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The Thirty-six-Month Immunogenicity Evaluation of Quadrivalent HPV (Types 6, 11, 16, 18) L1 Virus-Like Particle (VLP) Vaccine in Chinese Female Subjects Aged 9 to 45 Years and Male Subjects Aged 9 to 15 Years
All eligible subjects will be enrolled for one visit. A medical history and physical
examination will be conducted on all subjects. A 10 mL blood specimen will be collected. All
Sera should be shipped to PPD Vaccines and Biologics Laboratory in the US. The serum
specimen will be tested at PPD Laboratory with competitive Luminex immunoassay (cLIA) and
multiplexed HPV immunoassay. The purpose of the quadrivalent HPV cLIA and multiplex is to
detect neutralizing antibody and total IgG to HPV virus-like particles (VLPs), serotypes 6,
11, 16, 18, respectively.
Observational Model: Case-Only, Time Perspective: Prospective
Rongcheng Li, MD
Principal Investigator
Guangxi CDC
China: Food and Drug Administration
September 2011
June 2012


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Vogue 9727; ca. 1940s; SUIT-DRESS "EASY-TO-MAKE". Peplum jacket-blouse buttons to a high or open neck with shirt collar. Two patch pockets. Long or short sleeves. Slightly flared, bias four-piece skirt.
Links to reviews/blog postsEdit
Add a photo to the gallery by clicking the "modify" button below.
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subset: commoncrawl


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A Portrait of Love Photographer
Diana mojicaModel Female Sacramento, California, US
Mayhem # 2868757
About MeHi! My name is Diana and i am 26 years young. Im a down to earth chick who loves body art! Over the years i have tried to espress myself through tattos. While some people might find them trashy on females i find them beautiful. I am trying to express myself also through photography. I love how you can imagine almost anything and trasform it into art. Every moment is captured the same while at the same time people can view it totally diffrent. I would love to furthur my dream on this site. I want to be able to express myself not only with tattoos but with photagraphy and its sence of art. During the day I work at an Acupuncturist for animals and could not dream of doing anyting diffrent. I want to be able to have fun and enjoy myself infront of the camera to catch a awesome thrill.
Have you worked with Diana mojica? Add Credits for Diana mojica! >>
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Cat kicks over the fishbowl
AFVPublished: December 10, 20153,590 views
Published: December 10, 2015
A woman films her cat curled next to a fishbowl full of water. She tells it that it has twenty seconds to do something cute. As if on cue, the cat kicks over the fishbowl, toppling it to one side. The fish flops around on the carpet until the owner puts it back safely in a now half-full bowl.


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IndieBound • Amazon • Barnes & Noble • Books-A-Million • Hudson Booksellers
"Emotionally complex . . . masterfully renders the human condition in matters micro and vast . . . Like many of the best books, Miss Burma feels rooted in its time and place, while also laying bare timeless questions of loyalty, infidelity, patriotism, and identity—not to mention the globally perpetuated unfair treatment of women. It also raises one particularly resonant concern: What does it take to shake us out of complacency?"―ELLE magazine
"Miss Burma serves as a much needed recalibration of history, one that redresses the narrative imbalance by placing other ethnic, non-Burmese points of view at the center of its story . . . In reimagining the extraordinary lives of her mother and grandparents, Craig produces some passages of exquisitely precise description . . . By resurrecting voices that are seldom heard on a wider stage, Craig's novel . . . brings one of Burma's many lost histories to vivid life." –The New York Times Book Review
"Craig ably controls the novel's historic sweep, and is unsparing in providing details of meticulous torture and wartime horror. She also conveys a strong sense of family. A mother, parting with her children, kisses them 'by placing the side of her nose against each of their cheeks and inhaling deeply.'"―The New Yorker
"[An] epic new novel . . . The sweeping, multi-generational story of a family belonging to the Karen ethnic minority, Miss Burma charts both a political history and a deeply personal one―and of those incendiary moments when private and public motivations overlap."―Los Angeles Times
"[A] riveting account of the treacheries, fractures, and courageous acts of wartime." ―Jane Ciabattari, BBC (Ten Books to Read in May)
"A gorgeously-written novel that illuminates the universalities of fear and the desires for dignity and freedom." ―Literary Hub (15 Books to Read This May)
"Charmaine Craig wields powerful and vivid prose to illuminate a country and a family trapped not only by war and revolution, but also by desire and loss. Both epic and intimate, Miss Burma is a compelling and disturbing trip through Burmese history and politics." ―Viet Thanh Nguyen
"Rich and layered, a complex weaving of national and personal trauma . . . Craig has written a captivating second novel that skillfully moves from moments of quiet intimacy and introspection to passages portraying the swift evolution of political events as multiple groups and nations vie for control of Burma's future. Mesmerizing and haunting." ―Kirkus Reviews (starred review)
"A sweeping novel of Burma and its complicated history, told from the perspective of people whose voices have been systematically erased from the official record. Charmaine Craig writes about war and exile with an exquisite mix of tenderness and intelligence. A brilliant book."―Laila Lalami
"Miss Burma is a riveting portrayal of human resourcefulness and heroism, and of their inadequacy before the great cataclysms of history. This engrossing novel movingly affirms―in its characters, but also in the elegance and fineness of its craft―the perseverance of dignity in the face of our helplessness."―Garth Greenwell


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Okay, I woke up this morning to find my TV on, my laptop open, and a message typed into a word document, this is what it said: "////ThrowThemAway/Stop/NoMore/TheyAreLyingToYou/HeIsComing/////"
I don't know who wrote this, why, or how they got into my house. ive called the police, the came over and said there had been no sign of forced entry, one said maybe I had been sleepwalking, but I highly doubt that. I've also called a locksmith to have all the locks changed, until then I think I'll stay at a motel, i don't feel safe here anymore.
On another note, I have made contact with the therapist from my childhood. My aunt, who I was staying with at the time, was apprehensive about putting me in contact with him, she said I'm healthy now and don't need to look back into the past. I have an appointment with him tomorrow.
Side note: Maybe it's the new meds, maybe it's just paranoia, but I've been seeing shadows out of the corner of my eye, like theres someone standing right behind me. There never is, of course, but it hasn't been helping my current situation.


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Product Spotlight
Featured Research
Quick Stats
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FTC: Merger Won't Affect Prices
The $15.1 billion union of Phillips Petroleum and Conoco approved with conditions intended to maintain competition.
WASHINGTON -- The Federal Trade Commission (FTC) said customers are unlikely to see changes in gas prices or brand names resulting from the $15.1 billion merger of Phillips Petroleum Co. and Conoco Inc. following its approval of deal.
The companies completed the merger creating the third-largest U.S. oil and gas company only hours after receiving approval from the FTC. Antitrust regulators cleared the merger with conditions intended to maintain competition in the energy market and keep prices from rising, the Associated Press reported.
Fadel Gheit, an energy analyst with Fahnestock & Co., said the deal shouldn't affect consumers or prices at the pump. "It was a step that was necessary for both companies. They could not have survived single,'' he told the AP. "Bigger is better in the business where you don't know where oil prices are going to be a year from now."
The FTC voted 5-0 for the deal, but required the companies to sell refineries and gasoline stations in Utah and Colorado and certain operations in Missouri, Illinois, New Mexico, Texas and Washington. The agency did not require sales in other regions because the deal was unlikely to raise gasoline prices in the rest of the country, the report said.
The companies announced their intentions to merge in November and base the new company, ConocoPhillips, in Houston. The company is now the world's sixth-largest oil and gas concern, and third largest in the United States, behind Exxon Mobil Corp. and ChevronTexaco Corp.
ConocoPhillips also is the country's top refiner and a retailing giant, with about a 17,000-store network of convenience stores and gas stations nationwide, the report said.
ConocoPhillips Chairman Archie Dunham told reporters that consumers would not see changes in the familiar brand names. "We'll take advantage of the Conoco brand where it's the strongest brand. We'll use the Phillips brand where it's the strongest," he said.
Anticipating the FTC conditions, the companies already had begun selling some facilities. Phillips, based in Bartlesville, Okla., is selling its Woods Cross refinery near Salt Lake City and 25 filling stations in Utah and southern Wyoming. Houston-based Conoco is unloading its 60,000-barrel-a-day refinery in Commerce City, Colo., the report said.
The FTC also is requiring Phillips to sell gas stations in eastern Colorado; a propane and butane storage plant in Spokane, Wash.; and propane facilities in Jefferson City, Mo., and East St. Louis, Ill. Conoco must sell certain natural gas wells in New Mexico and Texas.
The FTC had said the original merger proposal would have reduced competition, allowing ConocoPhillips to raise prices. Conoco sells gasoline, diesel fuel and other petroleum products at 5,000 outlets in the United States, while Phillips retails at more than 12,000 stations under such brands as Phillips 66, Circle K and 76.
Shareholders approved the deal in March. Phillips shareholders got one share of ConocoPhillips stock for each Phillips share they own, while Conoco shareholders got .4677 shares of the new stock for each of their shares. That means Phillips shareholders have a 57 percent stake in the new company and Conoco shareholders own 43 percent.
ABOVE: (From right) Archie Dunham, chairman of ConocoPhillips, and Jim Mulva, president and chief executive officer, raised the new corporate flag shortly after the merger of Conoco Inc. and Phillips Petroleum Co. was completed.


