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How to rank answers to a single question in a survey formAsked by trivenimitramandal on February 20, 2016 at 06:19 PM
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Beaumont/Port Arthur
Wounded service members and their family members who participate in future Lone Survivor Foundation (LSF) healing retreats on the Bolivar Peninsula facility will have access to a fully equipped, wood working shop donated by Dewalt Tools.
New rodeo stars will be born during the wild and crazy "Dairyland Donkey Basketball Show" at Vidor High School on Monday, April 18, starting at 7 p.m. It's basketball played on real, live donkeys, and it's wilder than a rodeo and funnier than a circus! All local players will be riding, so come out and see someone you know try to ride a donkey and play basketball at the same time. It's a thrill a minute, a spill a minute.
Justice of the Peace Ransom Duce Jones awarded custody of dogs seized at an apparent dog-fighting ring to Beaumont Animal Services at a hearing April 5.
Police in Orange arrested a man who allegedly stole a single beer and assaulted a store clerk working at a Shell station in the 1400 block of 16th Street April 2, Orange Police Department Captain Robert Enmon reported April 5.
Police and Crime Stoppers are still searching for four men who robbed a local game room last week, Beaumont Police Department Carol Riley reports.
While we harbor no disrespect for the Wall Street Journal who called us "that scrappy little paper from Southeast Texas," we prefer to think of ourselves as simple seekers of the truth. We're of the opinion that headlines and sound bites never tell the whole story. Our readers demand all the facts, facets and flavors of every story or event. And, they expect to be informed, educated and stirred to action.
For this week's New York Times crossword puzzle, pick up a copy of this week's The Examiner on newsstands now.


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Experts say yoga is good for everybody. It's true that what benefits women and children will also benefit men. But there are certain anatomical traits that you guys share that make certain poses more helpful than others.
RELATED: A Man's Guide to Yoga: Embrace Your Inner Beginner
Your broad shoulders and natural upper body strength mean you may be able to do arm balances more easily than your female counterparts — but your stronger muscle-bound shoulders may also be tighter and less flexible. With a more narrow pelvis and smaller hips than women, you might breeze through a handstand or low push-up but your tight hamstrings will bring you up short — literally — in a forward bend.
We've reached out to the best yoga teachers in America to explore poses that are particularly good for guys. For starters, try these three:
1. Downward Dog Does it All
This classic pose hits all the right spots for men, says Baxter Bell, M.D., a physician and yoga teacher in the San Francisco Bay Area. The inverted V demands attention from every part of your body and will gradually loosen tight shoulders, hips, hamstrings, and pelvis while lengthening and strengthening the deltoids, triceps, biceps, and lats.
Downward Dog also may also improve cardio health. Regular yoga practice has well-known cardiovascular benefits, including making the heart beat steadier under stress — in as little as eight weeks. Downward dog is a good pose for these benefits. "It can help lower your heart rate," says Dr. Bell. It also can activate a sluggish digestive system, and deepen your breathing by exercising your diaphragm more intensely, he says. Better still, having your head lower than your heart, as it is in Downward Dog, can shift your nervous system from "fight or flight" mode to "rest and digest," says Bell.
As if all that weren't enough, this miracle pose also juices up hip, shoulder, and wrist joints, and spikes your concentration. As Bell puts it, "You gotta be right there or you'll fall on your face." Learn more about how to do the pose here.
RELATED: Want Better Sex, Guys? Try Yoga
2. Cobra: Chest Pump
Modern man's natural posture is hunched, thanks to hours in front of a computer or behind the wheel of a car. "Your chest is closed and your shoulders are up near your ears," says Joe Kita, a yoga teacher in Lehigh Valley, Pennsylvania, recommends Cobra as an antidote.
Lie on a mat with your legs extended behind you and your palms flat on the mat near your pecs. With your fingers spread wide for stability, press your chest off the mat and up to a point that is comfortable. "Pinch the collarbones behind you and pull the shoulder blades together as you feel that chest open," says Kita.
Be careful not to push too far or you could compress your lower back. "Breathe deeply and imagine that your ribs are separating and that you're creating space," says Kita. Or, picture a wire coat hanger with the ends folded in toward each other — "that's you after a day of driving or working in front of a computer," says Kita. Cobra pose slowly straightens those wire ends by encouraging the shoulders apart and lengthening your collarbones across the top. (See it here.)
3. Seated Twist: Good for the Gut
Take your pick of the seated twists and your gut will thank you, says Kita. "Any twisting pose works the torso and the intestinal area," he says. "You're encouraging more blood flow and moving things around; any type of twisting pose is going to help speed along digestion."
Be sure to breathe deeply in the pose and focus on turning from the hips — not the back — and keeping your torso long. "Don't sacrifice the spine for the twist," cautions Kita, who adds that practicing twists after a weekend of eating and drinking may motivate you to get back on track. "You'll feel your belly pooching out. That's a little reminder that you need to get back to watching your diet again." See it here.
More from KnowMore:
- Bad Vibrations: Snoring and its Solutions
- Why Fitness Matters: Cancer, Heart Disease and Longevity
- A Man's Guide to Losing Weight: 8 Ways to Start Now
- Is Pot Healthy?
Want to Know More? Follow us on Facebook, Pinterest, and Twitter!
Health writer and editor Mary Bolster, the former Executive Editor of Yoga Journal, lives in Connecticut.


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New contract signings that health information technology vendors announced during the week of August 31 include:
* Six-hospital St. Elizabeth Healthcare serving northern Kentucky and parts of Indiana and Ohio bought the SecurityCenter Continuous View cyber vulnerability detection software of Tenable Network Security. The product enables conducting vulnerability assessments on CT scanners, MRIs, smart pumps and other medical devices without taking them offline. Assessments will cover 9,600 IP addresses and more than 300 device endpoints.
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text: To get from Trentola-Ducenta to Treviso by train you can catch one of the 38 trains that everyday travel between these two cities. The first train to Treviso leaves from Trentola-Ducenta at 04:20 and the last train departs at 22:23. The trip by train from Trentola-Ducenta to Treviso last on average 04:32 travelling with high-speed trains (Frecciarossa or Italotreno) If you choose a local train the trip lasts on average 04:53 hours. For your trip from Trentola-Ducenta to Treviso by train you can choose to leave from one of Trentola-Ducenta main stations: Napoli Centrale, S. Marcellino-Frignano Tickets price depend on the departure time and train type, the most economic train ticket available this week is from € 89 to € 89. Prices for next month range from € 39 to € 56. The most economic train is Frecciargento () that departs at 07:30 and arrives in Treviso at 12:23 at € 39. On Wanderio you can compare all schedules, fares and railway companies to Treviso and book the best itinerary starting from Trentola-Ducenta.


