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Best Of :: Shopping & Services
Don't be surprised when mid-tattoo session at Ocho Placas, a neighbor drops by to hand out Cuban coffee for everyone in the room; that's just the type of vibe that emanates from this neighborhood shop in Little Havana. Fifteen years in and plenty of celebrity clients later (including Lil Wayne and Birdman), Ocho Placas is still affordable and faithful to its relaxed, artistic beginnings. Vibrantly crafted pieces line the walls as artists and customers bounce friendly banter back and forth — a nice distraction from the pain throbbing from the piercing tat gun. Though the shop is best known for its classic American work, thanks to an expansion — including a new second floor — in 2013, the eight resident artists and renowned out-of-town guests ink their indelible marks in all forms and styles. Owners John Vale and Javier Betancourt, who carry the torch from late founder Jose Carreras, are true artists. (Vale sings in local punk band Furious Dudes, while Betancourt recently launched the multimedia project This Is Meant to Hurt You, to "re-imagine subjects that have been traditionally maligned by polite society," such as tattoos and fetishism.) As one customer summed it up: Ocho Placas is "a quality tattoo place that puts the bullshit aside and outputs some great shit."
Readers' choice: Ocho Placas
Do you need a T-shirt with an image of Tom Ford wearing Mickey Mouse ears? Probably not, but it's incredibly soft and a total conversation starter. At Expat, a small boutique tucked inside South Beach's recently revamped Nautilus Hotel in the heart of Collins Avenue's art deco district, that gloriously ridiculous top is available for $75 and is designed by Spanish-Italian fashion brand South Parade. The matching gray sweatshirt costs $140, in case you're really into Ford's Disney look. Spend a few more minutes poking around Expat and you'll stumble upon countless other absurd but delightful treasures in this pintsize shop, including $700 limited-edition titanium and acetate Dita sunglasses made in Japan; clothing and accessories for men, women, and kids; as well as candles, coffee table books, perfumes, and scores of other items you buy only when you're feeling extra-indulgent. But you're in South Beach, dammit. Pull on that Tom Ford shirt, fork over the 75 bucks, and enjoy the ride.
Miami is to high-end shopping what Punxsutawney is to groundhogs. Between Bal Harbour Shops and the Design District, the Magic City houses more luxury brands on display than the average Richard Branson TV appearance. So it's a real feat that En Avance stocks high-end clothing and accessories that are pretty much impossible to find anywhere else in Miami. The store concentrates on discovering up-and-coming talent like Ellery, Urban Zen, Paskal, Vilshenko, and Marques Almeida, along with more recognizable labels such as Tibi, Kiki de Montparnasse, Fornasetti, and MSGM. The least expensive item in the store is a pair of Hanky Panky underwear for a reasonable $20, but many of the dresses will hit your wallet in the $1,400 range. You can purchase a stylin' hat for $56 or a pair of Tkee flip-flops for $50, but it's probably best to check your credit card limit before wandering too far into En Avance. That doesn't mean everyone shouldn't check it out, though: Much of the clothing here resembles works of art, and there's no reason not to browse like you would a museum. This is fashion as art, and some clothes are meant to be viewed as much as worn.
Every day, Lincoln Road grows more and more like your average American mall, with international brands such as Zara, Forever 21, Lululemon, and H&M moving in to replace quirky longtime establishments. However, a local beacon of South Beach style remains amid this chain-driven commercialism. Since 1989, Base has been the go-to place for Miami men looking to stay fashion-forward. Founded by Steven Giles, the store isn't just a spot to buy clothing; it's a lifestyle emporium offering vinyl, magazines, and collectibles. But at the core is still threads that buck the yuppie trend permeating the rest of Lincoln Road. Base stocks up on brands such as Stampd, Knomadik, Nanamica, and Heathen — collections that add an avant-garde twist to street wear. No, they aren't cheap, but they aren't out of reach either. Average prices are $100 to $200, but the pieces make a statement, and a good wardrobe is an investment. (A fashionable man also knows how to mix and match expensive pieces with perhaps cheaper finds.) Base has consistently remained Miami's bellwether of men's fashion, and for good reason — it challenges men to look beyond clothing as a necessity and instead as a way of self-expression.
"I make just about everything I can think of," says Aja Butler-Burns, the mastermind behind ABA Jewels. It may sound like bragging, but she's just being honest. An Art Institute grad who found Miami's bauble selections dismal, Butler-Burns opened ABA Jewels to fill a need to create something for herself. Drawing on inspiration from every corner of the Earth and various iconic periods in history — from ancient Egypt to 1940s Americana to '90s S&M — ABA Jewels is a secret to most locals, but the fashion set has long coveted her minimalist, galactic designs. Selling mostly on Etsy and at pop-up shops around the Magic City, ABA Jewels frequently collaborates with Miami artists, such as when Butler-Burns designed bondage-style chokers and thigh jewelry for ALMA Dance Theater's production of Cask. And at ultra-affordable prices — like $32 for a racy '90s choker necklace in gold and $22 for a brass-and-amethyst bindi — ABA Jewels' designs are totally worth coveting.
You know how magazines are always telling you to make the most of your small apartment by maximizing the vertical space? That's sort of how Beatnix operates. Located inside a narrow storefront on the corner of Washington and 12th Street, this Miami Beach costume shop is packed floor-to-ceiling with a myriad of wacky accessories, from top hats to tutus. Most packaged costumes run $50 to $60, while smaller accessories are sold à la carte. Feel like letting it all hang out with some nipple tassels ($16) and gold booty shorts ($30)? Beatnix has 'em. Prefer to cover your face with a rubber gas mask? That's here too, for just 15 bucks. The staff is friendly without hovering, and Thursday through Sunday, the store is open until midnight, meaning you can grab something last-minute for that festival or costume party and still look like the baddest one there.