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Why? Because you can! And pickle, and jam, or otherwise celebrate the resurgence of the domestic arts our forebears held so dear. Put on your best apron and step into our kitchen, won't you?
A fun fermented way to turn the sweet fruits of summer into a savory condiment!
A fresh and fruity salsa, not too spicy, celebrating the flavors of summer.
Mango jam with a little bit of extra salt, lime zest and lime juice. Sunny and unique.
Mango Avocado Salsa combines sweet tart mango with creamy avocado spiked with red onion and jalapeño and doused with lime. It is the kind of dip that makes you want to whip up another batch as soon as the first is gobbled up.
Mango plus vodka equals delicious
Sweet and warm mango jam in a nice small batch for your early Spring pleasure.
Perfect to add a little excitement to thick Greek yoghurt, spooned into tart cases, over pancakes or simply straight from the fridge... with a spoon!
My mother's mango chutney recipe that I inherited is my favorite holiday gift for friends.
This smooth, sauce-like type of chutney is different from the popular, chunky, British-style chutneys. The recipe is not genuinely Indian, but garam masala gives it a warm, rich, Indian touch. Tamarind pulp or juice adds a certain je-ne-sais-quoi...
This beautiful yet simple mango jam recipe will surely become a summertime favorite for everyone in your home.


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It's time again for your annual flu shot, and this year, the Centers for Disease Control and Prevention has new guidelines for flu vaccinations, including the elimination of the flu mist for children. We spoke with Renown Director of Primary Care Marie McCormack, MD, for the latest information on how to protect you and yours.
For questions about flu vaccination, contact your Primary Care Physician:
Find a Doctor
Or visit an upcoming Renown Community Flu Shot Event:
View 2016 Flu Shot Schedule
Renown Director of Primary Care Marie McCormack, MD, reminds us that the sooner you get your flu shot, the better.
"The CDC asks everyone to get their flu shot by the end of October, because the flu season typically runs from November to March," McCormack says.
She also noted there's a big change this year: The flu vaccine mist is no longer available for children.
"They actually did a study where they followed children who got the flu mist from 2013 to 2016 and they found out that they actually didn't get prevention," McCormack says.


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I have an order for a tres leche birthday cake they want it stacked and colored i am looking for a heavy duty whipped cream recipe that can be piped and colored and if it can't be colored then hold up to a spray coloring. If anyone has tips that will be great.
Look up the wilton recipe for stabilized whipped cream, I am in love with it :-). Also if you do a search on this website for stabilized whipped cream there was a post about it just the other day that you should find helpful.
KLP333, I have tried this Whipped Frosting and it worked great for me and it can be flavored and colored.
There was a suggestion here in CC to stabilize whipped cream by adding marshmallow Fluff.


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Our new site has just launched, and some of the pages are currently still under construction.
We thank you for your patience, please don't hesitate to contact us if you have any questions or queries.
By Dr Ava Easton, The Encephalitis Society
In order to understand the effects of encephalitis on the brain, it can be helpful to understand how the brain works. The brain is an amazing organ: it controls everything you think, feel and do. All the various parts that make up the brain work together to help people communicate, feel, move and behave.
The brain is made up of billions of nerve cells or "neurons" and each neuron makes thousands connections to other neurons. This "neural network" is similar to the way roads connect to make road networks.
At birth all the neurons you will ever have are present but there are very few connections. During early development, the neurons form trillions of connections. These connections are fine-tuned by the neurons' electrical activity: useful connections are maintained or added, while others often disappear. Axons that become regularly used are gradually covered by a protective coating: the myelin sheath. (A good analogy is the covering of a main road with tarmac allowing traffic to flow more freely).
The complexity of the brain is due in part to the intricate system of interconnections between neurons in the different parts of the brain. Neurons communicate with one another via specialised chemicals called neurotransmitters, of which there are several.
The brain is composed of numerous structures, each composed of nerve cells (neurons) and supporting cells called glia. Neurons transmit electrical and chemical signals, and this transmission of signals between neurons is how the brain functions.
Three basic types of glia exist in the brain:
• Oligodendroglia cells wrap axons with myelin. The myelin thus forms a sheath around the axon, facilitating the transmission of electrical signals along a neuron.
• Astroglia cells (astrocytes) are found throughout the brain and play many different "housekeeping" roles, providing nourishment and protection for the neurons, structural support, or "scaffolding," for the brain, and also playing an important role in the immune system of the brain.
• Microglial cells are important in the brain's injury response as they scavenge cellular debris and help to clean up damage.
The brain is protected by a blood-brain barrier which prevents any large molecules passing from the blood into the brain. The barrier is the result of the cells lining blood vessels in the brain. Blood vessels in the rest of the body are lined by cells which fit together very loosely allowing easy movement by quite large bodies to and from the blood. Cells lining blood vessels in the brain fit together very tightly and most substances have to be actively transported through the cells rather than passing between them. The blood-brain barrier acts very effectively to protect the brain from many common infections. Thus, infections of the brain are very rare. The outcome of any infection is dependent upon the ability of the infection to cause disease and the response of the immune system. When the immune response is either inadequate or inappropriate, an infection of the brain can cause severe encephalitis.
The immune response evolved to protect organisms against injury and infection. Following an injury or infection a complex cascade of events leads to the delivery of white blood cells to sites of injury to kill potential pathogens and promote tissue repair. However, the powerful inflammatory response also has the capacity to cause damage to normal tissue. Unfortunately the immune response to an infection of the brain can contribute more to the disease process than the infection itself.
In infectious encephalitis, viruses entering neurons utilise components of the cell in order to replicate (make copies of themselves). This uses up energy stores and oxygen, and damages the cell. In post-infectious / autoimmune encephalitis it is the immune system that causes damage to neurons or other brain cells. In both types of encephalitis, by-products of the immune system's actions (fluid, white blood cells, the contents of dead nerve cells and disabled viruses) can significantly alter the fluid surrounding neurons and affect their functioning. For instance, the characteristics of the cell membrane may be altered, disturbing the electrical properties of the neuron. Swelling resulting from additional fluid entering the brain can interfere with blood supply causing anoxic (lack of oxygen) damage.
The extra unwanted fluids build up rapidly, and glial cells try to absorb the unwanted chemicals and fluids in order to protect neurons from harm, and in the process they swell up too. Glial cells act as sponges and scavengers of toxic by-products, caused by the inflammation but when they become overloaded, they die and then re-release the toxic chemicals back into the fluid, where they kill additional neurons. The extremely high levels of these substances are sufficient to kill vulnerable and weakened neurons by damaging their membranes or by exciting them to a point where they "burn out" and die.
At the site of inflammation and in nearby tissue, there is biological chaos, as the brain tries to adjust and fight the consequences of the damage. The dying cells give off chemicals that activate macrophages (white blood cells), which move from the bloodstream into the injury area, to absorb and eliminate debris. Glial cells and their helpers, which have gathered at the site to clean it up, now begin to form the scar tissue that will remain a part of the brain's new architecture. Sometimes, the glial barriers prevent healthy, remaining neurons from restoring axonal connections. In other cases, nerve terminals cannot pass the scar, and abnormal activity is then generated that can lead to epileptic seizures.
FS064V2 The effects of encephalitis on the brain
Date created: August 2002/Last update: February 2016/ Review date: February 2019
Disclaimer: If you would like more information on the source material the author used to write this document please contact The Encephalitis Society. None of the authors of the above document has declared any conflict of interest which may arise from being named as an author of this document. Please refer to the Medical Terms Glossary if necessary.
Feedback: Your feedback helps us improve! Please complete the Feedback Survey to send us your comments or suggestions.
The Encephalitis Society is the operating name of the Encephalitis Support Group which is a registered Charity and Company Limited by Guarantee.
Registered in England and Wales No. 4189027. Registered Office as above. Registered Charity No. 1087843.