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The area planted to GM corn is expected to increase markedly in Portugal this year, despite adverse regulations and judicial decisions. This is due to a higher overall corn area, severe corn borer attacks in the previous campaign, and to the suspension of new applications to agri-environmental payments in 2010.
THIS REPORT CONTAINS ASSESSMENTS OF COMMODITY AND TRADE ISSUES MADE BY USDA STAFF AND NOT NECESSARILY STATEMENTS OF OFFICIAL U.S. GOVERNMENT POLICY Required Report - public distribution Date: 8/5/2011 GAIN Report Number: PT1103 Portugal AGRICULTURAL BIOTECHNOLOGY ANNUAL Portugal's Biotech Standing Report Approved By: Robert Hanson, Agricultural Attaché Prepared By: Diogo Machado Mendes, Agricultural Specialist Report Highlights: The area planted to GM corn is expected to increase markedly in Portugal this year, despite adverse regulations and judicial decisions. This is due to a higher overall corn area, severe corn borer attacks in the previous campaign, and to the suspension of new applications to agri-environmental payments in 2010. The new Government that started functions on June 21, 2011 includes a newly formed Ministry of Agriculture, Sea, Environment, and Land Planning. The possible policy changes that the new Government may implement as well as the results from the inclusion of Agriculture and Environment under the same Ministry are awaited by various stakeholders in the country. 1 Section I. Executive Summary: Portugal is the second largest producer of GM crops in the EU. The area under GM corn is expected to rise by about 50% in 2011, based on the mandatory notifications submitted by farmers. This is due to a higher overall corn area, severe corn borer attacks in the previous campaign, and to the suspension of new applications to agri-environmental payments in 2010. This development also marks a recovery from the previous campaign when a number of reasons contributed to the lower GM corn area. These were, according to a report published by the Directorate General for Agriculture and Rural Development (DGADR): delays in sowing due to unfavorable weather conditions that caused farmers to choose varieties with shorter FAO cycles that are not GM the scarcity of seed of some of the GM varieties sought by the farmers the framework established in the regulation of application of the Rural Development Program (PRODER) action 2.2.1 ?Alteration of Agricultural Production Modes? in what concerns the use of GM seeds The latter are commonly known as agri-environmental payments and the implementing order that regulates them in Portugal establishes that ?the amount of support paid to production areas where genetically modified organisms are grown shall be zero?. This fact alone has a very important impact on farmers? planting decisions. The new Government that started functions on June 21, 2011 includes a newly formed Ministry of Agriculture, Sea, Environment, and Land Planning. The possible policy changes that the new Government may implement as well as the results from the inclusion of Agriculture and Environment under the same Ministry are awaited with anticipation by various stakeholders in the country. Of particular relevance is the cultivation dossier, an area where Portugal has been represented in the EU Council by the former Ministry of Environment that voted in favor of the Commission?s proposal to pass to Member States the responsibility of allowing, restricting or banning the cultivation of GM varieties on part or all of their territory. 2 60 50 Section II. Plant Biotechnology Trade and Production: 40 1. Commercial Planting Currently the only varieties of GE organisms planted for commercial use in Portugal are those derived from the genetically modified organism MON810. This GMO contains a gene from the bacteria Bacillus thuringiensis that expresses a toxin poisonous to the insect pests Ostrinia nubilalis and Sesamia nonagrioides 30 that attack the ears of the corn as well as the stalks. Grain The National Association of Corn and Sorghum Producers (ANPROMIS) in its July bulletin estimates total corn area in Portugal to reach 137,411 ha in 2011, up from 132,488 ha in 2010. These numbers are based on yet unpublished farmer declarations to the Portuguese Financial Institute of Agriculture and Fisheries (IFAP). Diagram 1 show2s a br0eakdown of these declared areas by Region on mainland Silage Portugal in 2010. Diagram 1. Breakdown of corn area by Region based on farmer declarations for 2010 10 0 Norte Centro Lisboa e Alentejo Algarve Vale do Tejo Source: IFAP The total area cultivated with grain corn in Portugal is forecasted by the National Institute of Statistics (INE) to rise by 5% in 2011 from the previous season to just above 100,000 ha (Diagram 2). Diagram 2. Total grain corn area in Portugal 3 1 0 0 0 ha 180 160 140 120 100 Non-Irrigated Corn 80 Irrigated Corn 60 Bt Corn 40 20 0 Source: INE, DGADR, and FAS estimates The planting notifications submitted to the Ministry of Agriculture show that the area under GM Bt corn in 2011 will rise by about 50% and be above 7,300 ha (Diagram 3). The reasons for this are: the overall corn area increase severe corn borer attacks in 2010 the suspension of new applications to Agri-environmental payments in 2010 (more below) The increase in area was especially important Alentejo, a region where the average farm area is higher and where the costs with the coexistence measures can more easily be borne by farmers. According to the DGADR some farmers declared their intention to plant GM corn in the previous season and then decided not to do it for the following reasons: Delays in sowing due to unfavorable weather conditions that caused farmers to choose varieties with shorter FAO cycles that are not GM; The scarcity of seed of some of the GM varieties sought by the farmers; The framework established in the regulation of application of the Rural Development Program (PRODER) action 2.2.1 ?Alteration of Agricultural Production Modes? in what concerns the use of GM seeds. These are commonly known as Agri-environmental payments. Diagram 3 - GM corn area in Mainland Portugal by Region 4 1 0 0 0 ha 8.0 7.0 6.0 Alentejo 5.0 Lisboa e Vale do Tejo 4.0 Algarve 3.0 Centro 2.0 Norte 1.0 0.0 2007 2008 2009 2010 2011e Source: DGADR The implementing order that regulates agro-environmental payments in Portugal (Portaria n.229-B/2008 of 6 March 2008) establishes in its Article 12, Paragraph 11, that ?the amount of support paid to production areas where genetically modified organisms are grown shall be zero?. This fact alone has a very important impact on farmers? planting decisions. The fact that applications to these payments have been suspended in 2010 due to the financial stress the country is passing through at present is seen as one of the main reason for farmers to decide to plant more GM corn in 2011. However this situation may be reversed in the future. 2. Research and Development ? Field Trials of GM Crops The last official field trials of GM crops ended in 2010. There were no requests for more field trials this year and as such there are currently no official trials going on. 3. Imports of Biotech Plant Products a. Seed Portugal sources some of the GM corn seed directly from the U.S. and Chile but the majority is U.S. produced seed imported after repacking in France and other Member States. Besides the varieties included in the Common Catalogue in 2011, the Decision 2004/842/EC allows for the commercialization of seed varieties that are in the process of inclusion in the catalogue of a Member State and to which a temporary sales authorization has been issued. This authorization is granted by the 5 1 0 0 0 ha national authority of the country where the inscription process is running, it is limited in time, quantity, and the countries where it can be sold. The following varieties have been issued a temporary authorization for sale in Portugal during the 2010 campaign: Accua YG, Kavala YG, KXA8641, Talca YG, totaling 7,672kg. a. Grain Portugal benefits from a reduced-tariff quota for the import of 500,000 tons of corn from third countries with an import duty that cannot exceed 50 euro per ton. This agreement, known as ?Abatimento? was negotiated under the U.S.