is a seven-month-old golden retriever-Pyrenees mix. We adopted her when she was four months old. She is a sweet and loving dog. We are very proud of Hana as she came to us with lots of anxiety but in slow steps she's been overcoming her fear of strangers and loud noises. She's completed puppy school at the Winnipeg Humane Society, and it really helped her warm up to other people. Because of everyone's understanding Hana is quickly learning she can trust others and that the world is not such a scary place.
-- The Luedtkes
Sadie, our black Labrador retriever, recently had an operation on her ear. With the dressings and Elizabethan collar in place, we think she looks like a nun from the Church of the Holy Woof. Her operation was undertaken on her seventh birthday.
Sadie's enforced wearing of this lampshade has not cut down on her favourite activities: eating, sleeping and making friends with everybody (canine and human) that she meets on her walks.
The collar will be removed in another two weeks. In the meantime, chairs and table legs must suffer the consequences.
-- Graham Buckingham


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Indonesian Stocks: Bank Danamon, Borneo Lumbung Energi & Metal
Shares of the following companies had unusual moves in Indonesian trading. Stock symbols are in parentheses, and prices are as of the close in Jakarta.
The Jakarta Composite Index (JCI) rose 1.2 percent to a record 4,215.44. The gauge climbed for a sixth day, its longest winning streak since the seven days through Jan. 5, 2011.
PT Bank Danamon Indonesia (BDMN) , the Indonesian bank owned by Singapore's Temasek Holdings Pte, surged 39 percent to 6,400 rupiah, the biggest gain since April 22, 1999. DBS Group Holdings Ltd. offered to buy Danamon for about $7.2 billion. DBS will pay Temasek 45.2 trillion rupiah ($4.9 billion) for its 67 percent stake in Danamon and buy the remaining stock from other shareholders for 21.2 trillion rupiah in cash. Trading in Danamon shares was suspended yesterday.
PT Borneo Lumbung Energi & Metal (BORN) , a coal producer, rose 3.5 percent to 880 rupiah, the steepest increase since Jan. 17. A $1 billion loan to Borneo fully funded by Standard Chartered Plc in January has attracted a $200 million commitment from First Gulf Bank PJSC, a person familiar with the matter said. Ken Allan, Borneo Lumbung's marketing director, didn't immediately return a phone message or e-mail seeking comment on the financing.
To contact the reporter on this story: Berni Moestafa in Jakarta at email@example.com
To contact the editor responsible for this story: Darren Boey at email@example.com


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Alston & Bird LLP
Bank of America Plaza
101 S. Tryon Street
Charlotte, NC 28280
Featured Speakers:
Edward Blum
- Edward Blum, Visiting Fellow at the American Enterprise Institute, and Director of the Project on Fair Representation
Edward Blum is a visiting fellow at the American Enterprise Institute in Washington, D.C. He is also director of the Project on Fair Representation, a not-for-profit legal foundation that he founded in 2005. Since its inception, POFR has filed four lawsuits; three of them have made it to the U.S. Supreme Court, including two cases from the Court's last term: Fisher v. University of Texas, a challenge to the University of Texas's admissions policies, and Shelby Co. Alabama v. Holder, a challenge to certain provisions of the Voting Rights Act.
Mr. Blum will give us a behind-the-scenes look at Shelby County and Fisher and will discuss his plans for other conservative-impact litigation, including one that may focus on the University of North Carolina.
No cost to attend.
Please bring a brown-bag lunch; drinks will be provided.
Please RSVP by noon on 5/12/14 using the following secure website: http://edwardblum2014.eventbrite.com.


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Ceremony will dedicate Blairsville interchange to fallen soldier
Patriotic displays of remembrance have become a traditional sight in Blairsville on Memorial Day weekend.
Next weekend, as in past years, hundreds of United States flags donated by families of deceased veterans will be flying near the entrance of Blairsville Cemetery.
Also this year, the name and image of Staff Sgt. Glen Stivison Jr. will be prominent in Blairsville, as family, friends, veterans and officials gather in his former hometown to honor the 13-year Army veteran killed in action in Afghanistan in October 2009. In a ceremony at 11 a.m. May 24, the junction of routes 119 and 22 just east of Blairsville will be dedicated as the Staff Sergeant Glen H. Stivison, Jr. Memorial Interchange.
According to PennDOT officials, a crew likely will be on site a few days before the formal dedication to install a green sign bearing Stivison's name along each of the interchange's four ramps. Because of traffic hazards at the high-volume junction, and the many people expected to attend, the ceremony will be held in the Park and Ride lot near the intersection of the Route 119 spur with old Route 22. A replica of the sign will be used in the program and versions will be presented to members of Stivison's family.
Stivison's mother, Jan, of Blairsville, is organizing the dedication ceremony and is expecting about 40 extended family members to attend. The group will be easy to spot as a number of them will be wearing T-shirts Jan Stivison ordered that are printed with a favorite military portrait of her late son.
Family members traveling from out of state will include the honoree's widow, Eryn, and their two sons — William, 13, and Andrew, 11. They reside in Colorado Springs, Col., where Glen Stivison Jr. was based with the 569th Mobility Augmentation Company, 4th Engineer Battalion, at Fort Carson.