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If you're looking to restore a historic Williamsburg look to your landscape or want to add some color without planting flowers, pea gravel may be what you're looking for. It comes in a variety of colors that can be mixed or used in just one shade for a monochromatic effect. Calculate how much gravel you will need for an area by measuring the length and width and multiplying the numbers together. Multiply this number by the desired depth in feet you want the gravel. This will give you the cubic feet of gravel needed; to convert to cubic yards, divide by 27.
Shades Depend on Location
Think pea gravel and usually the first image to come to mind is small, smooth milky-beige colored stones. These are popular colors, but pea gravel comes in a variety of colors, including grays and shades of white. It gets its color from minerals in the earth where its formed, so different shades are formed in different geographical locations. A shade that may not be available in your area may be available in another state, but keep in mind the farther the gravel has to be shipped, the greater the cost.
A Garden of Calm
Layer a garden path with a shade of deep red pea gravel through a bed containing purple foliage, and you'll create a calming effect, because red and purple are analogous colors that promote tranquility. They are also warm colors, which appear closer than they are. Use them at the back of a long, rectangular lot to make it appear shallower and more square. A monochromatic color scheme of blue flowers, mulched with a bluish shade of pea gravel, will evoke a serene feeling.
Colors that Disappear
Cool colors, like pinks and blues, appear much further away than they are, making them hard to see from a distance. Use them in areas where you don't want pea gravel noticed or show them off by placing them in beds near driveways where they can be viewed up close. Create a garden path with pink pea gravel, and then lay white stepping stones on it. The contrasting colors will turn the stepping stones into garden features, letting walkers know exactly where to step.
Mix Sizes
Pea gravel gets its name because of its small size and that it is shaped like a garden pea. Sellers class it into small and large sizes. Small sizes are less than 1/2 inch in diameter. Large sizes range from 1/2 inch to 1 1/4 inches in diameter. Try mixing sizes of the same shades of milky brown gravel to give your garden beds more texture. Alternatively, put small brown pea gravel in your beds and use the same color in a larger size gravel to make a pathway leading to your front door.
Related Searches
- Paver Search: About Landscape Gravel and Its Many Shades
- Pea Gravel: Information on Pea Designs
- University of Maryland Extension: Landscape Mulches and Subterranean Termites
- Idaho Museum of Natural History: What is the Rock Cycle
- Colorado State University Extension: Mulching with Wood/Bark Chips, Grass Clippings, and Rock
- Landscape Calculator: Stone and Mulch Calculators
- University Of Illinois Extension: Choosing and Combining Plants
- Color Matters: Basic Color Theory
- Photo Credit Hemera Technologies/AbleStock.com/Getty Images


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|This article or subsection has an associated category.
|Aruva sector
The Aruva sector is a sector of space in the Alpha Quadrant, within the Romulan Star Empire. The Aruva sector is near to a section of the Federation-Romulan Neutral Zone, a border with the space of the Federation. (Last Unicorn RPG module: The Way of D'era: The Romulan Star Empire)


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JNCC advises Government on UK and international nature conservation and is looking to expand its Marine Directorate in Peterborough. We are seeking an enthusiastic individual to take on the new role of Marine Mapping Scientist.
Working internationally and in the UK, you will join our team focused on developing and improving seabed habitat maps and models. You will have strong skills in GIS and data analysis, be effective at working collaboratively with international partners and have broad relevant marine knowledge.
For more information about the competencies and the post currently on offer visit our website by following the 'More Information' link below where you can download the details and the relevant application form and find out more about our work. Alternatively, contact us via firstname.lastname@example.com.
The closing date is midnight on Thursday 3rd October 2013.
Interviewing will take place in Peterborough, provisionally on Monday 21st October 2013. If you are invited to interview, you will be asked to carry out a short GIS and data assessment test on the day of the interview.
Website: www.jncc.defra.gov.uk
Contact name: Recruitment
Contact telephone: 01733 866890
Contact email: email@example.com


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|Message view
|« Date » · « Thread »
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|Vinubalaji Gopal <vinubal...@gmail.com>
|Re: deletes when the writer is open and autocommit is set to false
|Wed, 11 Feb 2009 23:54:42 GMT
On Wed, Feb 11, 2009 at 8:50 AM, Michael McCandless <email@example.com> wrote: > Hmm -- OK I just fixed that FAQ entry. Thanks for raising this! > Cool. > If you know the doc doesn't exist already, you gain some performance by > using add instead of update. But if performance is already fast enough, it > may be simpler to just always use update. Or, if you will have to do your > own search to find out whether doc exists or not, then always use update > since that's what update's doing too. Nice that is what I thought. Thank you very much for all the help :). -- Vinu In a world without fences who needs Gates? --------------------------------------------------------------------- To unsubscribe, e-mail: firstname.lastname@example.com For additional commands, e-mail: firstname.lastname@example.com
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Stoke too strong for York
Stoke City booked their place in the fourth round of the FA Cup with a 3-1 victory over non-league York City.
Last Updated: 02/01/10 6:04pm
Stoke City booked their place in the fourth round of the FA Cup with a 3-1 victory over non-league York City.
A trio of set-piece goals proved enough for the Premier League side to avoid a giantkilling after they had fallen a goal behind in the opening half.
Neil Barrett's flick header gave the Minstermen a shock lead but their 4,000 strong away following barely had time to dream of an upset before Stoke had turned the game around.
Rory Delap's long throws led to a Danny Parslow own goal and a header for Ricardo Fuller, the hosts scoring twice in as many minutes.
A superb curling free-kick from Matthew Etherington made the game safe in the second half, Stoke running out comfortable winners in the end.
The match was thrown into doubt prior to kick-off, with the visiting side's coach having been delayed by the weather on its way to the stadium.
For a short time it looked as if the game would not be played at all but York's coach finally made it to the ground just before 3pm and the match got under way half an hour later.
Having made widespread changes for Carling Cup fixtures this season, Stoke manager Tony Pulis sprung a surprise by making only a few adjustments to his starting line-up.
Fuller replaced Tuncay Sanli in the Potters attack, while Cort and Danny Collins came into the defence, with Ryan Shawcross suspended and Abdoulaye Faye not featuring in the squad.
Martin Foyle named an unchanged York XI from the side that beat Mansfield in their last league fixture.
Delap's trademark long throw caused problems for York as early as the third minute but goalkeeper Michael Ingham was able to punch the ball away to deny Fuller after it had been flicked on.
But York, roared on by their vociferous supporters, were looking to make an early impression and Michael Rankine tried to a drill a low effort across Thomas Sorensen in the seventh minute, only to see it go comfortably wide.
The non-league outfit were showing plenty of spirit and, after harrying their opponents for much of the opening 20 minutes, took a deserved lead.
York won a free-kick on the left and Barrett directed a header past Sorensen to send shockwaves around the Britannia.
Stoke were rattled but moments later they had turned the game on its head.
First Delap delivered a long throw that Parslow could only deflect past his own keeper.
Then Fuller headed home after Cort had connected with another specialist Delap delivery to put Pulis' side in the ascendancy.
Delap's throwing prowess could hardly be described as a secret weapon these days but York seemed unable to deal with it whenever the midfielder sent a ball into the box.
Panic ensued again in the 42nd minute after another Delap throw, with Levi Mackin almost sending the ball past Ingham for a second own goal, but the Minstermen survived.
The hosts almost extended their advantage immediately after the break but, having risen highest to meet Etherington's corner, Cort was unable to guide his header on target.
At the other end, Richard Brodie managed to create some space to turn and shoot in the box but the effort did little to trouble Steve Simonsen, who had come on at half-time to replace Sorensen.
As time wore on, Stoke were looking increasingly comfortable, with Robert Huth narrowly heading over from Etherington's corner and Fuller just failing to get on the end of Liam Lawrence's delivery.
A third goal seemed to be in the pipeline and it duly arrived after 56 minutes thanks to Etherington's dead-ball accuracy.
From just outside the area, the winger stepped up and sent a delightful free-kick into the top left-hand corner, barely giving Ingham the chance to move.
Etherington then attempted a carbon copy just after the hour mark but could only send the ball into Ingham's grateful arms.
Perhaps sensing the opportunity for his strikers to boost their poor goal return this season, Pulis sent on Tuncay for the ineffective Beattie for the final quarter of the game, while Mamady Sidibe came on for Fuller with 10 minutes remaining.
The new strike partnership looked lively and Tuncay went close after cutting into the box in the 81st minute but could only lift his effort over the bar.
Sidibe then flashed a header over and saw a shot tipped round the post by Ingham, with Tuncay unlucky not to connect with a header from the resulting corner.