-EU Enlargement Agreement in 1986 as compensation for the loss of the Iberian Peninsula grain market. However in the last 3 years Portugal has not been able to fill this quota with imports from the U.S. because of the very slow approval mechanism for new GM varieties in the EU and its asynchronicity with the U.S. mechanism. Section III. Plant Biotechnology Policy: 1. Regulation a. Traceability and labeling The coming into force of Regulation (EC) N. 1830/2003 and Regulation (EC) N.65/2004 made it mandatory for the rules of traceability and labeling to be observed. This encompasses seed of GM varieties and food and feed made from GE organisms. The packages with seed of GM varieties must display an orange colored label as the one shown in Fig. 1 in which it is stated ?Variedade Geneticamente Modificada? and the code identifying the GMO that originated it. Fig.1 ? Label used in packages of seed of genetically modified varieties Source: DGADR On what concerns traceability, farmers must communicate in writing to the operator purchasing their products that the product is derived from a GMO and the single identifying code of that GMO. They are required to keep copies of those documents for a period of five years. a. Rules for Coexistence 6 Following the Commission Recommendation 2003/556/EC, the Portuguese Decreto-Lei n.160/2005 includes a set of rules and obligations to famers, farmers? organizations, and seed companies and it establishes the remit and responsibility of the Government Authorities. New technical requirements are defined for the growing of each species, so as to reduce to a minimum the accidental or unavoidable presence of GM material in non-GM crops. It is taken into account the characteristics of the organic production mode and the production of special quality products. Portugal was one of the first countries to create legislation that recognizes the right of farmers to voluntarily associate and establish both GM Production Zones and Zones Free of GM: In GM Production Zones farmers are still mandated to fulfill all legal obligations related to farming GM varieties, namely completing training requirements and notifying the State and adjacent farmers about their GM crop farming intentions. However, and except for limit zones, farmers are exempt from applying measures to minimize the accidental presence of GM material, be it through pollen contamination or mechanical mix. In 2010, 21 production zones were active in Portugal, accounting for 46 percent of total biotech corn planted area. The initiative to create a GM Free Zone can stem from the farmers or from the Municipal Administration. In the latter case, farmers are still required to express their opinion and the process will only progress if farmers give their public consent. The right for an individual farm to be excluded from the free zone is safeguarded. The request for the creation of a GM free zone is then submitted to the respective Regional Directorate for Agriculture and Fisheries (DRAP), who are responsible for the assessment of the process, decision and public dissemination of the decision in the official Journal of the Republic (Diário da República). In October 2007 the Municipality of Lagos was declared a GM free zone. 1. Recent Policy Issues a. Agriculture and Environment under the same Ministry The new Government that started functions on June 21, 2011 includes the Ministry of Agriculture, Sea, Environment, and Land Planning. The possible changes that may result from the inclusion of Agriculture and Environment in the same Ministry are awaited with anticipation by various stakeholders in the country. This is especially so in the cultivation dossier, an area where Portugal was represented in the EU Council by the former Environment Ministry that voted in favor of the Commission?s proposal to pass to Member States the responsibility of allowing, restricting or banning the cultivation of GE varieties on part or all of their territory. b. Madeira The Portuguese Autonomous Region of Madeira became the first Region of the EU to declare itself a 7 zone free of the cultivation of genetically modified organisms (GMOs) since the European Commission proposed to confer Member States the freedom to allow, restrict or ban the cultivation of GMOs on part or all of their territory, in July 2010. The Regional Legislative Decree n.15/2010/M voted on August 13th, 2010 prohibits the introduction in the Region?s territory of any propagating material, whether vegetative or seminal, containing genetically modified organisms, as well as its use in agriculture. The legislator concluded for the impossibility of respecting the technical norms of coexistence between conventional and GMO varieties based on the Region?s natural and socio-economic specificities in the National and European context. The process started in May 2009 when Portugal notified the European Commission, in accordance with Article 95(5) of the EC Treaty, with a draft Regional Legislative Decree declaring the Autonomous Region of Madeira to be an Area Free of Genetically Modified Organisms. The draft decree was accompanied by the documents with the arguments justifying the declaration of Madeira as an Area Free from GMOs. In its justification, Portugal pointed to agricultural and natural reasons, and specific arguments were focused on agricultural aspects and the protection of biodiversity in Madeira. The adoption of a decision within the deadline of six months, which is laid down by Article 95(6)(1) of the EC Treaty, would lack scientific support taking in consideration the complexity of the matter and the Commission extended the period to decide until 4 May 2010. The Commission also considered necessary for a scientific risk assessment to be made and it mandated the European Food Safety Authority (EFSA) in September 2009 to assess on the basis of the new evidence provided by Portugal. On January 27, 2010, EFSA concluded that: ?Following investigation of the evidence presented in the Portuguese submission, the EFSA GMO Panel did not identify new scientific information on the environmental or human and animal health impacts of EU approved GM plants. The EFSA GMO Panel therefore concludes that, based on the supporting documents submitted by Portugal, no new scientific evidence, in terms of risk to human and animal health and the environment, was provided that would justify a prohibition of the cultivation of GM plants in the Autonomous Region of Madeira.? However, socio-economic aspects related to the cultivation of GM plants and the coexistence between cropping systems fall outside the remit of EFSA and are not addressed in the scientific opinion. In the end of the procedure the authorization would be given by the Commission that left the deadline expire in May 2010, thereby tacitly accepting the Portuguese draft decree. c. Azores The Regional Government of Azores is also preparing the submission of a request to the Commission to be considered a GM free zone. The Regional Director for Agriculture noted that the European authorities were prepared to discuss this request on the June 21 Environment Council meeting, along with similar requests from different Member States. 8 The Council?s press release states that ?the Council examined progress with a proposal that would allow member states to ban or restrict the cultivation of genetically modified organisms (GMOs) in their territory. Member states are still examining the draft act that would give EU countries the possibility to ban or restrict the cultivation of one or several GMOs in all or part of their territory. In view of the doubts about the conformity of national GMO bans adopted under the proposed legislation with the internal market and WTO rules, some delegations consider that further reflection and analyses are needed.? Two requests for the experimental cultivation of Bt corn were submitted to the Regional Secretariat for Agriculture in the Azores for the 2011 campaign. The Regional Director confirmed that the experiments were being carried out using certified and EU approved varieties and therefore could not be forbidden. According to the coexistence legislation in force, farmers need to observe the requirements concerning their training, the boundary strips relative to other crops, and the notification of neighbor farmers, all of which are being assessed by the authorities. At the Regional Parliament level the government has the backing of the Social Democrat (PSD) opposition in pursuing a ban to GMO cultivation in the archipelago. Recently a Member of the Regional Parliament by the PSD accused the socialist government of a lack of commitment