Glen Stivison was 34 years old on Oct. 15, 2009, when he and three fellow soldiers were mortally wounded as their vehicle was attacked with an improvised explosive device (IED) in Afghanistan's Kandahar province. Their unit was assigned to clear such devices from roadways, but Jan Stivison learned her son's convoy altered course that day to answer a distress call from a platoon that was under attack.
In selecting a date for the ceremony to honor her son's sacrifice, Jan Stivison initially thought of his birthday, May 10. But she realized that Memorial Day weekend would be a particularly fitting time for the dedication.
"Maybe it will make people think what Memorial Day is really about," she said.
The holiday weekend also will make it easier for some people to attend — including her grandsons in Colorado, who will be finished with school by then.
While invitations to the dedication program have gone out to local and state officials, including the governor, among those who have confirmed they'll attend is Brigadier General Walter Lord, most recently special assistant to the vice chief of the National Guard Bureau in Arlington, Va. Lord's previous assignments include commander and senior NATO military representative in Sarajevo; chief of staff with the Pennsylvania National Guard in Fort Indiantown Gap; and a 22-month stint, beginning in August 1990, as an assistant professor of military science with the Army ROTC program at Indiana University of Pennsylvania.
Speakers at the ceremony will include Glen Stivison's former commanding officer, Col. Kevin Landers. Now a National Security Fellow at the Harvard Kennedy School of Government, Landers is preparing to assume command of the U.S. Army Corps of Engineers district in Wilmington, N.C.
Jan Stivison believes that well over 100 people may attend the dedication ceremony — including many she doesn't know who learned of the event as word spread through Facebook.
"It's gone well beyond what we anticipated," she said, and she welcomes that show of support. "That's more people there to honor our son."
"A lot of Glen's high school classmates are coming," she said, as well as friends who served with him in the Army. Of the "battle buddies" who can't make it, she noted, "They told us they would be with us in spirit that day. Some of them are deploying again or they have jobs that aren't permitting them to have time off."
The ceremony will include a reading of Glen Stivison's many service awards. In addition to posthumous Bronze Star and Purple Heart awards, the highly decorated solider earned a wide variety of medals, including seven Army Achievement Medals, four Army Good Conduct Medals and two Overseas Service Ribbons.
"It's going to be a very proud day for us to have that kind of attention for our son," Jan Stivison said. But, given the emotional impact it will also have on his survivors, she couldn't say whether any family members would be prepared to offer remarks at the ceremony.
Other immediate family members include Glen Stivison Jr.'s father, Glen; two brothers — Benjamin, 17, a high school junior, and William, 20, a Pennsylvania National Guard specialist who is a freshman at California University of Pennsylvania; sister Carey Harper, 36, of Blairsville, and her 5-year-old daughter, McKenzie Stivison.
McKenzie "was just 9 months old when her uncle was killed," Jan Stivison said. "He got to see her one time for a few minutes" through a video link to his base overseas.
The idea of having a part of the state highway system dedicated to the slain Blairsville soldier had its seed early in 2013 when his mother and her sister-in-law, Connie Stivison, drove to the Army base at Fort Benning, Ga., to see Connie's son, Dan Messenger, who is stationed there as a specialist with the 3rd Ranger Battalion.
Jan Stivison recalled,"We commented at all the signs we saw along the highways," naming individuals to whom particular sections of road were dedicated.
The family decided to seek a similar honor for Glen Stivison Jr. and approached their local representative in Harrisburg — Dave Reed, an Indiana Republican. Reed authored the legislation needed to affix Stivison's name to the interchange _ House Bill 1410, which was unanimously passed in November, later approved by the Senate and signed into law.
Reed said in a statement at the time: "Staff Sergeant Stivison was an American hero. I hope that this designation raises awareness of his sacrifice; it is the least we can do to salute his service to our nation."
According to Jan Stivison, the family was presented with four potential locations that could be named for their loved one — among them the Bairdstown Bridge that carries old Route 22 over the Conemaugh River.
She said the family decided against that location, in part, because the bridge deck often is under water when flood control gates are closed a the Conemaugh Dam downstream.
She said her husband immediately voted for the routes 119/22 interchange, and she concurred, noting it is one of the most highly traveled spots in the community.
Jan Stivison, who participates in several online groups for Gold Star mothers — those who have lost children in battle — explained, "Our biggest fear is that our children's sacrifices and service would be forgotten." But, once the new interchange signs are in place, area motorists will have a constant reminder of Glen Stivison Jr.'s service to his country and the ultimate sacrifice he made.
Helping to honor him at the May 24 dedication will be the Blairsville Military Service Group, comprised of members of the local VFW Post 5821 and American Legion Post 0407. Local Vietnam veteran Al Hogue will serve as master of ceremonies, and members of the Blairsville Community Band will provide patriotic musical selections.
Jan Stivison urged those attending the ceremony not to attempt to park on highway berms. She said attendees may park in the northeast section of the nearby Resort Plaza parking lot, near the former Aaron's furniture and appliance rental outlet. A shuttle service will be provided to cross the short distance to the Park and Ride lot.
Jeff Himler is an editor for Trib Total Media. He can be reached at 724-459-6100, ext. 2910 or firstname.lastname@example.com.


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Emergency Medical Services
Waterville Valley's ambulance is staffed with a duty
crew 24-hours a day, 7-days a week. Our care
providers are dedicated professionals and hold
national certifications and licensed by the State of
New Hampshire. The Waterville Valley ambulance is
typically staffed at the Advanced Life Support level.