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Cancer cells "talking to themselves" could be key to cancer spreading
Zoe Leech Posted in BCI Spotlight Articles, Images, In the Press, Publications 23 June 2016
Newly discovered cell signalling platform could enable metastasis
Nature Communications has published new work from Dr Stéphanie Kermorgant's group on a previously unknown survival mechanism in cancer cells that contributes to their growth and survival.
Metastasis, or cancer spreading, is still one of the biggest challenges in cancer research and treatment. It is often not the original tumour that kills, but secondary growths; metastases. These happen when cells are able to break away from the primary site, travel around the body and "seed" new tumours.
We have many natural defences against cancer that must break down or be overcome before cancer can take hold. One of these is making sure cells are always attached (or "adhered") – both to one another and to their environment. Cells that detach are usually killed in a process called anoikis.
However, clearly, for cancer cells to spread around the body they must avoid this protective killing mechanism and learn to survive. Stéphanie said:
Metastasis is currently incurable and remains one of the key targets of cancer research. Our research advances the knowledge of how two key molecules communicate and work together to help cancer cells survive during metastasis.
We're hoping that this might lead to the discovery of new drugs to block the spread of cancer within the body.
A new study from our Centre for Tumour Biology may have found one of the keys to this survival that permits metastasis.
Cellular Communication
For the millions – trillions – of cells in our body to know how to respond and behave in their respective organs, they must communicate with the environment. This typically goes in both directions; signals from outside the cell can tell it what to do, and the cell can affect the environment by signalling out.
One major way cells interact with their surroundings is via integrins. These are proteins on the cell surface that attach to proteins in the extracellular matrix; an organised mess of strands and particles that gives structure to tissues and provides attachment points for cells.
Both integrin "outside-in" and "inside-out" signalling have been studied in detail, but the group's work reveals an entirely new form of communication – "inside-in" signalling, as they have named it, in which integrins talk from inside the cell to itself.
This internal chatter is very much out of character compared to what we've learned about integrins so far.
What's going on?
Stephanie's team has shown that an integrin called beta-1 (β1) pairs up with another cell surface signalling protein called c-Met. They then move inside the cell together, carried on a small 'bubble' of membrane that forms at the surface and moves inwards.
This bubble is of a particular type, similar to ones that form when cells recycle things they don't need any more, making useful building blocks available again – a process called autophagy. These membranes have never been thought to play a role in cells' communication until now.
We could almost think of it as if our recycling service suddenly started distributing the mail.
The authors have named this new type of internal membrane "autophagy-related endomembrane" or ARE. β1 integrin and Met signal together from this part of the cell to cause a chain reaction that allows cells to survive while "floating" – essential if a cancer cell is to break away from the tumour it came from.
They have shown using both breast and lung cells - in both mouse and zebrafish models - that metastases are less likely to form when β1 is prevented from interacting with Met, or they are blocked from entering the cell together.
Met and integrins are major targets for cancer treatment. Inhibitor drugs for both Met and some integrins have been developed and are being tested in the clinic – but the failure of integrin inhibitors could be partly explained by this newly discovered inside-cell function.
The discovery could contribute to a better understanding of how cells break away from tumours and metastasise – and to more effective treatment combinations that could both prevent and slow tumour growth and spread.
The research was funded by the UK Medical Research Council, Breast Cancer Now, Rosetrees Trust, British Lung Foundation, Cancer Research UK and Barts and The London Charity
Beta 1-integrin- c-Met cooperation reveals an inside-in survival signalling on Autophagy Related Endomembranes
Barrow-McGee R, Kishi N, Joffre C, Ménard L, Hervieu A, Bakhouche BA, Rivero AJN, Mai A, Gutierr CG, Robert-Masson L, Iturrioz X, Hulit J, Brennan C, Hart IR, Parker PJ, Ivaska J, Kermorgant S. Nature Communications (2016) DOI: 10.1038/NCOMMS11942
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Customer Feedback
Welcome to the Plum's Feedback Forum. This forum is exclusively for Plum customers. Add your ideas and vote on the ideas of others. We are carefully watching the below list and will use it to help prioritize our development.
How can we make Plum work better for you?
What do you wish Plum could provide (or do) to help you more?
Need auto login
This is the only webapp I use that I have to enter login credentials every time I go.4 votes
Add receipts in My Account area
In app.plum.io you can currently click on a "My Account" area but it does not currently list my past invoices in that area. Please add this.1 vote
A legend explaining the Plum Scores
The free Plum Test provides a score of "Plum Talent". A legend explaining the meaning of these talents and that of the color code (grey, yellow and purple) would be helpful.1 vote
Ability to see how long it took candidate to take assessment
Would be nice to see how much time a candidate spent taking the assessment For example, if a candidate finished in 5 minutes then we would know it wasn't taken seriously.4 votes
Other review section
If possible when a job seeker is filling out the questionnaire perhaps you can have a section similar to most/least like u that is filled out by someone close to the candidate....this will allow for a different perspective and gain a greater picture of the individual for better placement. Just a thought is all.1 vote
Have a notification email sent when an applicant applies to a position
Have some form or notification be sent to a hiring manager when an applicant has applied to a specific posting.9 votes
Create a Match Criteria dashboard to compare Match Criteria
Sometimes I want to compare two different match criteria. Also, I'd like the ability to save a match criteria ... edit it later but then save it as a seperate/new match criteria.4 votes
Create Curriculum/Training For Employers
Though the descriptions are easy to understand, some people may want to learn more of the science behind Plum factors and how to interpret scores. An online training could be great for larger companies!
Vote if you like this idea :)4 votes
Delete "in progress" and "rejected" candidates
Reason: "I don't like how the "in progress" and "rejected" candidates just stay in that list forever."4 votes
Notes More Visible
It would be handy to see the notes added to each candidate instead of having to scroll within their assessment.1 vote
Be notified once assessment is completed.
After a candidate completes the assessment an email is sent to the admin or parties involved so they can view the results.15 votes
Show research based tips for match criteria for job-specific roles
Example: "Did you know that those who score higher in industriousness and enthusiasm are more likely to be effective for a sales job?" Or "Did you know that research indicates that those with higher compassion scores make for better health care practitioners?"
At this point we know literature exists on this and Plum has incorporated some of that research. But wouldn't it be great if we could get job specific advice?!?
Upvote this idea if you agree!0 votes
Move "In-Progress" candidates to new "Uncomplete" header
Candidates sit in the "in-progress" forever and I don't know if I should give up on them or not. Something like this feature for me to click (or automatically after 72 hours???) would be great.0 votes
Improve Applicant Landing Page
Allow users to build a landing page for applicants that includes things like job-description and posting details, and a more clear job title for the position.
This became relevant today when posting on Facebook, because when I added a link "to apply" there wasn't enough information about the position and it went straight to the application form.3 votes
Resume/coverletter viewer in plum
It would be great if users could view resumes and cover letters without needing to download them.1 vote
A customer referral plan
Create plan that provides benefits to existing customers, that refer new customers to Plum.7 votes
Order the Position List
Allow employers to put their most prominent positions at the top. Whether
drag and drop, ranking or favoriting.0 votes
Compare match criteria view.
Create a view to see all hiring managers role analysis results on one page to
compare the different opinions.6 votes
Allow one user to set multiple sets of match criteria for a single position
It would be helpful if I could set different match criteria for the same position. It is simplest to have one one position for "sales", but in our case we sell different products so those salespeople require people with different traits to be successful.1 vote
Manually set the Match Criteria
Allow me to set the Match Criteria directly without having to do the Match Survey (ie, I know what 6 areas I consider important) – answering all of the questions is just lots of extra time.12 votes
We are already considering building this feature. Upvote if you want to see this ideal sooner than later.
- Don't see your idea?