in fighting the cultivation of GM crops in the Region affirming that the present legislation would allow these to be stopped. However a European Member of Parliament by the PSD called for an enlarged debate on the matter and asked the Azorean Regional Government to commission an economic analysis of the two alternatives ? lowering the production costs of the milk and beef sectors with the use of GM crops or marketing farm products from a GM free Region. d. Rice LL62 On 24 July 2010 the Portuguese Parliament approved the Resolution Project 166/XI defending the rejection of the marketing of the glufosinate tolerant genetically modified rice variety LLRice62. This initiative, submitted by the ?Bloco de Esquerda? (Left Block Party) and approved unanimously by the Members of Parliament, recommends the Portuguese Government to: i. manifest to the EU institutions its position of rejection of the marketing of the GMO variety LLRice62 ii. not to allow imports and marketing of this GM rice variety in the national territory, should the EU decide to authorize LLRice62 in the EU space 9 iii. support the production of conventional rice The then Minister of Agriculture had previously announced his intention to vote against the introduction in the EU of this rice variety intended for human consumption. The reasons put forward by the Minister relate to scientific fragilities of the variety and also to the protection of Portuguese rice varieties. This was in spite of the opinion adopted on 30 October 2007 by the GMO Panel of EFSA that ?the information available for LLRICE62 addresses the scientific comments raised by the Member States and that LLRICE62 is as safe as its non-GM comparator with respect to potential effects on human and animal health or the environment. Therefore the GMO Panel concludes that LLRICE62 is unlikely to have any adverse effect on human and animal health or on the environment in the context of its intended uses?. The European Union is still analyzing the application from Bayer CropScience GmbH for the placing on the market of the GM rice variety LLRICE62 for food and feed uses, import and processing, under Regulation (EC) No 1829/2003. Portugal is the fourth largest rice producer in the EU, having produced 170,000 tons of rice in 2010 on 29,000 ha of land. e. Court Rulings Two decisions by Portuguese Courts have influenced the state of affairs of GMO crops in Portugal. The first was a Court decision in favor of the continuing of the variety tests at the State Research Center of Escaropim, and the second was a Court decision to make the Ministry of Agriculture disclose data about farmers who have planted GMO crops: Variety tests at the State Research Center In June 2010, the Administrative and Fiscal Court of Leiria ruled as inadmissible the protective order submitted by the Municipality of Salvaterra de Magos and two NGOs, requesting the annulment of the decision taken by the Ministry of Environment authorizing tests with GMO corn NK603. This authorization had been granted within the scope of Directive 2001/18/EC of the European Parliament and of the Council of 12 March 2001, part B. These official trials were held to assess varieties with a view to their inscription in the National Catalogue of Varieties. Disclosure of information on farmers who planted GMO varieties The Administrative Court of Lisbon decided on May 12, 2010 not to rectify the Appeal n.169/10-1 submitted by the former Ministry of Agriculture, Rural Development, and Fisheries (MADRP). In this way MADRP was compelled to hand in all information requested by the plaintiff regarding the 10 notifications of growing of GMO corn varieties between the years 2005 and 2008, under Decreto-Lei n.º 160/2005, of 21 September 2005. The information supplied included complete identity of the farmer, land register number, seed batch number, among other detailed information. This decision contributed to many farmers desisting of planting GM varieties of corn in 2010 and the subsequent lower sown area in that year. Section IV. Plant Biotechnology Marketing Issues: Citizens in General A recent Eurobarometer survey shows that Portuguese citizens are less worried with the use of genetically modified organisms in farming than the EU average citizen. From a list of environmental issues, 13 per cent of the Portuguese respondents included the use of GM organisms in farming in their top five worries against an EU-27 average of 19 per cent. Farmer Associations Farmers Associations do not have a common position on GM cultivation. The Portuguese Farmer Confederation (CAP) tends to support GM technology as a tool to increase farmer efficiency. The National Confederation of Agriculture (CNA) has a clearer position and is against the cultivation and trade of GM crops. Some corn producers with supply contracts to food companies are reticent to the use of GM varieties because of the expensive and hard to implement segregation measures. Industry Portugal is a net importer of soybeans and corn for feed. Animal production and feed producer associations are generally in favor of cultivation and increasing imports of GM feed materials. The Federation of the Food Industry Associations (FIPA) is also in favor of GMO cultivation and trade, having participated and sharing the conclusions of the recently held seminar ?Biotechnology for the Portuguese Agriculture? (below). NGOs There are organized anti-GM NGOs with an important presence in the media and influence in Public Administration bodies. Section V. Plant Biotechnology Capacity Building and Outreach: Mandatory Training The training of farmers that wish to cultivate GM varieties is mandatory in Portugal. Farmers participate in training actions developed by seed companies or farmers? organizations. These training actions follow a program established by DGADR. These actions include general notions of national and EU legislation about GMO and about the main characteristics of GM insect tolerant corn. In 2010, four training actions were carried out and a total of 64 farmers have attended. A total of 1,385 farmers have 11 received training since 2005. Civil Society Initiatives The Center for Biotechnology Information (CIB) organized the seminar ?Biotechnology for the Portuguese Agriculture? on July 7, 2011 which counted with the participation of more than 90 farmers, agronomists, seed traders, food producers and researchers from Portugal, Spain, and Brazil. The conclusions of the meeting included recognition of the importance of GM varieties in world agriculture; the acknowledgement that Portuguese farmers wish to use more of these varieties, seen by the 50% increase in Bt corn area in 2011; and the advantages of GM varieties in fighting climate change and increasing food security. It was also concluded that it is fundamental to implement the development of common evaluation and approval systems, which are synchronous with other countries and which will allow avoiding recurrent problems related with the availability of raw materials that are fundamental to the activity of the food, agriculture, and livestock industries in Europe. Section VI. Animal Biotechnology: There is no reported use or research into genetically modified animals for agricultural use in Portugal. Annex A ? Legal background regulating GMOs in Portugal Directive 2001/18/EC of the European Parliament and of the Council of 12 March 2001 on the deliberate release into the environment of genetically modified organisms and repealing Council Directive 90/220/EEC - Commission Declaration EU Base Legislation Regulation (EC) No 1829/2003 of the European Parliament and of the Council of 22 September 2003 on genetically modified food and feed Regulation (EC) No 1830/2003 of the European Parliament and of the Council of 22 September 2003 12 concerning the traceability and labeling of genetically modified organisms and the traceability of food and feed products produced from genetically modified organisms and amending Directive 2001/18/EC Regulation (EC) No 1946/2003 of the European Parliament and of the Council of 15 July 2003 on transboundary movements of genetically modified organisms Commission Regulation (EC) No. 641/2004 on detailed rules for the implementation of Regulation (EC) No. 1829/2003 of the European Parliament and of the Council as regards the application for the authorization of new genetically modified food and feed, the notification of existing products and adventitious or