Our Advanced EMT's and Paramedics have many
years of training and experience in emergency
I am feeling Ill or I am injured but, I
do not want an ambulance. What are
my options?
The general public will sometimes tell us they are
afraid to call the ambulance. The perception is, once
an ambulance has been summoned the EMT's and
Paramedics are required to transport the patient to
an emergency room. This is not true! Pre-hospital
providers are often summoned to assist the public
and stabilize minor injuries and illnesses. For
instance, during the last year our care providers
have assisted with low glucose patients, bandaged
plenty of scrapes & cuts, carried injured hikers down
a few mountains, and picked up a few folks from
falls. These are just a few examples of treat and
release scenarios. Our staff is on duty 24 hours a
day to assist in all emergencies, big or small. Let us
help you determine if transport via ambulance is
I am reluctant to call the ambulance
because I cannot afford the bill. What
are my options?
The cost of health care is significant. The level of
training and sophistication of treatment plans we
provide is "gold standard" Advanced life support is
dedicated to a service to minimize morbidity &
mortality. The Town of Waterville Valley has a fiscal
responsibility to invoice patients for transfers via
ambulance to the emergency department. The fees
are established through the Center for Medicare &
Medicaid Services (CMS) and follow typical
guidelines of all ambulance service fees. Patients
are billed through normal health care insurance
channels by our third party billing service, Comstar
Ambulance Billing Service. If you're emergency
requires transportation via ambulance these fees
truly are a secondary concern. If you have any
billing concerns please e-mail Captain Dropkin at
Where does the ambulance transport
The Waterville Valley Ambulance medical resource
hospital is Speare Memorial Hospital (SMH), in
Plymouth, NH. Speare Memorial Hospital is a
Critical Access Hospital and was recently
recognized with the Hospital of Choice Award from
the American Alliance of Health Care Providers
(AAHCP). Waterville Valley's ambulance care
providers work closely with the SMH Emergency
Department physician and nursing staff. As a full-
service emergency department, (ED), SMH offers a
multitude of medical and trauma services. The SMH
medical staff includes a board certified physician on
staff 24-hours a day, as well as a midlevel provider -
nurse practitioner or physician assistant -during
peak hours.
Some medical emergencies require critical access
to a level I or level II medical facility. During these
emergencies the Waterville Valley ambulance crew
will initiate helicopter transportation to a specialized
medical center within the New England Region.
Typically these hospitals include; Dartmouth
Hitchcock Medical Center, Elliot Hospital,
Massachusetts General Hospital, Boston Children's
Hospital, UMass Memorial Medical Center, and
Maine Medical Center. In the last ten years
Waterville Valley has utilized flight services from
DHART (Dartmouth Hitchcock Advanced Response
Team), Boston Med Flight and Life Flight of Maine.
Directions to the hospital
Route 49 west to I-93 south. Take exit 25 in
Plymouth. Go right at the stop sign and head
towards downtown Plymouth. Travel over bridge and
take the rotary. Take the third right on the rotary, like
you were going onto Main Street. You will enter the
town common area. Bear right after the Post Office
and proceed up the hill - Highland Street. The
Lamson Library will be on your left. Continue until
you see Avery Street on your left (4th left on
Highland St.) Speare Memorial Hospital ED
entrance is on the left.
Christopher G. Hodges
Fire Chief / Director of Public Safety
Click Map for Directions
for EMERGENCY
Waterville Valley, NH Department of Public Safety
14 TAC Lane / P.O. Box 500
Waterville Valley, New Hampshire 03215
Office: 603-236-8809
Dispatch: 603-236-4732 or Duty Cell Phone: 603-254-6708
Fax: 603-236-2056
© 2014 Town of Waterville Valley
Department of Public Safety


text:
In the News
Original journalism from the Center's OpenSecrets Blog
Outpolled, outraised and outspent: Clinton leads Trump in September and overall, but numbers not as high as Obama's
October 21, 2016 | September's fundraising and spending by Hillary Clinton and Donald Trump outpaced the numbers the candidates posted in any month so far. No surprise there. But the candidates' activity was still pretty punk compared to the previous two presidential races. Clinton compounded her well-documented fundraising dominance as the race turned down the home stretch. In September,…
Cruz prays for clergy support, but Clinton's blessings tally higher
August 25, 2015 | Ted Cruz is on a crusade to lock down what he calls "the evangelical bracket," emailing 100,000 pastors last weekend to mobilize their congregations in a 50-state campaign to defund Planned Parenthood. The Texas GOP senator, who carried the votes of many religious conservatives in his 2012 Senate run, maintained at a religious liberty-themed campaign…
Dozens of Donors Back Multiple GOP Presidential Candidates
August 11, 2011 | At least 325 individuals who donated $200 or more during the first six months of 2011 contributed to multiple presidential candidates, a new analysis by the Center for Responsive Politics shows.
Bad News for Incumbents, Self-Financing Candidates in Most Expensive Midterm Election in U.S. History
November 4, 2010 | The priciest midterm election in U.S. history saw a Republican tide sweep numerous Democrats out of office, as voters anxious about the state of the economy ousted more House incumbents from office than any time since 1948. While several money-in-politics axioms held true, money was not a panacea for embattled politicians.