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January 2, 2014
Tag Archives: Philippines
Attempts at Photography: Naga City Afternoon Sky
One Memory A Day: TGIF of the 80's Kids: 'Club-Hopping' turned Pig-Out Night Out' til Early Morning
Attempts at Photography: Caleruega Sunset and Church, Batangas
Attempts at Photography: GenSan Longganiza
Attempts at Photography: Cintai, Corito's Garden Love
A place built with love (nine years in the making), for one man's love of his life (Corito) that is spreading love to each and every guest, Cintai, Corito's Garden, indeed, is a stronghold not of love that was lost, but of love scattered and of love made even greater up to this day. June 29, the day I visited this place, also happened to be the day Corito was born. No wonder everything appeared magically lovely.
Visit their site to know more of their love-filled activities.
Just a Phase: Points in Paulo Coelho's Aleph
I just finished reading Paulo Coelho's book Aleph and it left me smiling how the Universe seemed to conspire for me to get hold of it.
I was at that 'phase' when I am decided to throw everything away again for a reason I myself was not convinced – self fulfillment gone empty.
I was praying and praying but instead of finding justifications for my rather impulsive decision, the more I was being shown that I have all the reasons to stay and to continue my success story for the very simple reason that everything is a blessing from Him and I am, in return, is being a blessing to others especially to my family and to the people around me.
I came across this book one Saturday, when I promised my ate that I'll take care of my nieces' school needs (It's the start of the school year here in the Philippines and kids really look forward to the day they'll shop for their new bags, shoes, school supplies, etc.).
My boss, having the biggest heart I've ever known, allowed me to leave work earlier than usual to realize this promise I made to my dearies who came all the way from our province in Quezon for this. I met them at SM Megamall and I'm so happy the whole time because it reminds me of me and my ate's childhood days that even if it is so tiring, carrying my nieces JC and RJ most of the time, I feel like I'm being a big sister to my ate taking care of her kids.
When we were already at the National Bookstore for the kids' school supplies, I saw the store's current best sellers and this Aleph is the number one. I have no plans buying a book that time knowing that I do not have time for that these days but something told me I needed it without even looking at the back part to know what this book is all about so I included it in our purchase.
Exactly a week after that, I have finished reading the book. Funny thing is, it is also the same day as my supposedly last day. Was I able to reclaim my kingdom the whole time I was going on with Paulo's journey to finding where he wants to be, doing what he wants to do?
When I talk of right time, I talk of these points I got from Paulo and Hilal's Aleph that made me realize we all go through phases like this at some point in our life, but reading this when I am exactly at this phase … it's not just timely, I know this is divine.
So here are the 26 points in their journey that made me feel like I am reading my very own life notes in my 26 years of existence:
1. Now and then I go through periods of inner conflict that can persist for months … long enough to keep me frustrated because I can't absorb everything I learn.
2. When a sense of dissatisfaction persists, it was placed there by God for one reason only: you need to change everything and move forward
3. Here I am trying to persuade myself that I always give the best of myself, and nature is telling me exactly the opposite: anyone truly committed to life never stops walking
4. We will always need to be humble enough to accept that our hearts know why we are here… We simply have to trust and follow the signs and live our Personal Legend;
5. If I believe I will win, then victory will believe in me. No life is complete without a touch of madness.
6. I learned long ago that in order to heal my wounds, I must have the courage to face up to them. I also learned to forgive myself and correct my mistakes.
7. We need to be strangers to ourselves. Then the hidden light in our souls will illuminate what we need to see.
8. Routine has nothing to do with repetition. To become really good at anything, you have to practice and repeat, practice and repeat, until the technique becomes intuitive
9. What hurts us is what heals us
10. Dreamers can never be tamed
11. We learn in the past but we are not the result of that. We suffered in the past, loved in the past, cried and laughed in the past, but that's of no use to the present. The present has its challenges, its good and bad side. We can neither blame nor be grateful to the past for what is happening now. Each new experience of love has nothing whatsoever to do with past experiences. It's always new.
12. People aren't used to that way of thinking. They want everything to stay the same – and the consequence of that is pain.
13. You can spend your entire life blaming the world, but your successes or failures are entirely your own responsibility.
14. It takes a huge effort to free yourself from memory … visit your soul; don't visit your past
15. We are both creators and creatures, but we are also puppets in God's hands, and there is a line we cannot cross, a line that was drawn for reasons we cannot know.
16. Being alone may make me more vulnerable but it makes me more open, too
17. Train your heart. That is the discipline every warrior needs. If you can control your heart, then you will defeat your opponent
18. The best way to prepare for a challenge is to cultivate the ability to call on an infinite variety of responses
19. The search for peace is a form of prayer that generates light and heat. Forget about yourself for a while and understand that in that light lies wisdom and in that heat lies compassion
20. We can never wound the soul … , but we can become imprisoned by our memories, and that makes our lives wretched even when we have everything we need in order to be happy
21. Let us concentrate all our efforts on achieving Perfection through the imperfect gestures of everyday life. True wisdom means respecting the simple things we do, for they can take us where we need to go.
22. Going back into the past and reopening old wounds is neither easy nor particularly important.
23. A warrior in search of his dream must take his inspiration from what he actually does and not from what he imagines himself doing
24.Sometimes you have to travel a long way to find what is near
25. That's what makes life interesting – believing in treasures and in miracles
26. Only two things can reveal life's great secrets: suffering and love
At the end of my reading, I found light and I found myself getting out of that phase and found myself moving forward again to realizing my dreams by being here – in the present.
My friend L's right, this is just a phase and true to what she said that this, too, shall pass – this has passed and I'm so back spreading my love. Hope you find your Aleph, too.
Love, Rikki.


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Sunday 22 July 1906
It was Sunday, under the sign of Cancer. The US president was Theodore Roosevelt (Republican).
Famous people born on this day include Luigi Montanarini .
But much more happened that day: find out below..
You can also have a look at the whole 1906 or at July 22 across the years.
Old Newspapers
Have a look at the old newspapers from 22 July 1906 and get them!
Which were the most popular movies released in the last months ?
Find out your future
Get a FREE Numerology report based on the digits of 22 July 1906!
Wish him/her..
Historical Events
Which were the important events of 22 July 1906 ?
- Swaziland - Birthday of former King Sobhuza II
- Pi Approximation Day
- St. Vandrille/Wandre Gisilus
- St. Mineve
- St. Joseph of Palestine (Count Joseph)
- St. Dabius/Davius
- Catholic - the feasts of at least 7 saints: St. Mary Magdalene
- Ratcatcher's Day. See:The Pied Piper of Hamelin.
Famous Birthdays:
- Luigi Montanarini: Italy Painter.
Famous Deaths:
- William Snodgrass: Canadian Presbyterian minister and the sixth Principal of Queen's College, now Queen's University (Born 1827).
Music Charts
Which were the top hits in that special week of July 1906 ?
Top #1 songs in the USA
- Cheyenne (Shy Ann) - Billy Murray
Search For Your Ancestors
Subscribe to our Newsletter
Don't miss our monthly news, no spam guarantee Click here to Subscribe
...and if 22 July 1906 was your Birth Date then Join our Birthday Club!
Make this date unforgettable
Genealogy: find out your family heritage
Magazine Covers
What news were making the headlines those days in July 1906?
Which were the most popular books released in the last weeks ?
Remember when
What videogames would you be playing back in the days ?


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Question: A firm has just paid the moment before valuation a
A firm has just paid (the moment before valuation) a dividend of 55¢ and is expected to exhibit a growth rate of 10% into the indefinite future. If the appropriate discount rate is 14%, what is the value of the stock?
View Solution:
View Solution:
Answer to relevant QuestionsConsider the one-period growth model shown in Equation. Assume the next period's dividend is $1, that stockholders require a 12% return, that new investment is expected to yield 14%, and that the retention rate is 50%. What ...In Problem 2, assume that the price of the stock was $9 and solve for the expected rate of return from buying the stock. In Problem 2 Assume the next period's dividend is $1, that stockholders require a 12% return, that new ...Given the following, does the law of one price hold? If not, what action should an investor take? Assume liabilities of $250, $500, and $550 must be met in periods 1, 2, and 3, respectively. Find a portfolio of the bonds shown below that meets these cash outflows. What is the cost of the portfolio? The spot rate (current rate) for Japanese yen is 120 yen to the dollar, whereas the one-year futures rate is 115. If one-year interest rates in Japan are 4%, what is the implied one-year interest rate in the United States, ...
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- The revenue growth came in higher than the industry average of 3.0%. Since the same quarter one year prior, revenues rose by 20.1%. This growth in revenue appears to have trickled down to the company's bottom line, improving the earnings per share.
- The net income growth from the same quarter one year ago has significantly exceeded that of the S&P 500 and the Health Care Equipment & Supplies industry. The net income increased by 609.3% when compared to the same quarter one year prior, rising from $0.53 million to $3.74 million.
- Net operating cash flow has significantly increased by 84.30% to $15.31 million when compared to the same quarter last year. In addition, SYMMETRY MEDICAL INC has also vastly surpassed the industry average cash flow growth rate of 0.05%.
- Looking at where the stock is today compared to one year ago, we find that it is not only higher, but it has also clearly outperformed the rise in the S&P 500 over the same period. Although other factors naturally played a role, the company's strong earnings growth was key. Looking ahead, the stock's rise over the last year has already helped drive it to a level which is relatively expensive compared to the rest of its industry. We feel, however, that the other strengths this company displays justify these higher price levels.
- SYMMETRY MEDICAL INC reported significant earnings per share improvement in the most recent quarter compared to the same quarter a year ago. This company has reported somewhat volatile earnings recently. But, we feel it is poised for EPS growth in the coming year. During the past fiscal year, SYMMETRY MEDICAL INC reported lower earnings of $0.08 versus $0.40 in the prior year. This year, the market expects an improvement in earnings ($0.59 versus $0.08).
-- Written by a member of TheStreet Ratings Staff
Editor's Note: TheStreet ratings do not represent the views of TheStreet's staff or its contributors. Ratings are established by computer based on metrics for performance (which includes growth, stock performance, efficiency and valuation) and risk (volatility and solvency). Companies with poor cash flow or high debt levels tend to earn lower ratings in our model. Holiday Special: Subscribe to Action Alerts PLUS to see how Jim Cramer trades his $2.5 Million+ portfolio for 51% off the list price. Your first 14-days are FREE: Sign up today to get e-mail alerts before every trade.