technically unavoidable presence of genetically modified material which has benefited from a favorable risk evaluation. Commission Regulation (EC) No 65/2004 of 14 January 2004 establishing a system for the development and assignment of unique identifiers for genetically modified organisms Council Directive 2002/53/EC of 13 June 2002 on the common catalogue of varieties of agricultural plant species Council Directive 2002/55/EC of 13 June 2002 on the marketing of vegetable seed EU Sectoral Le Council Directive 2002/54/EC of 13 June 2002 on the marketing of beet seed gislation Council Directive 2002/57/EC of 13 June 2002 on the marketing of seed of oil and fiber plants Council Directive 66/401/EEC of 14 June 1966 on the marketing of fodder plant seed Council Directive 66/402/EEC of 14 June 1966 on the marketing of cereal seed Commission Recommendation 2004/787/EC on technical guidance for sampling and detection of genetically modified organisms and material produced from genetically modified organisms as or in Commission products in the context of Regulation (EC) No. 1830/2003. Recommendations Commission Recommendation 2003/556/EC, of 23 July 2003 on guidelines for the development of national strategies and best practices to ensure the coexistence of genetically modified crops with conventional and organic farming Decreto-Lei n.º 72/2003, of 10 April 2003, regulating the deliberate release into the environment of genetically modified organisms. Transposes Directive 2001/18/EC of the European Parliament and of the Council. Decreto-Lei n.º 168/2004, of 7 July 2004, ensures the execution of Regulation (EC) No 1830/2003 of the European Parliament and of the Council Decreto-Lei n.º 164/2004, of 7 July 2004, amends Decreto-Lei n.º 72/2003 of 10 April 2003 Decreto 7/2004, of 17 April 2004, approving the Cartagena Protocol on Biosafety to the Convention on Biological Diversity Na Decreto-Lei n.º 160/2005, of 21 September 2005, regulating the cultivation of genetically modified tional Legislation varietieswith the aim of ensuring its coexistence with conventional and organic crops Portaria n.º 904/2006, of 4 September 2006, establishing the necessary conditions and procedure for the creation of zones free of genetically modified varieties Decreto-Lei n.º 387/2007, of 28 November 2007, creating the Compensation Fund destined to compensate economic damages from the accidental contamination with genetically modified varieties Portaria nº 1611/2007, 20 December 2007, amending Portaria n.º 904/2006, of 4 September 2006, establishing the necessary conditions and procedure for the creation of GMO free zones Decreto Legislativo Regional n.º 15/2010/M, of 13 August 2010, declaring the Autonomous Region of Madeira to a zone free of the cultivation of varieties of genetically modified organisms (GMO) 13


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Teaching Entrepreneurship
- Frederica Parks
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1 Introduction to the Course Teaching Entrepreneurship Entrepreneurs are simply those who understand that there is little difference between obstacle and opportunity and are able to turn both to their advantage. Victor Kiam Congratulations on your decision to use the Entrepreneurial Leadership Program curriculum with your students. On behalf of the Aspira Association and Morgan Stanley, we appreciate your willingness to prioritize entrepreneurship education for youth at your organization. We hope you will find this guide useful in planning and carrying out the course. Our intention is to provide you with some suggestions for using the curriculum, but not to dictate how you choose to teach. This short guide lays out the basic structure of the curriculum and the course format, provides ideas for using the curriculum, and lists additional resources that you may wish to incorporate into the course. Evaluation forms to help us revise the curriculum to include student and instructor feedback are included as well. I. Introduction to the Course A. Course Format: The Aspira/Morgan Stanley Entrepreneurial Leadership Curriculum forms the basis of this course and is designed to be used in conjunction with meetings of the Aspira Business Club (ABC). The ABC should meet after school and on weekends at the location and at the time most convenient to the students and the Club Coordinator. B. The Curriculum: The Entrepreneurial Leadership Curriculum contains ten freestanding activities that introduce high school students to entrepreneurship and business concepts while walking them through the process of creating their own business plan. You should allow approximately ninety minutes within each club meeting to cover the curriculum, although much of this time will be used for discussion and activities, rather than lecture. ASPIRA/Morgan Stanley Entreprepeurial Leadership Initiative Introduction 1
2 C. The Role of the Club Coordinator: The success rate of this program greatly depends on the quality of the adult coordinator. Each location has selected a Coordinator based on his or her background in business, commitment to developing leadership and entrepreneurship skills with Aspira students, and willingness to commit time and energy to this program. We envision that the Coordinator is primarily responsible for: Selecting and inviting students to be ABC members; Scheduling ABC meetings based on club members preferences and available facilities; Ensuring that the club follows the curriculum, by leading each meeting during the formal presentation and facilitating group discussions on specific topics (including readings, current events, projects, etc.) Planning or assisting club members with planning additional club activities, such as fieldtrips, guest speakers, social events and projects; Guiding students through the process of developing business plans; Matching students to mentors in the community; Providing students with letters of recommendation and other certification of their participation; Assisting students find appropriate internships and funding for their business plans, when possible. D. The Role of the Club Members: ABC Members will be motivated individuals in their junior or senior year of high school. The trainers will handpick five to ten students at each site based on their prior performance in financial education or related courses, entrepreneurial spirit, academic drive, interest in developing business skills and/or leadership role at ASPIRA clubs. These students are expected to contribute substantially to the course, using their own interests and initiatives to drive it. They are also expected to work hard: it is impossible to cover the club materials just in the classroom. Students will be expected to read assignments, investigate topics, meet with teams, plan activities and work on writing their business plans outside of the classroom. It is important that student make a commitment to come to each meeting of the ABC and engage in making the experience about them. ASPIRA/Morgan Stanley Entreprepeurial Leadership Initiative Introduction 2
3 II. The Classroom Experience a. Covering the Curriculum The ten sessions of the Aspira/Morgan Stanley Entrepreneurial Leadership Curriculum are presented in the form of a facilitator s guide, student handouts and overhead slides. Each session is freestanding and can be ordered in the way that the Facilitator feels is most appropriate to the group. The sessions are as followed and can be downloaded at the following website: I. What is Entrepreneurship? II. What it takes to be an Entrepreneur? III. The ABCs of Business IV. Ideas and Opportunities V. Planning Your Business Venture VI. Challenges Facing Today s Business Leaders VII. Introduction to Investing and Finance VIII. Formulating a Business Plan Part 1: Answering the Big Four Questions IX. Formulating a Business Plan Part 2: Market Research X. Formulating a Business Plan Part 3: Presenting Your Plan Each session should take approximately ninety minutes to cover in class, and, with a few exceptions, each session follows the same format. Activities 1 and 2 involve a Formal Presentation of the session s topic by the Facilitator. Talking points and overhead slides are provided. Activity 3 is Interaction, a time for students to perform hands-on work or meet with teams. Worksheets are provided. Activity 4 follows: Class Discussion of current events, journal entries and any other work that has taken place outside of the classroom. Activity 5 allows time for a Book Discussion, when club members would compare notes and share their impressions of the text that they are reading at the time. Activity 6, Preview of Upcoming Sessions gives the Facilitator a chance to introduce the next week s topic and make assignments to club members. b. Current Events Club members should be constantly encouraged to follow current events in the business press. Not only will this make their classroom experience practical by relating their new knowledge to actual events, but it will help develop a lifetime interest in following business news. Recommended business publications, their websites and subscription cost, are listed at the end of this guide, under Resources. You may wish to designate a portion of your budget for club subscriptions. ASPIRA/Morgan Stanley Entreprepeurial Leadership Initiative Introduction 3