Lobbyist in Action: How A Veteran Congressional Influencer Works Her Craft
August 27, 2010 | Firm knowledge of congressional members. Understanding of their districts. Near-clairvoyance for their concerns. These are the elements needed to become a successful environmental lobbyist. And for half a day in July, OpenSecrets Blog had unfettered access to an environmental lobbying force in action.
Third Quarter Campaign Finance Reports Show Money Race Is On
October 16, 2009 | An initial Center for Responsive Politics analysis has found that sitting members of the U.S. House of Representatives raised $48.2 million from July 1 through Sept. 30, 2009, based on the 336 reports we have in. The mean amount these lawmakers raised was $143,640, and the median amount was $126,680.
Committee Members Speak Out–Or Stay Mum–On Health Care
July 9, 2009 | Over the past three weeks, Capital Eye has contacted members of five Capitol Hill committees responsible for drafting health care reform legislation this summer. Here are their responses (and non-responses) and the money they're collecting from various industries.
Tracking Your Representatives' Health Care Cash
June 25, 2009 | Here's a cool tool that brings together data from various parts of OpenSecrets.org to show how much money each current lawmaker has raised from various health-related industries and the health sector overall since 1989 (including President Obama's haul).
Embattled Lobbying Firm PMA Targeted Members of Defense Committees
February 12, 2009 | The close ties between Rep. John Murtha and a Washington lobbying firm raided by the FBI have put the powerful Pennsylvania Democrat under greater scrutiny. The lobbyists at PMA Group have been Murtha's fifth most generous campaign donor over time, but he is just one of 284 members of the 111th Congress who have collected money from the firm, which specializes in securing federal earmarks for its clients. In total, PMA Group's employees and its political action committee have given current members of Congress $3.4 million since 1989.
Money and Votes Aligned in Congress's Last Debate Over Bank Regulation
September 23, 2008 | The last time Congress seriously debated how to regulate the financial industry, the result was legislation that allowed the nation's largest banks to get even larger and take risks that had been prohibited since the Great Depression. A look back at that debate, which was over the 1999 Financial Services Modernization Act, reveals that campaign contributions may have influenced the votes of politicians who, a decade later, are now grappling with the implosion of the giant banks they helped to foster.
Feel free to distribute or cite this material, but please credit the Center for Responsive Politics. For permission to reprint for commercial uses, such as textbooks, contact the Center.


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Johnny V
American Restaurants
625 E Las Olas Blvd, Fort Lauderdale, FL 33301
- Today
Regular Hours
- Mon - Thu
11:30 am - 11:00 pm
- Fri - Sat
11:30 am - 11:30 pm
- Sun
11:30 am - 11:00 pm
More info
Price Range
Payment Methods
Other Information
Parking: Paid, Street
Cuisines: American, Caribbean, Breakfast, Brunch & Lunch, Latin American
Alcohol: Beer, Full Bar, Wine
GALLERYView All (1)
Add Photos
Add Your Review
Absolutely a wonderful Sunday brunch. Will defiantly be back
absolutely ridiculous02/12/2010
$18 for a 4 oz glass of mediocre wine
c'est pareil mais en diff?rent07/21/2009
C'est comme george sauf que c'est johnny...
The food is just amazing! This is the first place in South Florida that see a cheese a cheese menu, and I'm a cheese fanatic! The selections are varied from all parts of the world. Everything we tasted was extraordinary, from the cheese to the tuna sashimi to the steamed clams, crown of lamb and the dessert. The service was also very good; it could have been because we were a big group and were ordering the most expensive items of the menu. The waiter was a bit snobbish at first, but loosened up a bit. I recommend this restaurant very much, the ambiance is nice, and it was crowded on a Saturday night.
My friend and I are visiting the area from New York City, and we dined at Johnny V's last night. The food was absolutely delicious and beautifully presented. I started with the Maytag Blue Cheese salad, which could easily be the best salad I've had in my life (the bacon in it is cured with apple molasses). For my entree I had the Four Shells, which comes in a tomato saffron broth (no skimping on the saffron!). My friend had the romaine salad and a halibut special, and she was extremely happy with her meal as well. The entrees are far from run-of-the-mill at this place. They are extremely creative and different.
Our server, Juan, was perfect---friendly, knowledgeable, attentive---really great. And as if I need to say any more, they have a banana cheesecake bread pudding that should be illegal.... or fat free. The place is a bit pricey if you're budget-conscious, but it's definitely worth every penny.
Innovative Food, Bad Service12/11/2006
We went out here recently for lunch. The Lunch menu is unique and one of the better among Las Olas restaurants. Although we enjoyed our food the service left much to be desired. We ordered drinks from the bar and they had no bartender, so the waiter attempted to make our drinks - which turned our horribly. Being the only people there our food took a very long time to arrive (we ordered simple sandwiches). It seems to be understaffed for Lunch, perhaps Dinner is more enjoyable.
Very CLASSY restaurant10/29/2006
We have passed this place many times going up and down Las Olas and ""Who Knew?"" Now we have this place on our top 5 restaurants in the area and would recommend this one.
Food was fantastic, turn around time was unbelievable, service was beyond expectation and price, well I was saying WOW when the check came as I thought it would have been a lot more.
There are three separate dining experiences as far as seating goes. Outside, Inside bar area, or the formal dining room in the back - all our excellent choices and offer a beautiful atmosphere to dine in.
We recommend that you have the waiter offer a suggestion for your wine choice based on your meal selection - they know there wines VERY WELL. Also, you must have there calamari as it is like no other you have had before.