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Read First
NOTE: THIS IS ALL DISCONTINUED AND MOST LIKELY NEVER BEING IMPLEMENTED This is just made for fun. Any stuff here is never going to be in a mod made by me. I just want to kind of make my own mod by adding graphics and stuff here, but not really creating it. If someone is a great modder, ask me if you would like to do something about this (However let this blog grow a bit first.) :D
New Material
Strongtite Pickaxe - Tier above Demonite Pickaxe and under Molten Pickaxe. It has a power of 80% and a speed of Fast. It can mine everything except Adamantite Ore and some other ores in the mod.
There are seven kinds of bouncies. They all dig a small hole in the ground and hop out when a player comes close. It tries to bite the player, so they can be a real menace to just started players.
Red Bouncie
Red Bouncie is the basic one from the Bouncie family. It is usually found in forests and deserts, and rarely even underground! If you see a brown "hole" or more like a pile, you know it's a bouncie, but you can't see what bouncie it is without getting it off it's hole. Red Bouncie is the weakiest from bouncers with still a whopping 20 damage and has 45 health and 5 defence. They spawn anytime and drop 1-3 Gel and 1-3 Bouncer Tooth.
Blue Bouncie
Blue Bouncie is the second most common Bouncie. It looks exacly the same as the Red one, but ithas a blue skin. It is also found in forests, deserts and very very rarely underground. They have an identical hole with Red Bouncies. They also have exacly same behavior with Red Bouncie. They deal 24 damage and have 60 health and 5 defence. They drop 2-5 Gel and 2-3 Bouncer Tooth.
Green Bouncie
Bouncy Trivia
- It looks like Bouncies have a spring in their bottom, since they bounce, this is understandable.
- Purple, Fire and Ghoulic Bouncies can drop 5-9 teeth, even through bouncies attempt to only have 4.
- Bouncie comes from the word "Bounce", witch is pretty obvious.
- They were originally named Bouncers, but then changed.

subset: commoncrawl


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Are you trying to wield self protection weapons without worrying about how your attacker feels? At the ladies's self protection class you'll be instructed on be proactive as a substitute of reactive in relation to the safety of your youngsters. They have the same likelihood of danger that you just do. Women's self protection programs provide mom and little one lessons or they have independent self protection classes just for youngsters. Remember that the purpose women's self defense classes alaska of all self defense merchandise is to offer you time to escape and get assist. Women's self protection does not imply that you must bodily attack your assailant. Do not put your life in danger, however use the hands on defense you've got realized to disable your attack so that you may run away. Use an audible alarm in a parking garage, strolling throughout campus or anywhere you want to draw attention to your potential attacker.
A potential thief can flip into a possible rapist if he's caught within the act by you. There are private alarms which have 130 decibel alerts that can act women's self defense be transformed to a door or window alarm. By following the triple D's you possibly can take back control of your individual personal self defense.
She wheeled around told the man to back off in no uncertain phrases pressed the 130 db alarm button and charged the 80,000 volts creating a scary noise and sight. Women's self protection consultants state that a man may be more desperate to get to that aim than the girl and her signals, both in communication and physique language will make him presume that you really want the same thing as he does. If you're in search of a girls's self protection class, one of the women's self defense class albany ny best place to find one is to call your local police division. Self protection weapons overview, tips & recommendation #2 – Debilitating an attacker with pepper spray – Pepper spray will cause nice irritation to your mouth, nose and throat mucous membranes. So, dimension-aside, in this article, I wish to shed some light on a number of important variations in how self defense must be approached – especially for girls.
An increase in self esteem for teenagers (as well as adults) may have a cross over effect in other areas of life comparable to in different sports and normal self worth. Women's self protection courses are now coaching ladies how to acknowledge potential pink flags which may lead them to be sexually assaulted. You don't essentially need to know loads of self protection or preventing methods information to make use of a mace pepper baton. It will act as a very good obstruction between you and him supplying you with time to flee. Prodcuts with OC formulations should not irritants, however act as inflammatory brokers. A women's self-protection class generally is a enjoyable and attention-grabbing technique for burning calories and firming the overall body.
Then t-shirts which have been pores and skin hugging with trousers for defense personals grew to become fashionable in the United States. Joining a self protection for ladies class will teach you find out how to act and react in harmful conditions. Women are the targets of violence by a 9 to 1 over males-a reality not gone unnoticed by producers of self protection products like Stun Master, Taser International, Mace and others. If any sexual act in any orifice is done without consent, then the person has dedicated against the law.
A pattern training seminar session from the American Women's Self Association consists of four days of rigorous self protection training. Women's self defense consultants additionally recommendation that you do not leave something of value women's self defense austin tx seen in your automobile. This means you'll have to make use of whatever ladies self defense ways you know in spite of everything.
You will probably discover that you just earn a lot more respect by means of making an attempt to correct your problems, which in flip could improve your sense of self price and could ultimately take away the underlying have to women's self-defense cases theory and practice be proper. The girls's self-protection course will educate the female to kick or stomp on their attacker and when all else fails, run. They can act very aggressively when this sense of management is threatened, as everything they maintain an opinion on is directly linked to their self concept.
Author: Dilan BeliThis author has published 2445 articles so far. More info about the author is coming soon.