4 c. Journals We recommend that you encourage each club member keep a journal. You may wish to purchase notebooks and distribute them during the first course. Alternatively, if you or the club members are tech-saavy, you may ask members to create Blogs (on-line journals) to detail their experience and observations. You could choose to make specific writing assignments or allow students simply to record their thoughts during the week. Journal entries can be shared during the class discussion period. If you wish to make this task more formal, you might ask students to categorize, enter, and complete the log weekly or after each entrepreneurial story, case study, or profile. You may wish to collect the student log monthly. Assessment of the log may include criteria such as whether the student recorded the minimum number of entries assigned, the organization and completeness of the entries made, students ability to extract and record the pertinent information, and technical skills such as the correct use of grammar and spelling in the entries. d. Guest Speakers, Mentors, Panels You, the Facilitator, can greatly enhance the Club experience by bringing additional instructors into the classroom. A few ideas might be: Asking an investment expert to present during the Introduction to Finance and Investing session; Inviting a local entrepreneur to speak to students about his or her experience; Asking mentors from local businesses and corporations to work with the students (be sure to invite employees from Morgan Stanley first); Forming a career panel to take student questions; Inviting community business leaders to review student business plans; Inviting in professionals from stakeholder organizations (banks, government groups, venture capitalists, competitors) to role play as the students prepare their plans. ASPIRA/Morgan Stanley Entreprepeurial Leadership Initiative Introduction 4
5 e. Reading In addition to encouraging club members to follow current events in business publications, you may wish to assign students texts from a large amount of literature on business and entrepreneurship. Some of these titles could be assigned to be read in conjunction with club meetings, while others could serve as reference books. You may know of other books that you could recommend. The following texts complemented the development of the curriculum: Date Price on Title Author Published Amazon Rules for Revolutionaries Kawasaki, Guy 1999 $11.20 Rich Dad, Poor Dad Kiyosaki, Robert 1997 $11.86 How to be a Teenage Millionaire Beroff, Art, et al 2000 $11.87 The Young Entrepreneur s Guide Mariotti, Steve 2000 $11.90 to Starting and Running a Business Start Your Own Business Lesonsky, Rieva 2001 $16.97 What No One Ever Tells You about Norman, Jan 1999 $12.57 Starting Your Own Business Six Thinking Hats De Bono, Edward 1999 $10.47 A Whack on the Side of the Head: Von Oech, Roger 1998 $11.19 How You Can Be More Creative A Kick in the Seat of the Pants Von Oech, Roger 1986 $11.20 ASPIRA/Morgan Stanley Entreprepeurial Leadership Initiative Introduction 5
6 III. Beyond the Classroom The ABC experience should be hands-on and practical for club members and for you an experience that is unique within the students learning environment. There are a number of opportunities to expand the club experience beyond the classroom and take the lessons learned from the hypothetical to the practical. The club s ability to participate in activities will depend on your available budget and schedule. Here are a few ideas: a. Interviewing Entrepreneurs Identify local entrepreneurs, with your students help, and ask individuals or teams to interview them. Students should decide on questions ahead of time and be given a format for reporting back on the interview. b. Field Trips A visit to the financial center of your city or closest financial district can serve as an inspiring experience to the future business leaders in your club. Likewise, students can benefit from touring Morgan Stanley or another financial services company, local business schools, chambers of commerce, etc. As with other activities, club members should take the lead on determining the feasibility of each trip. Sessions 1 and 2 of the curriculum ( Optional Budgeting Exercise ) allow you to assign students to investigate the cost of each activity, report back to the club, and vote on which trips the club will undertake. You could record assignments in a table like the one below. Research Cost Order of Potential Activities: Assigned to: Reported Preference Visit nearest financial district Tour stock trading floor or stock market Tour Morgan Stanley offices Visit nearest business school campus(es) Tour business of local entrepreneur Visit Chamber of Commerce If you club is not located in NYC, visit to Wall Street, trading floors, Aspira of NY, etc. Trade shows Other Other Other ASPIRA/Morgan Stanley Entreprepeurial Leadership Initiative Introduction 6
7 c. Internships Another valuable outside the classroom experience would be helping to place students in part-time or summer internships. You should plan to leverage the contacts you make through guest speakers and mentors, as well as your own contacts, to make internships a reality for the students. d. Seed Money You may choose to investigate possibilities to help students get financing to start up their businesses following the successful completion of their plans. Seed money may be available through special programs with local lending organizations, non-profit organizations that sponsor student business competitions, or through guaranteeing the funds through Aspira. It is important to explore these options so that students are able to turn their hard work planning into an actual business. IV. Teaching Technology Technology skills are vital to business operations today, and there are many opportunities throughout this course to incorporate technology as a teaching medium. If you have access to computers, encourage students to complete writing assignments in a Word document, use Excel or Quatro Pro for developing budgets, use Power Point to give presentations, and explore the vast amount of current information on the internet when performing research. If you are comfortable, you may wish to set up a class website or listserve for communicating with students. Student journals could also use a Blog format. In addition, most business publications are available via an on-line subscription, which may be cheaper than print copies. ASPIRA/Morgan Stanley Entreprepeurial Leadership Initiative Introduction 7