View similar American RestaurantsSuggest an edit


text:
by Angela Nazworth | May 9, 2012 4:30 pm
West Virginia Democrats who dislike President Barack Obama voiced their opinions by voting for a prison inmate in the state's Democratic presidential primary on Tuesday.
Keith Judd, an inmate at the Federal Correctional Institution in Texarkana, Texas received 41% of the vote. Obama garnered 59%.
In West Virginia, candidates who win 15% of the vote during a primary election qualify for representation from a delegate to the Democratic National Convention, according to The Associated Press[1]. That won't be happening in Judd's case. Derek Scarbro, the state's Democratic party executive director told the AP that no one has filed to be a delegate for Judd.
Source URL: http://investorplace.com/investorpolitics/jailbird-gets-41-of-vote-against-obama/
Short URL: http://investorplace.com/?p=166325
Copyright ©2017 InvestorPlace Media, LLC. All rights reserved. 700 Indian Springs Drive, Lancaster, PA 17601.


text:
KY - SPIN, Inc. (Special Parent Involvement Network)
10301-B Deering Rd.
Louisville, Kentucky 40272
Phone: (502) 937-6894
Fax: (502) 937-6464
Toll Free: 1-800-525-7746
Website: www.kyspin.com
Service Area: Warren County
Service Description: SPIN provides training, information and support to people with disabilities, their parents and families, and information on all types of disabilities and topics for all age groups. Through a 'Families Training Families' model, consultants conduct community workshops on the issues of law, rights, listening and communication skills, to promote better understanding of disability issues. SPIN provides families with the knowledge, skills, information and support they need to obtain improved services for their children.
If your nonprofit agency or organization would like to update your information, please contact the ALIVE Center at 270-782-0082 or email us at email@example.com.
If your nonprofit agency or organization would like include your information in our directory, please complete the human service directory blank form, and return it to the ALIVE Center or email it to email@example.com.
We ask that any nonprofit, civic organization or WKU department using our meeting space, complete the form before reserving a room.
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text:
Jump to a Section:
Fact Sheets
- Introducing the PSAT and SAT in Colorado (PDF)
The PSAT and SAT exams, to be taken by Colorado's 10th- and 11th-graders, are aligned to the Colorado Academic Standards and offer free, high-quality practice tools and scholarship opportunities. Tenth-grade students took the PSAT for the first time in spring 2016 and 11th-graders will take the SAT for the first time in 2017.
- Taking the PSAT 10 (PDF)
A guide to preparing for the SAT and connecting students to key college readiness benefits.
- Official SAT Practice (PDF)
Khan Academy offers free and personalized test preparation for students.
- Taking the SAT (PDF)
A guide to benefits of taking the SAT college admission test.
- Taking the PSAT 10 (PDF)
- Colorado Measures of Academic Success (CMAS): What to expect for the 2016-17 school year (PDF)
A guide designed to help districts and schools communicate with parents about the Colorado Academic Standards and aligned assessments.
- State and Federal Assessment Requirements (PDF)
Access this quick reference on the federal and state required assessments.
- CMAS 2016-17 Testing At-a-Glance (PDF)
A resource for educators on state testing hours and when tests will be given.
- Purpose and Value of State Assessments (PDF)
This fact sheet will help parents and educator understand the role that state assessments have in increasing the academic achievement of students in Colorado.
Frequently Asked Questions
The frequently asked questions are grouped into categories for easier navigation. This section continues to be updated. Please check back often for additional information!
Jump to a Section:
Colorado Measures of Academic Success
What are Colorado Measures of Academic Success?
The Colorado Measures of Academic Success (CMAS) are the state's common measurement of students' progress at the end of the school year in English language arts, math, science and social studies. CMAS encompasses the Colorado-developed science and social studies assessments as well as the Partnership for Assessment of Readiness for College and Careers (PARCC)-developed, English language arts (ELA) and mathematics assessments. The science and social studies assessments were first administered in spring 2014 in grades 4, 5, 7 and 8. The English language arts and mathematics assessments were administered for the first time in spring 2015.
Why do we need new assessments?
The Colorado State Board of Education adopted updated Colorado Academic Standards in 10 content areas in December 2009 and then adopted the Common Core State Standards for English language arts and mathematics in August 2010. The updated standards were fully implemented in all schools in the 2013-14 school year. Challenging new standards require next-generation assessments that measure students' knowledge of the new expectations. The assessments also provide educators with important information they need to prepare their students for success.
As part of a balanced assessment system, state-wide assessments provide valuable information to students, families, schools, districts, the state and taxpayers. A balanced assessment system is one that contains formative assessments (quick checks for learning conducted by teachers throughout their class), interim assessments (more formal progress monitoring often conducted several times throughout the year to see how students are progressing), and summative assessments (end or course/unit, end of year assessments to find out what students know and can do).
The state assessments are summative assessments. Where formative, interim, and classroom-based summative assessments inform classroom instruction on a regular basis, state summative assessments are designed to be point-in-time snapshots of what students know and can do in core content areas. They help students and their families know how they are performing compared to the standards and compared to their peers and how they've grown over time. They enable teachers to see how their students are performing against the standards and identify areas they may need to adjust in their practice for the future. And, they provide school/district leaders, the state, policymakers, and the public with information on how well the system is meeting the goals of helping every child attain academic proficiency. The data are used to inform continuous improvement of the system at all levels.