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The Distatso/Buckley Democrat Party baloney grinder is in full swing today in the Manchester paper.
Here is how the tag team fronts Democrat campaign points as "news."
Distatso authors a political piece with the overall theme of exposing dirty politics, and of course the victim of the dirty campaign is none other than a retired liberal Laconia judge, Bud Martin, who is running as a Democrat for a Senate District 3 seat recently vacated by a Republican, who resigned after a DWI charge. Martin finally feels comfortable switching to the Democrat Party after being a RINO for many years. Now he is blessed with the Distatso/Buckley news campaign.
This latest dirty politics article accuses State Senate Jeb Bradley of engaging in a scheme, totally unsubstantiated of course, with Doug Lambert who writes for various blogs and has a talk radio program.
Doug is from the Laconia area and as part of any NH campaign these days - thank you Distatso and Buckley for spearheading it, engaged in a little opposition research on his own regarding Martin.
Distatso, if you remember, had some of his finest "reporting" moments breaking and flogging the "phone-jamming" scandal his pal Buckley and the Dems used with success in making themselves the victims in a dangerous plot to subvert the oh-so clean election laws in NH.
Remember the phone jamming scandal? This would be the one where, when it finally was appealed to federal court, the criminality of the act was found wanting. There were lots of accusations, gnashing of teeth, cries of foul, and accusations of crimes of the highest order by the Dems but in the end, no crime. Several Republicans without the financial means to defend themselves went to jail of this ginned up story.
And now, after that political cornucopia of imaginary things to whine about, the Distatso/Buckley baloney grinder has latched onto the standard Democrat "I'm a victim" campaigning point by attempting to drag Jeb Bradley into the mud with them.
I think people who have seen this old game have had enough. Have you seen the open sewer of Manchester politics? Thank Ray Buckley.
Have you wondered what happened to the old Manchester paper and why it now has the circulation of a corpse? Thank Distatso.
And do you ever wonder what scares the Distatso/Buckley Democrat baloney grinder the most about having the sorry job of promoting and defending the San Francisco-Cambridge Ma.-style NH House and Senate Democrats who are spending and borrowing NH into oblivion and bankruptcy? Look no farther than Doug Lambert, patriot, conservative, blogger, and opposition researcher in his own right, only his research has teeth - court records.
This Distatso/Buckley phony and untrue political/campaign article reminds me of another famous team, The Democrat Party, NHPR and their ace junior reporter, Josh Rodgers.
Josh broke the famous Insurance Commission scandal Governor Benson paid so dearly for, where a "volunteer" for Benson was paid for work done at the commission much like the unreported ad nauseum fact of Lynch and his UNH paid campaign volunteer, Ned Helms. Benson was hounded by this scandal but not many people know that the ace junior reporter, Josh Rodgers, is the son of the former Insurance Commissioner Benson let go. All in the NH Democrat family.
So the next time you are reading an inside politics article by Distatso – thank Ray Buckley and think of baloney.


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This is the eighty-fourth entry of Barney's Blog, written by How I Met Your Mother main character Barney Stinson. It was retrieved from the CBS archive Here.
This entry is in response to the episode The Possimpible.
Italian Leather Clad Foot in the Door
February 2, 2009
Check out the most awesome résumé ever! www.barneysvideoresume.com
Dear Sir or Madam but probably Sir:
As a CEO of a multi-national corporation and/or beloved dictator of a small but oil-rich nation, you've undoubtedly felt the need to surround yourself with an awesome, handsome right-hand man. Your search is over. I am a natural fit for your right hand.
I, Barney Stinson, recognize that you are a man (or woman, I guess) with precious free time. You cannot afford to comb though the stack of tree-killing, archaic paper résumés that have inundated your office or luxury yacht because as a… human… of great power and influence, you don't have time to read. As such, I proudly yet humbly present to you my video résumé:
Notes and Trivia
← Previous entryBingo!
|Italian Leather Clad Foot In The Door
(all blog entries)
Next entry →Casting Couch


text: 10th April 2008 Dahlia naked snorkelling Simon / Dahlia / Arty, Big Boobs, Ibiza, Nipples, Tanned, Underwater, Wet / 0 Comments Join to see the full series! Get Free Email Updates!Signup now and receive an email once I publish new content. I will never give away, trade or sell your email address. You can unsubscribe at any time.


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CANBERRA -- Late-term forced abortions were still being carried out in China as recently as last year, a Chinese gynecologist and obstetrician has told an Australian parliamentary committee.In evidence to the committee, the doctor, now an Australian resident, said she performed seven-and-a-half-month abortions when working in a Chinese public hospital between 1983 and 1989.The doctor, known only as Dr Wong, also showed the committee a photograph of an unborn child in a bedpan coercively aborted at six-and-a-half months.
My Articles
July 7, 2008, 8:07 PM EDT
July 7, 2008, 8:07 PM EDT
Sheffield, England -- The family of a nine-year-old girl stricken by heart defects has been told she will never be considered for a transplant. Her local health authority says that because she is a Down's syndrome child she is not eligible for any donor organ. Katie Atkinson, from Sheffield, is dying from the accumulated heart problems often found in Down's syndrome children, but her parents say that Leeds General Infirmary told them that Down's children are not considered for transplantation because their "quality of life" is not good enough.


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The stylish Table Lamp has matte black body with charcoal gray details. The unique shaped lighting fixture is adorned with empire-shaped gray twine shade.
- Kelsey Collection
- Finish: matte black, charcoal gray
- Shade: gray twine, 15 x 16 x 12V
- Bulb: 150W medium base incandescent
- Bulb base: Medium (E27)
- Bulb type: Incandescent
- Bulb included: No
- Number of bulbs: 1
- Watts per bulb: 120
- Switch: on/off switch
- Overall: 32H x 16L x 16W
- Shade Height: 12"
Since 1923, NOVA Lighting have committed to offering original designs of floor, wall, table lamps and accessories. Providing innovative design at affordable prices, NOVA is able to satisfy any decor needs and budget. Also, NOVA manufactures mirrors, wall art, accent furniture and occasional tables.
- Original design
- Contemoprary style
Accent furniture & decorative accents
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Table Lamps
With so many choices in all styles, colors and sizes, you will find what you need for your home lighting necessities here. Brighten your rooms with many options of table lamps from casual to contemporary. Made of different materials in steel, bronze and gold finishes, they are a great way to complement your home decor. Featuring various shapes and forms, lamps create a restful and welcoming ambience. From traditional designs with multicolored shades to modern, you'll find it all here!