8 V. Methodologies The following teaching methodologies can be used to present the materials, provide students with an interactive learning environment, or guide class discussion: a. Concept Attainment Concept Attainment can be used to help students understand new terms and definitions. Through this methodology, students learn to label the concept after identifying critical and non-critical attributes while analyzing examples and non-examples of the concept as presented by the teacher. In concept attainment, the focus is on students discovering a concept. Assessment could focus on students application skills (were they able to categorize? classify? and distinguish?); synthesis skills (how well did they explain? show relationships?); and evaluation skills (how did they judge? justify? draw conclusions?). A checklist, rating scale, or anecdotal record form may be used, specifically stating the criteria you wish to collect information. b. Processing New Experiences After a field trip, you can ask students to prepare a summary of the services and products they learned about. Questions that students may address in their summary from the field experience may include: Can the services and products viewed be categorized? What opportunities (concepts) were being developed or sold? What new ideas could be pursued as a result of this field experience? Encourage many responses in order to promote the creative entrepreneurial process. No assessment of the answers given should be made; however, information on a student s ability to process information could be recorded. c. Outside Investigation In small groups or individually, students may be involved with simulations or placed in actual risk-taking situations. Increased risktaking by students might follow a plan. Students may read an entrepreneurial article and summarize its findings for submission for assessment. Students prepare to interview an entrepreneur and prepare a summary of the interview. Students prepare a presentation for the class. d. Guest Speakers A guest from an organization within the community may be invited to the classroom to discuss experiences in his/her organization. Prior to the visit from the guest, students may prepare questions they would like the guest to address. A reflective discussion may be held following the guest s presentation. ASPIRA/Morgan Stanley Entreprepeurial Leadership Initiative Introduction 8
9 e. Role Play Students may break into groups and develop a script for a role-play. The situation may be one within the school organization, or a local or provincial organization. Alternatively, students may develop the script for a problem situation within the community that may be in the news. Some examples of activities that may be considered include fundraising for the school or a charity, development of an environmentally sound school, or advertising or marketing of a new product. Students may role-play a variety of real-life situations that can provide an introduction to identifying opportunities and ideas. For example, role-play situations may address financial restraints at home, school, or for community projects; environmental concerns such as the pollution of surrounding waters; or social concerns such as unemployment and a perceived need to stay in the community for family support. The role-play situations can involve the audience in determining the opportunity(ies) and idea(s) that may result from the situation. This activity may assist students in understanding how the origination of ideas may be generated from real-life situations. A reflective discussion may be used to follow up on the opportunities and ideas identified by the students. As groups develop the script, one or two members of each group may play the role of positive support for a plan while the other members of the group would try to stifle the suggestion. Roles may include employees, students, principals, trustees, supervisors, managers, Chief Executive Officers (CEOs), town officials, or others. When roles are played in activities, students should rotate roles to ensure that all individuals have equal opportunity to participate in various roles. Assessment information may be collected on content elements such as: Was a role identified for each group member? Is the suggested plan feasible? Was there a cover page? f. Brainstorming In small groups, students may be provided a scenario and asked to devise a number of possible solutions. The scenario may involve a service-oriented or product-oriented occupation or profession requiring students to brainstorm new ideas, approaches, and improvements. Examples of scenarios may include: How might a doctor (the family doctor) improve the delivery of service for the community? Could the checkout procedures in the local grocery store be improved to meet the needs of customers? Assessment information may be collected on task attitude such as: demonstrates enthusiasm in providing ideas, cooperates with others, works with others as a team, and shows consideration for the comments of others. These criteria could be listed on a rating scale or observation checklist. ASPIRA/Morgan Stanley Entreprepeurial Leadership Initiative Introduction 9
10 g. Teamwork To simulate the business world, students should work on teams whenever appropriate. Not only does this help build critical communication and negotiation skills, but also allows students to divide difficult and time-consuming tasks. Students should learn how to use critical thinking and communications skills to evaluate opportunities identified by others, too. This encourages teamwork, can help build self-esteem and provides a stretching of the mind to promote an in-depth understanding of this aspect of the entrepreneurial process. h. Using Case Studies Case studies may be distributed for students to analyze how entrepreneurial education may be of benefit in the given situation. Case studies could profile a variety of successful and unsuccessful ventures. Students could focus on analyzing the case study and justifying and confirming the benefits of entrepreneurship education for the given situation. A written summary may be prepared. Assessment information may be collected on students ability to analyze, extract, and suggest new possible outcomes. Students may also be assessed on skills such as the correct use of grammar, punctuation, sentence structure, spelling, and document format. Consider creating your own case study by referring to recent problems/situations within the school, community or in current community/newspaper articles. Students may discuss how the problem/issue could benefit from entrepreneurial activity. For example, students may look at the homeless and how entrepreneurial activity may benefit that problem. Anecdotal notes may be collected on student positive contributions to the discussion. ASPIRA/Morgan Stanley Entreprepeurial Leadership Initiative Introduction 10
11 Web Resources General Business Planning Information the Small Business Association provides excellent information, free of charge, on entrepreneurship topics and regulations related to starting a business. The Small Business Administration (SBA) website on Entrepreneurship: Frequently asked questions for Teen Entrepreneurs (from SBA): Sample Business Plans to be used as examples with the students. Organizations These organizations may be able to help arrange field trips, mentors and guest speakers for your club. Morgan Stanley Association of Latino Professionals in Finance and Accounting Latin Business Association National Society for Hispanic Professionals United States Hispanic Chamber of Commerce National Society of Hispanic MBA s ASPIRA/Morgan Stanley Entreprepeurial Leadership Initiative Introduction 11
12 Other Financial Education Curriculum You may wish to supplement or re-enforce lessons about finance with curriculum that provides general financial education lessons for teenagers. Citigroup Financial Education Program (currently used by Aspira): Jump$tart Clearinghouse for Financial Education Curriculum: FDIC s Money Smart: Business Publications You may wish to consider ordering a print or on-line subscription of some or all of the following newspapers and magazines: Wall Street Journal Classroom Edition Subscription Information: Includes monthly edition for students and daily edition for instructor. Online Price: $99.00/semester Business Week Subscription Information: https://www.neodata.com/itps2.cgi?itemcode=bwek&ordertype=reply+only&iresponse=bw EK.SUBSCRIBEUSCAN Online Price: $45.97/year Fortune Subscription Information: https://subs.timeinc.net/fo/fo_0104cctrm.jhtml?experience_id=63439&source_id=1 Online Price: $19.99/semester The Economist Subscription Information: https://www.economist.com/subscriptions/index.cfm Online Price: $69.00/year online; $129.00/year print Young Money Subscription Information: Online Price: Free online managing for teenagers and young adults Hispanic Business Magazine Subscription Information: Online Price: $10.00/year print copy ASPIRA/Morgan Stanley Entreprepeurial Leadership Initiative Introduction 12
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Flights from St Cloud (STC) to Bremen (BRE)Edit search
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Currency inBremen€1.00 = $1.17Source: Open Exchange Rates
St Cloud to Bremen4253 miles
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Rev Canon Robert Gregory (9 February 1819 - 2 August 1911) was a Church of England clergyman.