Are states required to administer state-wide assessments and what are the minimum requirements?
States that accept federal funds support the education of children in poverty, English language learners, and students with disabilities are required to administer state-wide assessments to all students. Currently, Colorado receives approximately $350 million in federal funds for these and related purposes. The minimum required assessments are:
- Grades 3 through 8 for English language arts and mathematics
- At least once in high school for English language arts and mathematics
- At least once in elementary school, once in middle school, and once in high school for science
For the assessments noted above, states must give the same assessments to all students and at least 95 percent of the students must participate in the tests. Colorado also has assessments and participation requirements as well as state law regarding parent excusals from state assessments. View more information about participation and parent excusal. There are also some required assessments specific to certain populations of students (e.g., language screeners for English language learners).
Does Colorado require more assessments than the federal minimum?
Yes. The assessment system for the 2016-17 school year will include the following tests:
- English language arts in 3rd through 9th grade
- Math in 3rd through 9th grade
- Science in grades 5, 8 and 11
- Social studies in grades 4 and 7 (Social studies assessments are administered on a sampling basis with schools participating once every three years. Colorado will be using the 2016-2017 school year to investigate the possibility of using the SAT Analysis in History/Social Studies Subscore as the Colorado high school social studies indicator. Therefore, we will not be sampling high school for CMAS social studies this year.)
- PSAT in 10th grade
- SAT 11th grade
How much time will the tests take?
Overall, the estimated amount of testing time on CMAS is expected to be less than 1.5 percent of typical students' total instructional time.
In spring 2015, the math and English language arts tests were shortened and the administration of the tests was condensed into one window. As a result, testing time was reduced by approximately 90 minutes for all students 3rd through 9th grade.
When will the tests be given?
In the 2016-2017 school year, CMAS assessments for third- through ninth-graders, as well as 11th grade science, will take place from April 10–28, 2017. However, the Colorado Department of Education will allow districts to begin testing one to three weeks early if they cannot complete testing within the allotted time frame due to limitations on the number of computers or other devices needed for testing.
The PSAT will be given to 10th-grade students on April 11 or 12, 2017.
The SAT will be given to 11th-graders on April 11, 2017.
Participation and Parent Excusal
Can parents excuse their children from taking the state tests?
Yes. State law allows parents to excuse their child from state assessments. This law requires districts to have policies that explain how parents may excuse a student from participating in one or more state assessments and notify parents of those policies. Your district can share their specific policy with you.
What are the consequences of excusing your child from participating in the state tests?
According to state law, districts cannot impose negative consequences on students or parents if a parent excuses his or her student from participating in an assessment, including prohibiting school attendance, imposing an unexcused absence, or prohibiting participation in extracurricular activities. Likewise, districts cannot impose unreasonable burdens or requirements on a student to discourage the student from taking an assessment or to encourage the student's parent to excuse his/her child from the assessment.
It is important to note that non-participation in state assessments means parents will not have information about their child's attainment and growth on the state standards compared to other students in their school, district and state. Also, there is a chance that comparisons between schools and districts won't be available as common state assessments are the most consistent way to compare performance right now.
Will my school or district's accreditation rating be impacted by low participation on tests?
Federal law requires 95 percent of students overall, and in each demographic category, to take the required assessments. However, the Colorado State Board of Education passed a motion in February 2015 that says districts will not be held liable for parents choosing to excuse their children from testing.
As a result of these two policies, there is no impact on state accountability determinations for schools or districts that do not meet the federal requirement for 95 percent participation in two or more content areas due to parents excusing their students from testing. If, however, the school or district fails to meet the 95 percent participation rate requirement in two or more content areas for reasons such as students refusing to take the test without a parent excuse, then the school or district's plan type will be lowered one level.
Are there financial impacts on teachers or schools for low participation?
There is no fiscal impact on a district or teacher, at the state level, for parents excusing students from state assessments.
PARCC-developed English Language Arts and Mathematics Assessments
Who developed the new English language arts and mathematics assessments?
The Partnership for Assessment of Readiness for College and Careers (PARCC) is a multi-state consortia developing assessments aligned to the Common Core State Standards. Colorado is a governing member of the PARCC consortia, which allows Colorado Department of Education staff, along with staff from the Colorado Department of Higher Education and Colorado educators, to collaborate with individuals from across the country to develop common assessments for English language arts and mathematics.
Hundreds of K-12 and postsecondary educators, content specialists and assessment experts from across the PARCC states participated in a thorough review of all items, including about 57 educators from Colorado. Their priority is to evaluate whether the items are closely aligned to the standards, are of high quality and are rigorous, fair and unbiased.
When will students, families and educators receive the scores?
Scores for the CMAS English language arts and math tests in 2017 are expected to be released in late summer or early fall.
What do the score reports include?
The new score reports for PARCC-developed English language arts (ELA) and mathematics assessments are designed to provide educators, families and students better information about students' mastery of grade-level academic standards. Score reports offer an overall measurement of performance in a particular subject, as well as how a student compares to other students in the school, district, Colorado and other PARCC states.
How will the test scores impact other measurements of students' performance?
The test scores do not impact grade point average, class ranking or college acceptance.
Are the CMAS English language arts and mathematics given on a computer?
The tests are designed to be administered on the computer, and they feature a variety of interactive questions that are more engaging and aligned with 21st century teaching and learning practices. However, in 2015, the state legislature passed a law allowing districts to request paper versions of the tests.