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click device driver scanner window - download fast -=rTHV=-
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Name: click device driver scanner window.zip
Release: 2015
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Supported OS: Windows 8, Windows 7, Windows Vista, Windows XP
Keys:01/28/2015 15:22:34
Free Driver Download. World's most popular driver download site.A library of over 250,000 device drivers, firmware, BIOS and utilities for WindowsDownload Recommended PC Drivers - Windows 8, Windows 7, XP and Vista Drivers - Free Drivers Scan & Updates from Drivers.com - The Trusted Driver Download Site12/24/2013 · Lists the error codes that may be reported by Device Manager and the possible resolutions in Windows.Download driver for free and fix your PC. This site offers the biggest collection of new and old free Windows drivers. We have printer drivers, laptop drivers ...Looking for content about earlier versions of Windows? Then check out these archived topics. But note that they haven't been validated or updated since they were ...In computing, a device driver (commonly referred to as a driver) is a computer program that operates or controls a particular type of device that is attached to a ...The most downloaded Drivers software, including Realtek High Definition Audio Codec (Windows Vista / Windows 7 / Windows 8 32-bit), WLan Driver 802.11n Rel. …Scan. Identify every single hardware device and scan out all outdated and missing drivers perfectly. Update. Access to a large driver database, updates the drivers ...Download drivers for NVIDIA products including GeForce graphics cards, nForce motherboards, Quadro workstations, and more. Update your graphics card drivers today.
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THE Ministry of Sports and Culture through Rwanda Football Association has entered in partnership with World Football Governing body, Fufa to start a Clinical Center for the athletes in January 2015.
The FIFA medical commission chairman Dr. Yassin Zerguini from Algeria who was in Rwanda for a four-day working visit recently held talks with Rwanda Football Federation to devise means on how they can start the project of building the Clinical Center, which will be aimed at giving full medication to injured players.
In his remarks, the Ministry of Sports and Culture Protais Mitali said, "Our mission is to ensure the best health and performance of the athletes through the continuous pursuit of new knowledge and application of best practices in the field of sports medicine."
The center will be of high international standard and players will no long go for the operations in France or outside of the country.
According to the Yassin Zerguini, the program is unique in its team approach to health care. This will be provided by the Athletic Trainers, Team Physicians, Physical Therapists and Sport Scientists all collaborate on the care provided to each athlete.
It will have the team physicians to provide diagnosis, treatment, arrange for consultations, order lab tests; x-rays and MRIs, biomechanics and physiology equipment which will help athletes.
The athletes will have physical therapists designed with specific programs for rehabilitation and communicate directly with the athletic trainer, physician, and strength and conditioning coaches.


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- Faculty Development
- Programs
- Designing a Writing-Infused Course in the Major or General Education
Designing a Writing-Infused Course in the Major or General Education
Workshop by Dr. Brad Peters
Department of English, Northern Illinois University
Tuesday, May 23, 2017 from 8:30 am to 4:00 pm
Capitol Room, Holmes Student Center
Dr. Brad Peters
In this day-long, interactive workshop, participants will focus on a course that they currently teach. Participants will engage in activities that help them decide what kinds of writing activities might best enhance the critical thinking they want their students to do.
** Please prepare written answers to the following questions and bring six copies to the workshop:
- What is the course you want to transform into a writing-infused course, and what kinds of writing do you currently include in the course?
- What are the main units or modules in your course?
- What are your main learning objectives (or chief concepts and principles) for the course?
- What thinking skills are especially important in your course—and crucial to your academic discipline?
- What are the most difficult aspects of the course, based on previous students' experience?
- What problems do students typically have with the writing tasks you set?
- What difference do you want your course to make in your students' lives?
** Also, please bring a sample of student writing from the course you hope to enhance
Brad Peters is Professor of English and Coordinator of the Writing Across the Curriculum program at NIU. He designed and has directed the NIU Writing Center. Dr. Peters presents yearly workshops on using writing to think critically and has trained faculty in universities across the country. He teaches advanced writing courses where students prepare their work for conferences and publication. Dr. Peters' research focuses on effective writing strategies and pedagogies.
Workshop check-in will start at 8:30 am with refreshments and the program will begin at 9:00 am. The schedule will include lunch from 12 to 1 pm and mid-morning and mid-afternoon breaks. Tentative list of topics for the workshop include the following:
- How to design assignments that meet NIU's "writing-infused" standards
- How to help your students become better readers
- How to manage the paper load
- How to give feedback that improves content and grammatical correctness
- How to create and use effective rubrics
- How to use writing technologies to the best advantage
Writing Across the Curriculum
Faculty Development and Instructional Design Center
Registration Information:
This workshop is open only to NIU faculty, instructors, and teaching staff (SPS and Civil Service). Registered participants will receive workshop materials, lunch, refreshments, and a certificate of participation. Seating is limited to 25 participants and advance registration is required.
Registration Deadline: Friday, May 19, 2017. Registration is closed.
Due to the expensive nature of the workshop and the advance notice needed for arranging materials, please register by the deadline and plan to attend the entire day. After submitting the online registration, if you do not receive a response within two working days, please contact the Center at email@example.com.
After you register, if you are unable to attend, please cancel your registration by May 19, 2017 at http://facdev.niu.edu/myprograms so that those on the waiting list may be given the opportunity to attend the workshop or program costs can be reduced.
Last Updated: 5/23/2017
Faculty Development and
Instructional Design Center
Adams Hall, Room 319
(815) 753-0595


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2012 All Wrapped Up Vol. 1
by Stephanie J. Joyce
About the Book
My year in photos
Features & Details
- Category Arts & Photography
Large Format Landscape, 13×11 in, 33×28 cm
240 Pages
- Publish Date May 12, 2013
See More
About the Creator
Stephanie Joyce
Florida, USA
I am a longtime Florida resident who just loves the natural beauty of the State. I am married, with three grown children, and two feathered kids still living at home.
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text: I search the best way to move spam mail to a folder readable by users. On other server.. i have email email@example.com and alll spam are go on it. But i don't know how i can install it with ispconfig and postfix I use SquirelMail, because it's on installation by default. I use the Centos OS. On other server i use roundcube. It's possible to easy add pluggin in squirelmail ? Because i dont want scrap ispconfig.