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This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The purpose of this paper is to review relationships of academic performance and some of its determinants to participation in school-based physical activities, including physical education (PE), free school physical activity (PA) and school sports.
Linkages between academic achievement and involvement in PE, school PA and sport programmes have been examined, based on a systematic review of currently available literature, including a comprehensive search of MEDLINE (1966 to 2007), PSYCHINFO (1974 to 2007), SCHOLAR.GOOGLE.COM, and ERIC databases.
Quasi-experimental data indicate that allocating up to an additional hour per day of curricular time to PA programmes does not affect the academic performance of primary school students negatively, even though the time allocated to other subjects usually shows a corresponding reduction. An additional curricular emphasis on PE may result in small absolute gains in grade point average (GPA), and such findings strongly suggest a relative increase in performance per unit of academic teaching time. Further, the overwhelmingly majority of such programmes have demonstrated an improvement in some measures of physical fitness (PF). Cross-sectional observations show a positive association between academic performance and PA, but PF does not seem to show such an association. PA has positive influences on concentration, memory and classroom behaviour. Data from quasi-experimental studies find support in mechanistic experiments on cognitive function, pointing to a positive relationship between PA and intellectual performance.
Given competent providers, PA can be added to the school curriculum by taking time from other subjects without risk of hindering student academic achievement. On the other hand, adding time to "academic" or "curricular" subjects by taking time from physical education programmes does not enhance grades in these subjects and may be detrimental to health.
The purpose of this paper is to review relationships between physical education (PE), school physical activity (PA), school sports and academic performance. These relationships have been the subject of extensive discussion between advocates and skeptics of PE, school PA and school sports programmes. Both elements of this discussion (academic achievement and physical activity) are independent determinants of a child's health. Our intent in this article is to assess the effects on academic achievement of school PA programmes (including PE and school sports), in both elementary and high schools. Previous reviews have examined relationships between PA and academic achievement. [1-4] Recent research results, echoed in the media, suggest that such activity may have a positive impact on learning and memory. It is now fairly well-recognized that PA is associated with the maintenance of cognitive function in older adults [5] and offers some protection against Alzheimer's disease. [6] Cognitive dysfunctions in older adults is becoming an urgent public health problem, given the ever-rising average life expectancy and the associated growth in the proportion of old and very old individuals in most societies. A positive association between PA and cognitive health is also suspected in younger subjects, but is not as well documented in this age group. Nevertheless, any positive influence of PA on the cognitive functions of children is important for at least 2 reasons: 1) It is a potential argument for increasing PE and/or other types of school PA without risk of decreasing academic progress, and 2) It may offer a way to reduce disruptive behaviour at school and the drop-out from educational programmes. Furthermore, an important by-product of an increased participation to school PA would be an enhanced level of physical fitness.
The databases searched included MEDLINE (1966 to 2007), PSYCHINFO (1974 to 2007), SCHOLAR.GOOGLE.COM, and ERIC, as well as the extensive personal databases of the authors. The reference lists of the articles thus identified were also consulted to identify additional potentially-relevant research. Publications in languages other than English were considered where appropriate. For the purpose of this review, we use the term academic achievement to encompass academic success, school performance and all combinations of these terms.
The outcomes of school PA/PE and academic achievement, success or performance were actual or self-reported grade point average (GPA) and determinants of GPA that could potentially be changed by the interventions (concentration, learning, classroom behaviour, engagement in learning, self-esteem, etc.). The terms physical education, physical activity and sports are, for the purposes of this review, restricted to programmes offered within the school context (i.e. instructional physical education and extracurricular physical activity, including in-school physical activity programmes, intraschool and intramural sport).
It is not surprising that no randomized controlled trials were identified, as they are not practicable in this type of research setting. Quasi-experimental protocols are usually indicated when causality cannot be tested by a random controlled trial in milieux such as the school setting. Seven quasi-experimental studies were identified (Table (Table1).1). Cross-sectional studies were also considered, as well as experimental or laboratory experiments on the determinants of academic performance (i.e. learning concentration, classroom behaviour, etc.).
The first documented quasi-experimental study relevant for to this paper was the Vanves (France) investigation; this involved a small group of schoolchildren tested during the 1950's. [7] Schoolchildren who spent mornings in the classroom and afternoons doing PE were said to perform better academically than children from a control class, but no further details were given. [7] Unfortunately, the specifics of these observations were not described in peer reviewed journals.
A second quasi-experimental study conducted in the Trois-Rivières region (Québec) between 1970 and 1977 involved 546 primary school students; this noted that students involved in an experimental 5 hours of physical education per week had a higher academic performance than their control counterparts who were enrolled in the normal school program for 40 min per week [8]. The supplemental 260 minutes allocated to PE was necessarily taken from time for other academic teaching (i.e. an average 14% curtailment of academic instruction). Despite this curricular change, during the last 5 years of primary school, the overall academic performance of the experimental students improved relative to the controls. During standardized Provincial examinations, children receiving the 5 hours/week of PE had higher scores in mathematics, but lower scores in English (their second language), despite the fact that 33 minutes were removed from mathematics instruction and none from English. [3]
A 2-year quasi-experimental study followed 759 Californian children in the 5th and 6th grades. [9] Subgroups of children were taught PE by either a professional physical educator (n = 178), a trained homeroom teacher (n = 312), or in the normal programme (n = 165). The professional physical educators, the trained teachers, and normal programmes offered, respectively, 80, 65, and 38 minutes per week of PE. As expected, those taught by the professional physical educators achieved greater fitness (cardiovascular and muscle endurance). [10] Also, the groups taught by the professional physical educators and trained teachers had smaller declines in academic performance despite allocating more time to PE. Four of 8 statistical comparisons disclosed an advantage for students in the experimental groups; one comparison was advantageous to control students, while the remaining 3 were equal. The group who spent the most time on PE (i.e. those with a professional physical educator) showed no negative effects on academic achievement and indeed the decline of academic results during the 2 years of the intervention was smaller than that observed in the control subjects. [9]
In South Australia, the 500-student SHAPE trial added 1.25 hours per day of endurance fitness training to the curriculum of 10-year-old primary school students. [11] Over the first 14 weeks of the study, the experimenatl group showed gains in physical work capacity and decreases in body fat relative to controls. Arithmetic and reading scores were not adversely affected by the substantial reallocation of curricular time in favour of PE. These physical benefits appeared to be maintained over the succeeding 2 years in a follow-up of 216 participants. These follow-up evaluations showed (non-significant) trends for better arithmetic and reading grades in experimental students, as well as beneficial changes in teachers' ratings of classroom behaviour. [12]
The 16-month Action School BC! project involved a population of 287 British Columbian primary school children (4th and 5th years: 9–11-years olds). PA was delivered by classroom teachers, amounting to 47 minutes more per week in interventional than in control schools (139 ± 62 vs. 92 ± 45 minutes, P < 0.001). [13] Despite a corresponding decrease in academic time, the academic performance of the experimental group, as measured by the Canadian Achievement Test, remained unchanged; indeed, data analysis revealed a trend towards an enhanced academic performance in the intervention schools (the average score rising from 1,595 to 1,672 units).
Another interventional study of 6th grade (11 year-old) students covered a single school term. Fifty-five minutes/day of PE were included in the curriculum, vs. the same allocation of time for arts or computer sciences; the two groups performed equally well in mathematics, sciences and English. [14] Finally, an intervention in Israel involved 92 preschool and 266 first grade children. [15] The experimental manipulation here was a school-based movement education programme, and children in the experimental group showed greater reading skills and arithmetic scores than controls. [15]
Taken together, these quasi-experimental data suggest that the enriched PE programmes demanded a substantial reduction in the time allocated for academic tuition. Since the children achieved at least equally despite the reduced teaching time, the evidence seems strong that the efficiency of learning was enhanced. [3] Despite the variety of programme durations and locations, a common and valuable by-product was a significant increase in various measures of physical fitness (PF).
Cross-sectional studies commonly have difficulty in controlling for potential biases, particularly socio-economic status (SES). SES remains the strongest predictor of academic achievement [16] and is also one of the strongest predictors of PA participation in children (e.g. in Canada [17]; Italy [18] and Estonia [19]). Cross-sectional studies generally indicate a positive association with academic achievement. Some of these studies did control for confounders such as SES, and still most of them found a positive association between physical activity and academic achievement (Table (Table22).
Nelson and Gordon-Larsen [20] analyzed results from the US National Longitudinal Study of Adolescent Health; they observed that adolescents who were active in school were more likely to have high grades. Even after adjustment for demographics and SES, the risk ratio of higher grades was 1.20 for mathematics and 1.21 for English among adolescents who were active at school. Within middle to upper middle SES categories, a cross-sectional study of suburban high school seniors (52 girls and 37 boys) found that the more active group had higher GPA. [21]
4,690 Hong Kong children from primary 5 to secondary 7 (i.e. grades 5 to 12) completed a pre-validated questionnaire relating their sports and exercise participation to perceived academic performance. [22] Low correlations were seen for the whole sample (r = 0.10, P < 0.01; r = 0.17, P < 0.01 for females; r = 0.06, NS for males). GPA was not a significant correlated with PA participation when all school bands were confounded; however, the high band showed a positive link between GPA and PA participation, whereas students in the low band showed a negative relationship between PA participation and GPA. [23] These reports suggest that the relationship between PA and academic performance is influenced by the type of students and/or the school that they attend. Deliberate stratification of students by learning ability is by no means universal, but we cannot exclude the possibility that spontaneous, unplanned banding may also influence the strength of observed relationships.