Are students able to practice with the tests before actually taking them?
Sample items and tasks for mathematics and English language arts, along with a range of supplementary materials and additional resources, are available online.
A practice test for the English language arts and math tests is also available that includes technology-enhanced items using the same technology platform that was used for field testing, allowing students and educators in all PARCC states to become more familiar with the types of items that will appear on the PARCC assessments.
Were the PARCC-developed English language arts and mathematics assessments field tested?
In spring 2014, the PARCC field test was administered to more than one million students across the PARCC states. The PARCC field test gave students and local educators the opportunity to experience the administration of PARCC assessments. The field test was conducted in a random selection of schools across PARCC states. The sample of students in the selected school represented the demographics of each state and of PARCC as a whole. PARCC worked with Education Testing Service (ETS) to draw a sample of Colorado schools for the field test, and districts with sampled schools were notified of their final selections in December 2013. More than a hundred Colorado districts participated in the field test. While the field test assessments were designed to mirror those that will be used in the first PARCC administration in 2014-2015, most students that participated in the field test only took one component of the whole assessment in one content area in order to minimize testing burden on individual students and schools.
Performance Level Setting for PARCC- Developed Tests
What is a performance level?
Performance levels help students, families, educators and school officials understand how students are performing against the content standards for college and career readiness. The performance levels indicate what a typical student at each level should know based on their command of grade-level standards.
There are five performance levels:
- Level 5: Exceeded expectations
- Level 4: Met expectations
- Level 3: Approached expectations
- Level 2: Partially met expectations
- Level 1: Did not yet meet expectations
Score Graph- the colored graph below shows the score ranges for each performance level and where the student's score falls within the range. This gives parents an indication of how close their students are to achieving the next level.
Who was involved in Performance Level Setting for the PARCC-developed tests?
Colorado – like all states participating in PARCC – nominated a variety of stakeholders to participate in 12 in-person panels representing each grade level and subject area. Stakeholders included: K-12 educators, educators who serve students with disabilities, educators who teach English language learners, postsecondary faculty, and state education experts. In all, more than 240 teachers, postsecondary educators and content area experts met in small groups to review the tests and determine what range of scores best matches each performance level.
How are PARCC performance levels set?
A panel of K-12 educators, postsecondary faculty and workforce professionals determined what range of scores best matched each performance level. To make their judgments, panelists used performance level descriptors (developed earlier by PARCC states), and actual PARCC tests results and compared them to existing assessment research. Each group of panelists went through at least three rounds of review per assessment to develop the range of scores for each performance level. The determinations of these groups were then reviewed and voted on by district and postsecondary leaders in each of the PARCC states.
Scoring PARCC-Developed Tests
Who scores the tests?
Qualified scorers are recruited from across the country and must have a Bachelor's degree or higher in mathematics, English, education or a related field. Scorers for the mathematics portions of the PARCC assessments hold at least a four-year degree in a related field and have demonstrated the knowledge needed to effectively score responses to math questions. Scorers for the English language arts and literacy portions of the PARCC assessments hold at least a four-year degree in English, education, history, psychology, journalism or a related field, and/or teacher certification or other work experience that will enable them to effectively score the literacy analysis, research simulation, or narrative writing tasks found in the PARCC assessments. Not all scorers are teachers, but as many as three-quarters have previous teaching experience. Half of all PARCC scorers are current K-12 teachers.
How are scorers trained?
All scorers receive extensive training to evaluate student performance on a select and specific group of questions across multiple exams. To ensure that scoring is fair and unbiased, scorers are trained on specific questions instead of a student's full assessment. Each scorer receives extensive training at a regional scoring center on his or her specific question or group of questions and must pass two evaluations before they are deemed eligible to score an assessment.
How are the tests scored?
There is a regimented and defined process to score every student exam that ensures accuracy and security of the assessments and students' information. First, all students are assigned an identification number to protect their privacy. Student answers are then separated and sorted question-by-question and sent to the scorers who have been trained and qualified to score that particular question. This maintains student anonymity and allows scorers to become experts in scoring one question at a time. Scorers assign points to each answer. Depending on the question, up to six points could be available. Each scorer has a binder for each question with the scoring rubric and examples of pre-scored answers that he or she can use to compare his or her scoring against the guide prepared by educators. To ensure scorers are maintaining accuracy standards throughout the scoring process, they will routinely be given pre-scored answers along with un-scored answers. A scorer's evaluations must match the "true" scores at least 70 percent of the time. When a scorer's accuracy declines, he or she receives additional training on the test question. If a scorer cannot maintain consistency and accuracy, his or her previous scores are all put back into the system for re-scoring.
Colorado-Developed Science and Social Studies Assessments
Who developed the CMAS science and social studies assessments?
These assessments were developed collaboratively by the Colorado Department of Education, Pearson (the assessment contractor) and Colorado educators.
What grades will be assessed?
- Social studies: Grades 4 and 7 (Social studies assessments are administered on a sampling basis with schools participating once every three years. Colorado will be using the 2016-2017 school year to investigate the possibility of using the SAT Analysis in History/Social Studies Subscore as the Colorado high school social studies indicator. Therefore, we will not be sampling high school for CMAS social studies this year.)
- Science: Grades 5, 8 and 11
Can students practice before actually testing?