text:
A COMPARISON OF ONLINE INSTRUCTION VERSUS TRADITIONAL CLASSROOM INSTRUCTION IN AN UNDERGRADUATE PHARMACOLOGY COURSE. A research project by
- Emerald Summers
- 2 years ago
- Views:
1 A COMPARISON OF ONLINE INSTRUCTION VERSUS TRADITIONAL CLASSROOM INSTRUCTION IN AN UNDERGRADUATE PHARMACOLOGY COURSE A research project by Emily Mirakian Bachelor of Science in Education, Baylor University, 2002 Submitted to the Department of Physician Assistant and the faculty of the Graduate School of Wichita State University in partial fulfillment of the the requirements for the degree of Master of Physician Assistant May 2007
2 Wichita State University College of Health Professions Department of Physician Assistant We hereby recommend that the research project prepared under our supervision by Emily Mirakian entitled A Comparison of Online Instruction Versus Traditional Classroom Instruction in an Undergraduate Pharmacy Course be accepted as partial fulfillment for the degree of Master of Physician Assistant. Approved: Richard D. Muma, PhD, MPH, PA-C, Chair and Associate Professor Department of Physician Assistant LaDonna S. Hale, PharmD, Associate Professor, PA Program Faculty and Research Advisor Department of Physician Assistant 5/2/07 Date ii
3 ACKNOWLEDGMENTS I would like to thank my research advisor, LaDonna Hale, for her many hours of endless editing, patient guidance and support for the past two years. Thanks are also due to David Day whose initial ideas spurred this project. iii
4 ABSTRACT Background: Online instruction has become a vital element in higher education. Most published research finds no significant difference between online (OL) and traditional (TD) instruction. Purpose: Compare student satisfaction and learning outcomes of an undergraduate OL pharmacology course to a TD lecture course taught by the same instructor. Methods: The OL and TD courses for Fall 05 and Spring 06 Clinical Pharmacology used the same notes, text, learning objectives, and exams. Three validated surveys measured aptitude for OL instruction, preferred learning styles, and student satisfaction with the course and selfperceived progress on relevant objectives. Learning outcomes were also objectively evaluated using exam scores and withdrawal rates. Results: Mean satisfaction scores for both courses were high, generally > 4.0/5. Mean scores in the TD courses were significantly higher than OL courses regarding overall course satisfaction, instructor s displayed level of interest in students, students perceived ability to share ideas, and self-perceived gains in factual knowledge, fundamental principles and application of material. Mean scores related to difficulty of subject matter were similar between courses. There were no significant differences in objective exam scores or withdrawal rates. Conclusion: Overall, the OL and TD pharmacology courses had similar withdrawal rates and course grades, indicating similar learning gains. Although the OL students were highly satisfied with the course and their self-perceived knowledge gains, the OL satisfaction ratings were generally lower than those found in the TD courses. iv
5 TABLE OF CONTENTS Chapter Page 1. INTRODUCTION LITERATURE REVIEW Study purpose METHODOLOGY Setting and Study Population Similarities and Differences between Courses Measurements Survey Instruments Confidentiality and IRB Approval Data Analysis RESULTS DISCUSSION Study Limitations Conclusion...20 LIST OF REFERENCES...21 APPENDICES A. Distance Learning Attitude Survey Instrument...25 B. IDEA Survey Instrument...26 C. CLSI and Evaluation Instrument...27 D. Student Characteristics...31 E. Results for IDEA Student Perceptions and Satisfaction Survey...32 v
6 LIST OF TABLES Table Page 1. Similarities and Differences between Instructional Elements of the Studied Online and Traditional Pharmacology Courses DLA Survey Results CLSI Subscale Means and Standard Deviations Expected Letter Grade vs. Actual Letter Grade Earned...17 vi
7 INTRODUCTION Distance education has gone through many generations of evolution. The concept of education from a distance began with traditional printed materials as early as 1892 when Penn State offered a distance education program that utilized the US Postal Service 1. This form of distance education was superseded in the mid- to late-1900 s by what is now considered the second generation of distance education. The second generation of distance education utilized audio recordings, radio and television broadcasts. The earlier modalities, including the first and second generations of distance education, were designed to produce and distribute learning materials as efficiently as technology of the day permitted while leaving no room for reflection on the lack of interactive communication between the student and the teacher. Distance education has since evolved into the third generation, which encompasses interactive video, , and World Wide Web technologies. Because these modalities allow learning activities to be redefined to include student-teacher interactions, they are the most accepted and most utilized forms of distance education. 2-6 Spooner et al defines distance education as any form of education that geographically separates the instructor and students, requiring communication through media. 7, 8 Today that media is most often the computer and the Internet including the World Wide Web and and is referred to as online education. A comparison of distance education, in particular online education, and traditional education needs to be further investigated to determine if a difference in the outcomes with regard to student satisfaction, student grades, etc is significant or if there are other factors that need to be considered to enhance course outcomes. Online education has become increasingly utilized as a means of instruction. As of 2004, it is projected that almost 3 million students nation wide will be enrolled in at least one online
8 course. 9 Online education has been seen as an answer to population growth, institutional competition and changing learners needs. 10 Interest in online education is especially high in geographic regions where the student population is widely distributed and access to traditional campus courses is difficult. 11 According to the National Center for Education Statistics, the number of institutions that have degree or certificate programs, which can be completed entirely through distance instruction, has increased from 8% to 19% from Some such programs include University of Phoenix, Walden University and DeVry University. Over half of the institutions reported offered online education courses during the years of The fundamental premise of distance learning using online modalities was to create and widen access to education and to improve its quality, using current technologies to meet the particular requirements of individuals who are unable to participate in the traditional classroom environment due to job and family obligations. 12 Many people taking online courses are nontraditional students (e.g. single parents, older students) who are having to update their knowledge 8, and skills constantly to remain competitive and useful in today s job market. The flexibility and freedom from time and attendance requirements afforded by online education is one of the greatest appeals for many learners. It provides an alternative to traditional education that is accessible anywhere and anytime and allows the student to have more freedom to work at their own pace thus giving them more control over their learning achievements and their daily schedules. 18, 19 For these reasons, online education has become a vital part of higher education and an accepted form of instruction at hundreds of universities worldwide. 17 Even with the high utilization and demand for online education, some argue that it is not equivalent to traditional education. One consequence of the flexibility allowed by online education is students indiscriminately pursuing online education opportunities for the sake of 2
9 convenience without consideration of the appropriateness of online education for their individual 18, 19 learning behaviors and characteristics. Those students who may not have developed appropriate strategies for self-regulation may find that online education courses do not meet their needs and those students may subsequently drop the course; as a consequence, online courses have been associated with much higher rates of attrition than traditional face-to-face courses. 17, 20, 21 Brown and Liedholm noticed a significant decrease in students exam scores that was most obvious in the students ability to apply basic concepts in more sophisticated problems. 22 However, Fox supports the idea that online education courses are equivalent to traditional courses and notes that students are not sacrificing an on-campus education in order to get an education through distance learning methods such as online education. 23 Over three decades ago, it was shown that there is a relationship between learning style variables and the satisfaction and completion of distance learning programs. 24 According to Sherry, student preference for a particular mode of learning is an important variable in learning effectiveness and effective learning requires knowledge of learner styles. 25 Learning styles is defined as personal qualities influence an individual s ability to interpret, process, understand and integrate information. 18, 26, 27 Canfield goes on to define learning styles as a component of educational experience that motivates students to perform well. 28 Research supports that each individual differs in the way they interpret, process, understand and integrate information. 26 Because each individual has different learning styles, it is necessary to use a variety of instructional strategies during the designing phase of both online and traditional courses so that the learning styles of all students enrolled may be complimented proactively. 19 Gender, agegroup and discipline of study are variables that influence student learning preferences and have been shown to influence the results of research as well as a student s success in distance 3