Dwyer et al. [24] made a cross-sectional survey of 9000 Australian schoolchildren between the ages of 7 and 15 years (500 in each age/sex stratum drawn from 109 schools, i.e. 10 girls and 10 boys per school). Depending on the group, a linear regression analysis with good control of confounding variables demonstrated a significant association between academic achievement and PA (a combination of lunchtime PA and minutes of PA the preceding week). In all subjects aged 9–12 years, school performance was positively associated with ratings of PA during the preceding week. In girls 10–15 years old and boys 8–15 years old, academic achievement was also positively associated with the estimates of lunchtime PA. The correlation coefficients between PA and academic achievement, although low (r = 0.08 to 0.19) were statistically significant, suggesting that PA was contributing to academic achievement in both boys and girls. Data from the Youth Risk Behavior Survey likewise showed that a perception of little or no involvement in PA was associated with a perception of low academic performance. [25] Another cross-sectional study from England also controlled for SES; this again reported a positive association between school sports participation and academic achievement. [26]
Researchers from Iceland designed a study included other health behaviours. [27] They found small but significantly positive univariate associations of PA with self-reported school performance (r = -0.11 with absenteeism and r = 0.09 with grades). When confounders were considered, these associations were further weakened, but nevertheless remained statistically significant predictors if selected health behaviours and psychological variables were included in the prediction model. [27]
In 6,923 grade 6 New Brunswick children (age 11 years), PA showed a weak inverse association with academic achievement, but a positive association with self-esteem. [28] A study on 232 English boys and girls (13–16 years old) found no relationship between self-reported PA and GPA. Moreover, in children aged 13, 14, or 16 years, the durartion of PA was negatively correlated with marks for English (r = -0.29 to -0.30). [29] To our knowledge, these are the only 2 studies to observe negative associations between PA (but not PE) and academic achievement.
A survey of 117 Australian primary schools found no deterioration of literacy and numeracy results in primary school grades 3, 5 and 7 when more time was allocated to PE. [30] SES was the strongest predictor of both literacy and numeracy scores. A recent analysis of Hong Kong pre-adolescent boys reported that a high level of PA at school was associated with high self-esteem, but not with academic achievement. [31]
Even studies that failed to find a positive relationship between PA/PE and GPA have generally found no decrease in academic achievement as a consequence of increased participation in PA (Table (Table2).2). Clearly, the absence of an elevation in GPA should not be interpreted as a negative outcome. This is well illustrated by a survey conducted in Virginia's primary schools. [32] A reduction in the time allocated for PE (or the arts) did not improve performance in other subjects like mathematics or reading. Moreover, increasing the time allocated to PE (or the arts) at the expense of other academic subjects was not detrimental to test scores in these subjects. [32] Taken together, these observations suggest that if academic achievements are maintained while spending less time on a specific discipline, the intervention has increased academic efficacy.
Many factors like classroom behaviour, self-esteem, self-image, school satisfaction and school connectedness have been postulated as determinants of academic achievement.
Self-identification as a school athlete vs. a «jock» is associated with a lower rate of reported misconduct at school [33], with the exception of binge drinking. [34] In the American linguistic context, the word "jock" refers to an individual whose life is oriented toward sport; it is not necessarily a pejorative term. However, it should not be confused with the focused and planned life of a typical athlete.
In the Trois-Rivières study, competencies linked to behaviour were similar overall in the experimental vs. the control group. [35] A German cross-sectional study (CHILT) compared 12 intervention schools (n = 668) vs. 5 control schools (n = 218), finding that PF was associated with concentration in 6–7 years old children. [36]
Evans et al. [37] reported a lower rate of inappropriate talking among emotionally, or behaviourally-disturbed children who were participating in a jogging and football exercise programme. Furthermore, a meta-analysis on the effect of exercise prior to classes led to the conclusion that most exercise interventions significantly reduced disruptive behaviours in disturbed students. [38] These effects could reflect in part better teacher attitudes towards these children, as seen in the Trois-Rivières [3] and the Australian [1] quasi-experimental studies.
Better self-esteem or self-image [20,39] and body image [40] are commonly associated with high levels of PA. Many studies have also linked school sport or PA programmes with other psychosocial outcomes, such as school satisfaction and school connectedness, regardless of ethnic group [41]. Both school connectedness and school satisfaction are factors preventing drop-out from school. [42]
A recent analysis of data from the National Longitudinal Study of Adolescent Health [20] found evidence of a positive association between PA and components of mental health, including self-esteem, emotional well-being, spirituality, and future expectations. When participation in PA/sports also included parental involvement, the behavioural risk profile became even more positive.
A cross-sectional questionnaire study of 245 Finnish adolescents [43] observed no association between PA level and school satisfaction and the trend to a weak correlation between PA level and problems at school was not statistically significant. However, PA was correlated with global school satisfaction (r = -0.21 for boys) and absence of a depressive mood state (-0.20 and -0.26 for girls and boys, respectively).
Many authors have documented the acute effects of PA on cognitive function. Three recent reviews and/or meta-analyses examined these studies. [44-46] In a meta-analysis of 44 studies, Sibley and Etnier [45] concluded that PA was positively associated with better cognitive functioning in children. Some groups, particularly middle school students (grades 6–8, aged 11–13 years) and younger, seemed to benefit more from PA. Sibley and Etnier [45] noted that unpublished studies had a higher effect size than published reports, suggesting that no bias had occurred from a failure to publish non-significant results.
Brisswalter et al. [44] reviewed published studies into the effects of exercise on various tasks. They concluded that the optimal intensity for decisional tasks covered a wide range (~40–80% VO2max). An exercise duration of more than 20 minutes was most efficient in increasing the performance of perceptual and decisional tasks. [44,46] Tomporowki [47] suggested an upper limit of 60 minutes might arise from the adverse effects of dehydration on cognitive functions.
The literature generally suggests a positive effect of acute physical exercise on cognition. Other activities, like involvement in music also have the potential to increase reading skills, although in this case there is no positive influence on PF. [48]
What is the effect of a high level of PF on academic performance? Is good cognitive functioning associated with above average PF? If so, is this a consequence of PF per se, or of better overall physical health? When analyzed globally, the literature does not indicate any clear linkage between PF and either academic achievement or intellectual performance. As early as 1969, Railo found no relationship between PF and either of these outcomes. [49] More recently, Etnier et al. [50] concluded from a meta-regression analysis that the empirical literature did not support a link between cardiovascular PF and academic achievement. However, this meta-analysis revealed a weakness in the literature: there was little data on the relationship between PF and academic achievement in school-aged children. Indeed, only 1 of the 37 studies identified included this age group.
When the definition of PF includes aspects other than cardiovascular fitness, there seems evidence of positive correlations between various measures of psychomotor performance, cognitive abilities and academic achievement. [51,52] Psychomotor performance shares many common neurological mechanisms with cognitive functions.
A 2001 cross-sectional study on California children disclosed a positive relationship between reading and mathematics results (as measured by Stanford Achievement Test-9) and results on a field test of physical fitness (the Fitnessgram). Despite a huge sample of students from grades 5, 7 and 9 (n = 954,000), potential selection biases were not considered, making it difficult to conclude that PA was linked to increased academic performance. [53] When found, any effects of PF were small. Another weak association between PF and academic achievement was observed in South Korean children (grades 5, 8, and 11); in this study, the association was much smaller than that between academic achievement and regular meal eating. [54] Dwyer et al. [24] measured muscle fitness in 9,000 Australian students. They found significant but weak associations, ranging from r = -0.10 to -0.19 for running distances of 50 m and 1.6 km, and from r = 0.10 to 0.22 for sit-ups and standing long jump, respectively.
The connection between school sports and intellectual achievement has been a long-standing issue since Davis and Cooper [55] first reported a positive association between school sports participation and academic achievement. It remains the subject of recent investigations. The competitive dimension of most sports introduces particular problems, even in the school context, as the educational dimension tends to be relegated to a secondary level. The literature comprises mainly cross-sectional data and the results are more equivocal than for PA; unfortunately, most of the earlier studies did not control for biases common to athletic and academic achievements. [56,57]
Data from the longitudinal Maryland Adolescent Development in Context Study included 67% African-Americans and 33% European-Americans; it found that participation in extracurricular PA was a significant predictor of better academic results and of higher academic expectations. [58] Furthermore, sports participation by 8th grade African-American males resulted in aspirations to continue their studies toward college, with less likelihood of acting inappropriately in school. [59] In their female counterparts, sports participation also resulted in higher aspirations and in a reduction of absenteeism.
Cooper et al. [60] found that even after eliminating confounding factors, extracurricular activities, including sports and PA were predictors of better academic achievement in 2,200 American high school students. Their conclusion is in line with the point that Marsh made in 1992, that such activities may have an effect on academic achievement by increasing motivation and investment in school. [61] Another study of 11,957 American adolescents found that even after standardization for SES, sports participation with parental presence was associated with an increased probability of good grades in English and mathematics, the Adjusted Relative Risk being 1.23 for both subjects. [20] Dexter [62] examined the relationship between sports knowledge, sport performance and academic ability, the last being measured by scores on the British General Certificate of Secondary Education (GCSE). They observed a small but significant positive correlation between sports performance and GCSE score for both mathematics and English.