Born in Nottingham, he was educated privately and at Corpus Christi College, Oxford. He was ordained a priest and was rector of Bisley, Gloucestershire 1843-47 and of Panton and Wragby, Lincolnshire 1847-51.
In 1851 he came to London as curate of Lambeth, and was vicar of St Mary the Less, Lambeth, 1853–73.
Member of the London School Board, elected for City of London 1873-76.
He was a canon of St Paul's Cathedral 1868–91 and became dean of the cathedral in 1891.
Wikipedia page here [1].


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Erica Frenkel helps lead Gradian Health Systems, a social enterprise enabling safe surgery through innovative anesthesia technology. She has been a Peace Corps volunteer, managed the Global Media AIDS Initiative for the Kaiser Family Foundation and helped shape public health initiatives as a consultant for the Clinton Foundation, the Liberian Ministry of Health, Merck Vaccines, and the Wellcome Trust.
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Michelle Coffee - "Richie Tenenbaum"Michelle Coffee
Michelle Coffee - "Richie Tenenbaum"
one of a kind plush
9" x 16"
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26' Sea Ray Sundeck Bowrider 2008 Yacht for Sale
Yacht Broker Name:
Steve Pentz
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Sea Ray Sundeck Information:
- 26 Sea Ray 2008 Sundeck
- Vessel Name: Life Is Energy
- Vessel Length: 26 feet
- Vessel Builder: Sea Ray
- Vessel Model: Sundeck
- Vessel Year: 2008
- Vessel Type: Bowrider
- Vessel Price: $ Contact for Price
- Vessel Location: St. Petersburg , FL USA
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26 Sea Ray Sundeck 2008 Details:
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By the Mid 2020s, America was the world's largest economy as well as a leading figure in world politics. The Confederate States, whose government was based on Republican principals was falling apart. Many of the younger citizens, began studying in the United States, where it was cheaper to get educated. The people became exposed to ideas originally considered un-patriotic in their country.
The Left-Wing Movements
Because of the collapsing nation, the poorer confederates turned to left-wing movements as a way of fixing the situation. In March 2030, Occupy veteran Daniel Ballinsky met with a group of young Floridans at the University of Miami. They Organized a protest demanding higher wages and a better way of life. Soon, Floridans began abandoning Republican Principals. By June of 2030, 49% of Floridans Supported the Occupy Florida Movement and similar movements gained huge support in the Once Conservative Nation
2031 Presidential Election, Mid-term elections and a New Era
In 2031, Most of the Confederacy supported some sort of left-wing movement. Only the super rich and those who had no issues with income supported the Republican Party. Michael Carter Lewis, who had returned from the US after working with the democratic party, announced the establishment of the Confederate Democratic Party. He was elected by 82% of the population as President.
The Confederate Democratic Party took control of the House and Senate.
In 2032, Carter Lewis, passed Bills mirrored after FDR'S New Deal. The corporate tax rate was raised to 70%, the government, like the US government, took a left-ward shift.
American Reunification
By 2033, the Confederacy had become a "clone" of what the US was at the time and at this point, the idea of reunification was first discussed in the US Senate. The issue however, was controversial in the confederacy. Many wanted to maintain their nation's independence or at least be self-governing. The issue was put on a Referendum and 82% of the population voted for the nation to become a "self-governing region" in the United States while 17% voted to re-join the Union and 1% wanted to be independent completely.
On June 1, 2034, the Confederate States was formally dissolved and the nation became the "The Self-Governing region of Dixie." Florida however alongside Virginia, The Carolinas and Georgia, where most the 17% who supported total reunification lived, were re-admitted as states. at this point, the republican supporters migrated to Texas, which has become a third-world nation.


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Morning Natural Gas Market Report 9/21
The natural gas market has started out with modest gains this morning but is clearly lagging behind the strength shown in other energy markets, as November Natural gas at yesterday's lows was down by nearly 27 cents from the early September highs. Some traders feel that an improvement in overall market sentiment has helped the market trade back into positive territory this morning.
Other traders feel that natural gas prices may be weighed down by a recent long term US weather service prediction that temperatures might be poised to run at above normal levels in the US through the end of December, as the prospect for above normal heating demand for natural gas during the early winter period doesn't look good. The weekly natural gas storage report showed an injection of 67 bcf. Total storage stands at 3496 bcf or 8.6% above the 5 year average. Over the last four weeks natural gas storage has increased 188 bcf.
*Disclaimer: The information in the Market Commentaries was obtained from sources believed to be reliable, but we do not guarantee its accuracy. Neither the information nor any opinion expressed therein constitutes a solicitation of the purchase or sale of any futures or options contracts.
Copyright CME Group All rights reserved.


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The Loctite 243 Blue Primerless Medium Strength Threadlocker, 8.45 oz., can be used to fill fastener diameters of up to between 0.25 and 0.75 inches.
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My list combines the ability to enjoy natural beauty, sports venues, climate, activities and family outings within the U.S.
The city that never sleeps.
A beautiful world class city that offers diversity, superb climate and lots of great indoor and outdoor activities year round.
Quite simply the most beautiful place on the globe. It's a spiritual experience to visit such a majestic place.
Wrigley Field. Lake Michigan. This city is the hub of the country and has some of the best people in the country. Many of my California friends are Chicago transplants.
Beautiful coast line just south of Carmel/Monterey offers the bluest ocean waves splashing against rock and sand beaches.
A beautiful capital city. Great museums, memorials, architecture, and history. The Metro makes it easy and cheap to get around.


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