10 education courses. 29 Studies have also shown that females have a greater preference for the qualitative and people-oriented disciplines and prefer a learning context that is well organized and provides clear instruction to students, while males have a greater preference for numeric and inanimate content in learning and prefer a competitive learning environment and instructors who are authoritative. 30, 31 Inconsistent results with regard to the relationship between age and learning preferences have been found. Some studies have shown that younger students tend to be more resistant than older students to change towards taking more responsibility for their own learning and prefer a more structured environment where importance is assigned to relationships 29, between peers and the instructor. Students who tend to be most successful in online courses are those individuals who are self-directed and self-motivated in their learning and study habits, traits that may be learned over time. In contrast, Smith and Linder reported that among vocational students, it was older students who preferred structured, classroom learning. 35 Canfield showed significant learning preference differences between program groups at the college level. 28, 29 It was found that the learning preferences of different vocational education program groups are distinctive and tend to reflect what an intuitive expectation of the group 29, 35 would predict. For example, child care students had preferences for working with qualitative information and with people, while electrical mechanic students preferred working with 29, 35 inanimate objects and learning through direct experience. Several methods have been designed to classify students according to their learning styles. Canfield s Learning Styles Inventory demonstrates merit for use in distance learning studies since it attempts to measure the student s preference in environmental conditions such as the need for affiliation with other students and instruction and the need for independence or 18, 28 structure. Not only do certain learning preferences help one succeed in an online course, but 4
11 there are also different skills required to be successful in an online course. Students that are characterized as the most successful in an online learning environment tend to be more selfmotivated, organized and independent in their styles of learning compare to those enrolled in the same traditional course. 12, 17, 18, 21 Despite all the research, it is still unknown how online education compares to traditional education as measured by final grades and student satisfaction in an online courses verses a traditional course. 5
12 LITERATURE REVIEW A literature search of English-language articles was conducted using the ERIC, ArticleFirst, ECO, MEDLINE, and PerAbs databases. Search terms used included: online education, online learning, distance learning, distance education, teaching methods, cognitive styles, cognitive personalities, and web-based instruction. Manual reviews of article bibliographies were also conducted to search for related articles. With the ever-increasing student population, there has been tremendous growth in the number of college courses and programs offered through online modalities, particularly the Internet and a trend among schools of higher education to incorporate online courses into their curriculum. The impact of this growth on the quality and effectiveness of education is a concern for many education professionals. 10 A variety of published articles present arguments both for and against online education. Some literature shows that students included in courses supplemented by online discussion scored significantly higher than other students in the same course taught by traditional methods. 36 However, the majority of reports argue that there is no significant difference between online learning and traditional learning in terms of student grades, test scores, student s ratings of the instructors effectiveness, contribution learning or overall quality and other measures of student achievement. 7, 8, 10, 13, Ramage cautions that the multitude of variables, which influence learning and cognition may prohibit a definitive answer to the question as to 10, 42 which methodology is most effective; online or traditional. One such variable is withdrawal rates. According to Forbes magazine, it is estimated that the online student withdrawal rate for the year 2004 was approximately 35% while the average attrition rate for college freshman at US universities was approximately 20%. 43 The increased dropout rate is generally thought to be due 6
13 to student perception that the online course will be easier because they are able to work at their own pace. It addition, students may believe the workload will be lighter, less time consuming and less difficult. It has been found that the online courses actually take more disciple on the part of the student to be successful and the workload is usually the same or heavier than in a traditional course. 12 It has also be found that learning styles, patterns of learning towards Webbased instruction and student characteristics do not have an effect on distance learning achievement. 41, 44 Though there were no significant differences between the online and traditional courses in terms of student grades, test scores, and other measures of student achievement, some found that students were often less satisfied with the online course despite the fact that the instructor was the same for both courses. 17, 37 One of the main problems cited regarding distance education is that instructors often adapt curriculums to fit the technology rather than choosing the technology to fit the curriculum. 17 In contrast, Spooner et al. found no difference in the student s overall rating of the course content, rigor and other aspects of online education. It has also been suggested that student comfort with technology is a factor that should be taken into consideration when designing and executing an online course. 17 As technology continues to advance, distance education will continue to evolve. Literature prior to 1998 found distance education to be non-statistically less effective than traditional education, whereas research post-1998 found the opposite. This discrepancy may be due to the advanced availability of the Internet post When the literature is combined, no significant difference still exists, but this slight shift in the results could be an indication that distance education programs, in particular online education programs, are improving and will one day be better than the traditional classroom. 45 7
14 Study Purpose The purpose of this study is to compare the effectiveness of an undergraduate, online Pharmacology course to a traditional in-class lecture course taught by the same instructor as measured by: 1) percentage of student withdrawals from course, 2) mean exam scores and overall course grade, and 3) student satisfaction with the course, instructor, self-perceived gains in knowledge, and perceived difficulty of the course. Trends of student learning style preference and course success were also explored. 8
15 METHODOLOGY Setting and Study Population This study was conducted at Wichita State University (WSU). The WSU College of Health Professions houses several undergraduate and graduate degree-granting programs including communication sciences and disorders, dental hygiene, health services management and community development, medical technology, nursing, physical therapy, physician assistant and public health sciences. The student demographics are varied with a large number of parttime, non-traditional students. The current overall student population of WSU is over 15,000 students. The average age of an undergraduate student is 24 years with over 85% of WSU students being from Kansas. 46 The potential study population included all 224 students enrolled in Clinical Pharmacology HS 301, a three-credit course, from Fall 2005 to Spring This course is a multidisciplinary pharmacology course designed for students entering dental hygiene and nursing or as an elective for students seeking entry into other health care programs. It discusses most major classes of drugs as to pharmacokinetics, mechanisms of action, side effects, drug interactions, contraindications, therapeutic use, appropriate drug monitoring, and the clinical application of this knowledge. Clinical Pharmacology is offered as a traditional course and as an online course for students with schedule conflicts or who live outside the Wichita area. Each semester, the traditional section averages students and the online section averages students. 9
16 Similarities and Differences between Courses Both courses had the same instructor, text, course notes, and learning objectives; used similar grading criteria; and use the same or similar paper-pencil exams. The instructor was available to both courses during the same allotted office hours, by appointment, or via or telephone. The traditional course had weekly quizzes while the online course had weekly homework over the material presented the previous week. The traditional section received lectures with the instructor present using PowerPoint presentations while the online course viewed previously videotaped lectures through streamed media accessed either online or through CDs. This streaming video consists of audio and visual of the instructor and the rolling PowerPoint slides. The traditional section met once a week for approximately 2.7 hours whereas the online section had one week to watch approximately 2.5 hours of video lecture and complete any assignments. The streaming video lectures were also accessible by students in the traditional section as a means to have concepts repeated or make-up missed class lectures. The online section had three sets of student-run, synchronous online chat sessions with four to six students per group. Students complete two of four available cases studies individually and then met online to come to a group consensus regarding case answers. Answers from each group were posted and critiqued by classmates. The traditional section completed two sets of clinical cases independently or in groups. Cases were reviewed in-class with students answering questions in teams of five to seven students per team. The online students only met with the instructor for an initial two-hour orientation session at the beginning of the course and were not required to meet with the instructor at any other time during the semester. Table 1 shows the similarities and differences between instructional elements of the online and traditional pharmacology courses. 10