Districts are strongly encouraged to give students time to interact with the testing environment before testing begins. Practice testing environments, also referred to as ePATs (electronic Practice Assessment Tools), that help to familiarize students with the testing environment, can be accessed here. To access the ePATs on this website, select Colorado from the drop down box then click on the support tab. On the support page, you will find the ePATs, along with practice guides. Mac users will need to be sure that the device has Java updated.
Were Colorado's school districts able to field test these exams?
Field testing for the science and social studies assessments included 117 Colorado school districts in the spring and fall of 2013. Across elementary, middle and high school, 62,203 science and social studies assessments were submitted by students. Data generated from the field tests was used to evaluate the items for possible inclusion in the 2014 assessments.
How much time will it takes students to complete the science and social studies assessments?
The assessment for each grade level and content area is comprised of three sections. It is estimated that the typical student will take 50 – 55 minutes to complete each section. CDE recommends that districts schedule sections for 90 minutes to allow time for students who need time beyond the estimated-time-on-task to complete the section.
When will students receive scores for the science and social studies assessments?
Score reports for the Colorado-developed science and social studies assessments will be released in August. Students, families and educators should expect to receive scores from their district late summer or early fall.
How are CMAS scores used?
How can parents use the scores?
Score reports demonstrate a student's understanding of grade-level subject standards at the end of the school year. Families can use the scores to begin a discussion with their child's teachers and school officials about the child's academic strengths and areas for improvement; together everyone can decide how best to support the student's needs.
How will teachers use the scores?
Teachers will use the scores to support students' needs, identify strengths and enhance learning for all students. Because the scores on PARCC reflect high expectations for what students should know and be able to do, aligning with the demands of today's global economy, teachers can use them to plan instruction and enrichment for students in the coming year that prepare students for life beyond high school.
How will these score reports be used to evaluate schools and teachers?
Colorado law requires 50 percent of an educator's evaluation be based on student academic growth as demonstrated by various assessments or "measures of student learning," including but not limited to state assessments. Beginning in 2015-16, 50 percent of teacher evaluations must be based on student academic growth measures.
A large part of Colorado's educational accountability system is based on the results from state assessments. With two years of CMAS English language and mathematics data now available, District Performance Frameworks and School Performance Frameworks will be able to be calculated and made available in the fall of 2016. The score reports will comprise only one part of how district and school accreditation ratings are determined.
Are students with disabilities required to take state assessments? If so, are adjustments made?
State and federal law require all students to be held to the same standards and participate in the state assessment program. There are three ways that students with disabilities can participate in the state assessments: 1) take the general assessment without accommodations; 2) take the general assessment with accommodations; and 3) take the alternate assessment for students with significant cognitive disabilities.
What are accommodations and what are some examples?
Accommodations are changes in how the test is given without changing what is being assessed. Students with an Individual Education Plan (IEP), 504 plan or English Learn (EL) plan, can use specific accommodations allowing the student better access to the test as long as there's alignment between the accommodation and the student's educational plan. That plan may also indicate the student is eligible to participate in Colorado's alternative tests in science and social studies. Accommodations can be divided into four categories:
- Presentation accommodations – changes in the way test items are presented to a student (i.e., large print, braille, oral presentation, translated oral presentation, etc.);
- Response accommodations - changes in the way a student responds to test items (i.e., uses scribe, responds in Spanish, uses assistive technology device, etc.);
- Setting accommodations - changes in the test environment's setting (i.e., small group or individual administration); and/or
- Timing accommodations – changes in the scheduling of the assessment (i.e., allowing multiple breaks, providing extra time, testing at specific times of the day, etc.).
The CMAS: Science and Social Studies assessment administration time includes an extended time allotment of time-and-a-half for all students. Students who have an extended time need beyond time-and-a-half documented in an approved IEP, 504, or EL plan may be provided with additional time..
What is the CoAlt?
A small number of students, approximately one percent of the student population, take the Colorado Alternate (CoAlt) assessment. These are students who have significant cognitive disabilities. Special accommodations are built into the CoAlt specifically for these students.
Impact on Accountability
How are schools, districts and educators held accountable for the test results?
Schools, districts and educators are expected to uses the results to reflect upon the education program and progress of individual students in order to improve attainment for students. Part of this work is done through the Unified Improvement Plan.
Funding is never withheld from schools or districts based on low test scores. Instead, increased funding is available to support school and district improvement in places where students are struggling.
If a school or district has been consistently underperforming on multiple measures (achievement, growth, graduation rates, dropout rates and college entrance exams) for more than five years, the State Board of Education may direct the local board of education to take a more drastic measure to improve performance for students.
State assessment results may be used as part of an educators evaluation, as a measure of student growth in the current school year only if results are received two weeks prior to the end of school. If results are not received at least two weeks before the end of school, the assessments may be used as prior year data for the following year.
How will the test scores impact the statewide system of accountability for districts, schools and educators?
A large part of Colorado's educational accountability system is based on the results from state assessments; implementing new state assessments will have an impact on district and school accountability.
In the fall of 2016, the state will release the first School Performance Frameworks and District Performance Frameworks based in part on two years of results of CMAS English language arts and mathematics results.
In addition, Colorado law requires that 50 percent of an educator's evaluation be based on student academic growth as demonstrated by various assessments or "measures of student learning," including but not limited to state assessments. Beginning in 2015-16, 50 percent of teacher evaluations must be based on student academic growth measures.
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