17 Table 1: Similarities and Differences between Instructional Elements of the Studied Online and Traditional Pharmacology Courses Exams Quizzes Homework Learning Objectives Online Practice Questions Course Text Course Notes Lecture Material Clinical Group Patient Case Assignments 3 Exams, 100 pts each (last exam being comprehensive) None Weekly homework assigned, 2 3 pts each Same Online Traditional Similarities/Differences Same 98% of exam questions are identical between the courses. Weekly quizzes are used in the Weekly quizzes, traditional course to reinforce 10 pts each weekly content. Available 2 weeks before each exam. Same text used for both courses. 110 page note packet required for the course. Approximately 2.5 hrs of video lecture viewing required each week. Students complete 2 of 4 cases individually. Groups of 4 6 students meet online for a synchronous discussion of answers. Each group posts one set of answers. Students review and comment on each other s work. None Same Same Same Same Approximately 2.7 hrs spent each week in the class room. Students complete 4 cases either individually or in groups as homework. Students form teams of 5 7. Teams use an audience response system to answer questions as each case is discussed. Due to online testing security concerns, weekly homework were used to reinforce course content. Since these are openbook, the point values are minimal. All exam questions are derived from the learning objectives. Online practice questions were available to both courses. 10% of exam questions come from the text rather than the notes. Same notes packet used for both courses. Students in the TD course also had access to the same video lectures used in the online class. Correctness of answers is not directly graded. Full participation is worth 5 pts. Measurements Two surveys were used to measure aptitude for online instruction, preferred learning styles, and student characteristics, the Distance Learning Aptitude survey and the Canfield s Learning Styles Inventory. Characteristics measured included: age, gender, prior computer experience, year in school, prior online courses, and prior pharmacology experience. A third survey was used to measure student satisfaction with elements of the course, instructor, and self- 11
18 perceived gains in learning. Learning outcomes were objectively evaluated using exam scores and withdrawal rates. All students were included in the analysis of course withdrawal rates. Exam scores were analyzed only for students who completed all three exams. All survey data was included, regardless of the student s course completion status; however, because the student satisfaction survey was completed following the last exam, it likely only represents those students who remained enrolled in the course. Survey Instruments The first survey, Distance Learning Attitudes survey is a 12-question survey followed by 11 questions pertaining to individual characteristics. This survey was adapted from Are Distance-Learning Course For Me? from the Center for Independent Learning and from Are 47, 48 Telecourses for Me? from PBS-Adult Learning Services. Each question has 3 possible answers with each possible answer assigned a point value: a = 3 points, b = 2 points, c = 1 point. At the completion of all 12 questions, the assigned values are summed resulting in a score ranging between 12 and 36. Based on previous results done with this survey, students scoring 27 tend to be the most successful in an online course. Students scoring may succeed in an online course, but would need to make a few adjustments in his/her schedule and study habits in order to succeed. Students scoring 17 will likely be unsuccessful in an online course because it may not be the best learning method for those students. No data specifically validating this survey could be located, but similar surveys have been used extensively at universities nationwide as a self-assessment instrument. See Appendix A for a copy of the complete Distance Learning Attitude survey instrument used in this study. 12
19 The Individual Development and Educational Assessment (IDEA) Diagnostic Form Report Survey, a standardized, statistically reliable, valid survey developed by IDEA Center, is utilized at a variety of universities nation wide. 49 This survey was used to evaluate student satisfaction with the courses and the course instructor. The IDEA survey is a 5-section assessment with 43 items using a rating scale designed to answer the following questions: 1) Overall, how effectively was this class taught? 2) How does this compare with the ratings of other teachers? 3) Were you more successful in facilitations progress on some class objectives than on others? 4) How can instruction be made more effective? and 5) Do some salient characteristics of this class and its students have implications for instruction? Each section of the survey utilizes a 5-point scale with different meanings, individualized to each section. See Appendix B for a copy of the IDEA survey instrument. 50 The third survey utilized was the Canfield s Learning Styles Inventory (CLSI). This survey was used to determine preferred learning styles of the students. The CLSI is a 30-item assessment with 21 subscale variables that are grouped into four major categories. It uses an ipsative form of measure in which a student s answers are interdependent. 51 Each item is ranked on a scale of 1 to 4 with 1 being the most preferred choice and 4 being the least preferred choice. A ranking process was used to obtain raw scores with 6 being the lowest possible score, thus denoting the strongest preference, and 24 being the highest possible score, thus denoting the least preference. Reliability scores for the CLSI have ranged from 0.87 to , 28, 52 Split-half reliability scores obtained for each subscale score ranged from 0.96 to , 28 See Appendix C for a copy of the CLSI and evaluation instrument. Two of the surveys, the CLSI and the Distance Learning Attitude survey were conducted either online through the use of Blackboard or on paper following either the 2 nd or the 3 rd 13
20 exam. Blackboard is a password protected course management system that can only be accessed by students enrolled in the course and the instructor teaching the course. Both sets of survey results were de-identified prior to analysis. The IDEA survey was administered on paper following the last exam. The instructor received summary data and individual written comments from the IDEA survey following the conclusion of the course. All course data including examination scores and drop rates were de-identified by the course instructor prior to data analysis. Usual procedures for the IDEA course evaluation were followed to ensure that the data remained anonymous to the course instructor as well as the co-investigator. Confidentiality and IRB Approval This research project was approved by the Wichita State University institutional review board (IRB). Since this was a voluntary, non-interventional project conducted with adults, completion of the surveys were considered to be consent, thus additional consent forms were not required by the IRB. All course data including examination scores and dropout rates were deidentified by the course instructor prior to data analysis. Data Analysis Statistical analysis was performed with SPSS version 13.0 (SPSS Inc., Chicago, IL). The alpha-level was set at Mean data were compared by using the independent sample, twotailed student s t-test and Lavene s test for equality of variance. Frequency data were compared by using the chi-square test or Fisher s exact test when appropriate. 14
21 RESULTS The student characteristics for the online and traditional courses were similar in gender, student rank, student self-reported GPA, and previous pharmacology course experience. Students in the traditional course tended to be younger than those in the online course, having a higher percentage of students in the year age range, 75% vs. 34.6%, p = Both groups reported a similar number of computer experience in years, with approximately 80% having taken at least 1 prior online course. However, students in the online course were more likely to have taken a higher number of previous online courses than those enrolled in the traditional course, p = See Appendix D for results of student characteristics. Mean scores for the Distance Learning Attitude survey were similar for the online and traditional courses, vs , p = 0.135, respectively. However a lower percentage of online students scored 27, indicating a lower percentage of students in the online course were highly likely to succeed in an online course as compared to the traditional course. No students scored 17. See Table 2 for a summary of these results. Table 2: Distance Learning Attitude Survey Results Online Traditional p-value Mean score standard deviation a Range of scores Percentage of students with a score % 61.7% b Percentage of students with a score % 38.3% Percentage of students with a score % 0.0% a Means were compared using the student s t-test. b Frequency data were compared using the Chi-square test. The results for the IDEA survey are presented in Appendix E. Mean satisfaction scores for both courses were high, generally > 4.0/5.0 and found to be above the national average and 15
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text:
Re: [Paranormalvortex] Membership drive
Expand Messages
- Thank you for your support Frenchindian. We sure need support to grow and to improve or dicussion group.
--- In Paranormalvortex@y..., FrenchIndian@w... wrote:
> Good Morning Jon I will pass this along I know many would love to join
> this group
> have a good day~~~~~>Jeanne
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text:
The Voyager Golden Record
Etched on the gold disc, the ghost of humanity is floating through unreachable, undetectable space, way beyond the capacity of our satellites and calculations. On its surface, slightly beaten up and scratched by errant space debree, it carries the information of our past. It is the ultimate, most sublime artefact.


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Welcome to FOC - Raising the standard
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F-Watch is a kernel module that reports changes on files to /dev/fwatch. It hooks into the sys_calls and does not require a kernel patch. To activate watching for certain events, users need to run ioctl to register the wanted events; examples are in the src dir. Ioctl can be used during runtime to individually change the required events.
|Software Development User Interfaces Version Control CVS Filesystems Monitoring Operating System Kernels Linux
|Operating Systems
|POSIX Linux
No changes have been submitted for this release.
A Fluent OpenStack client API for Java.
A TWiki appliance that is easy to use and lightweight.


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The deal
- 2 glasses of wine /beer + truffle cheese French fries for $138 (rrp. $248)
- Sangria fountain for $290 (rrp. $580)
Package includes
2 glasses of red wine / white wine / beer + truffle cheese French fries
- 2 glasses of Wine / Beer (choose 2):
- Red wine: Hidden Id 2013 Shiraz South Australia
- White wine: Hidden Id Nv Moscato South Australia
- Draught beer: Asahi Super Dry / Kronenbourg Blanc 1664
- Truffle cheese French fries
Bloop Shisha Lounge
Set within the Lan Kwai Fong area in Central, Bloop Shisha Lounge's roost in the Ho Lee Commercial Building offers patrons a place to enjoy saccharine puffs of shisha alongside alcoholic beverages while contemplating a panoramic view of Hong Kong's skyline. The lounge comprises an area of roughly 3,000 sqft, separated into 3 areas to host a variety of events, with the main centrepiece of an eight-foot-long aquarium running through the middle. Patrons of Bloop can enjoy Starbuzz hookah in a variety of flavours as well as drinks such as red and white wines, Kronenbourg beer, Asahi beer, and many more.
Facebook: Bloop Shisha Lounge
Please see the Universal Fine Print 買家貨品之品質及服務乃商戶之責任


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UbuntuNet Alliance is a regional association of National Research and Education Networks (NRENs) in Africa. It was established in the latter half of 2005 by five established and emerging NRENs in Eastern and Southern Africa, these are: MAREN (Malawi), MoRENet, (Mozambique), KENET (Kenya), RwEdNet (Rwanda) and TENET (South Africa). The driving vision was that of securing high speed and affordable Internet connectivity for the African research and education community in Gb/s rather than in Kb/s.
The objectives of the Alliance are, on a non-profit basis, to:
The Alliance is fully incorporated as a non-profit association in Amsterdam, The Netherlands. An affiliated non profit company will soon be registered in Malawi to handle financial and other secretariat functions, and the Alliance will register further affiliates in other African countries as and when operational considerations require this.
To date, the Alliance's foot print has stretched across the largest land mass of Eastern and Southern Africa with participating NRENs in 15 countries. For more information about members, go to the Membership page.


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