Melnick et al. [63] detected no relationship between academic achievement and sports participation in 3,686 African-American and Hispanic students from the "High-school and Beyond Study". However, sports participation was associated with a lower drop-out rate. Therefore, they suggested that if sports participation contributes to academic achievement, it may do so indirectly, by encouraging retention in school. Fisher et al. [64] also observed no association between sports involvement and self-reported grades in an ethnic mix of 838 grade 9 to 12 students (predominantly 63% African-American and 27% Hispanic).
Harvard students involved in varsity teams had a slightly lower GPA than their peers, but reported a higher degree of satisfaction with their university experience. [65] This also seemed the case in other institutions examined by Light. Athletes have more friends and a stronger sense of belonging to their institution. They are, according to Light, "the happiest on campus". Generally, this same trend is seen among high-school athletes. Students engaged in extracurricular PAs do not achive different academic scores than their peers, but they feel a greater engagement with their institution. [66,67] This may reflect in part the greater attention directed towards these specific students. Indeed, participants in extracurricular activities (including sports) have more interactions with significant adults than non-participants. [66]
Sport is a very complex phenomenon. There are many cultures within school sports, and any effect on academic achievement is influenced by gender, race, type of sport, type and level of athletic involvement. White and McTeer [68] suggested that the status of a given sport may influence its effect on academic achievement. Their results showed that high-status sports had a positive influence on English grades but they saw no evidenceof an effect of such sports on mathematics grades. They suggested that academic performance was more likely to be affected by cultural factors in subjective subjects like English than in mathematics. Any influence of school sports participation may also differ between girls and boys [33], and between various ethnic and cultural groups. [69]
In conclusion, the available literature suggests that sport is more likely to benefit academic achievement if offered in school rather than in other sport contexts, given the proximity of educational resources and environment. This may be particularly important for team sports, which often seem associated with risky behaviours, particularly binge drinking of alcohol. [70] When sports-involved students identify themselves as athletes rather than «jocks», such risky behaviours seem less prevalent. [67] Greater academic coaching of school athletes could be a factor favouring their academic achievement. [67] School sports should be monitored closely, with the intent of avoiding a drift away from educational objectives. It appears that satisfaction with sports vs. satisfaction with school work is predicted by a differing psychological domain (perceived ability vs. task orientation). [71] It may be helpful to create an environment where both types of endeavour find common ground, i.e. school may be the best setting in which sports can be directed towards task orientation and skills acquisition, without decreasing the pleasure and satisfaction of being good at sports and PA. As noted in various long-term follow-ups, elite and varsity level athletes later tend to experience greater educational and labour market success than non athletes. [34,67,72,73] Current evidence suggests that this effect may be mediated by racial group. [74]
Academic integration of children with various behavioural and developmental problems is a growing trend in industrialized countries. The question arises in terms of their academic achievement. Reviews of exercise programmes for children with learning disabilities [75,76] have suggested that in order to increase the likelihood of positive outcomes, such programmes should have a low student-instructor ratio. Benefits (with the exception of increased PF) may reflect increased attention toward the participants.
In hyperactive impulsive children, PA is associated with global satisfaction in boys and an absence of depressive emotions in both sexes. [77] An outdoor education programme also decreased behavioural problems in children with attention deficit hyperactivity disorder. [78]
In children with reading disabilities, a school-based programme of balance and coordination training, throwing, catching, and stretching produced significant improvements in both reading and semantics. [79] Positive changes were maintained for at least 18 months following the programme, reducing the likelihood of a Hawthorne effect. [80]
Four pupils with emotional and behavioural disorders were directly studied before and after a 10-week PE intervention. Back in class, there was an increase (13.8%, or a little more than 23 minutes) in the amount of time spent focused on the tasks they were supposed to be performing. [81] A 10-week PA intervention in children with learning disabilities improved classroom behaviour and the perception of academic competence was increased. [76] However, a similar outcome was seen in the control group, indicating that there had been no specific effect from the programme.
The effects of school PA upon children with learning problems thus remains an open field for research.
The positive association observed between PA and intellectual performance among children in quasi-experimental studies should be supported by mechanistic, experimental evidence. No one can deny the important role of neurosciences in the comprehension of academic achievement. [82] Most research on the relationships between PA and cognition has centered on the hippocampus, a brain region that mediates memory and learning in mammals, and on changes in the cerebral circulation. The hippocampus has an important role in the consolidation of memory. One major mechanism essential to its functions is long-term potentiation, or LTP. LTP leads to an enhancement of nervous influx following a first series of stimuli.
Hippocampal LTP is the most credible physiological explanation for learning and memory in mammals, including humans. [83] LTP leads to an increase of synaptic efficacy following an increase of synaptic traffic. [83] It was shown recently that PA favours hippocampal LTP. [84] Chronic exercise favourably influences the hippocampus through 3 mechanisms:
1) Heightened neurogenesis, i.e. an increased formation of new neurons after chronic PA, as demonstrated in the adult mouse [85,86],
2) Augmented LTP itself, i.e. enhanced neuronal transmission in the hippocampus. Different methods employed to measure cognitive functions, and scores on these tasks are well correlated with a better performing hippocampus [87]. Radial maze learning, i.e. an hippocampal spatial learning, is increased in both male and female rats exercised by voluntary running. The performance of this task does not seem to be influenced by changes in fitness of the animal, as is the case for the Morris water maze. However, if the water maze is used, it remains possible to control for an animal's level of fitness. Other studies using the Morris water maze have also reported improved performance. [85,88] Exercise has no effect on glutamate receptors in the hippocampus in aged rats [89], reinforcing the view that post-receptor mechanisms are responsible for stronger LTP in active animals. However, this point remains to be confirmed in the hippocampus of younger animals,
3) Chronic exercise creates a favourable environment for LTP by increasing the hippocampal concentrations of neuroprotective factors like brain-derived neurotrophic factor (BDNF) [90] and of other growth factors such as insulin-like growth factor (IGF-1), nerve growth factor, and fibroblast growth factor 2 (FGF-2).
The brain concentration of some antioxidants is also increased in trained animals, thus protecting hippocampal cells from oxidative damage. [91] Radak et al. [92] studied the acute effects of exercise (2 hours). Oxidative damage to macromolecules was reduced through an increase of glutathion synthetase activity and a reduction in the deleterious, inactivity-related efflux of glutamate (the neurotransmitter of learning in the hippocampus). Acute exercise also normalized certain memory functions, particularly orientation time to novelty and passive avoidance reactions.
To our knowledge, these mechanisms of enhanced learning and memory have never been explored in animals at a developmental stage corresponding to school-age children. We hypothesize that, given the higher brain plasticity of childhood, the changes seen in older brains may have an even greater magnitude in the developing brain. The data suggest that the brain structures involved in learning and memory, although more complex, function much like skeletal muscle. To enhance function (i.e. increase memory and learning), periods of stimulation must be followed by a recovery period when supercompensation can take place, and the new proteins associated with learning and memory consolidation can be synthesized.
Available data suggest that school PA (PE instruction, free time PA or school sport) could become a consistent component of PA to meet current guidelines for children and adolescents without impairing academic achievement, even if curricular time for so-called academic subjects is curtailed. In his classical work "The Adolescent Society," James S. Coleman advanced the concept of a zero-sum model. [93] This hypothesized that if time was taken from academic programmes to allow other pursuits, academic achievement would suffer. This concept may be applicable if time is spent in paid employment while attending school [94], but it does not seem to apply to extracurricular activities like sports or curricular PE. [95] In contrast, such activities are likely to increase attachment to school and self-esteem which are indirect but important factors in academic achievement.
Parents concerned about decreases in study and homework time may be better advised to question the time their children spend on TV and computer games rather than the time that they devote to PE, PA or sports in school. Indeed, the more children watch TV, the greater the decline in their academic results. [96] At least one Canadian study found that the time devoted to PA was positively associated with the time that school-aged children spent in reading. [97] Parents interested in the health and academic success of their offspring should focus on the increased prevalence of various metabolic pathologies in which sedentary behaviour plays a key etiologic role, for example, obesity and type 2 diabetes, both of which are beginning at an ever younger age. [98] Such pathologies have the potential to affect school performance adversely, although this is an area where more research is needed. [99] In one recent article, obese 3rd grade girls (8 years old) did not have poorer academic results after control for SES, but relative to normal weight girls they exhibited more displaced behaviours like arguing and fighting, as well as more depressive symptoms like loneliness and sadness [100].
Engagement in PE instruction would probably be increased if grades were allocated for performance in PE, particularly in high school. The engagement of girls, particularly, decreases when PE is not considered incalculating their GPA. [101,102] However, between grade 8 and 12, the school drop-out rate for adolescents of both sexes is reduced by sport participation [103]
Another problem that remains to be resolved, despite a call for action from the Surgeon General in 1996, is the heterogeneity in provision of PE [104], extracurricular sports and other school PA programmes [105], schools with a low SES being particularly disadvantaged. School sport would appeal to more students if emphasis was placed on its educational potential rather than its competitive side. Potential drifting of objectives should be monitored to avoid a «subversion» of the educational mission and ensure a maximisation of positive effects such as academic achievement and long term adherence to physical activity. The current emphasis on a limited range of team sports should be modified to provide opportunities for students who are interested in and have the skills relevant to other sport ventures, thus attracting a wider range of students.
Many questions remain to be clarified on the relationship between academic performance, PE, school PA and sports. However, to paraphrase Eccles et al. [67], "We now know enough about the kinds of programs likely to have positive effects on children and adolescents' development." The literature strongly suggests that the academic achievement, physical fitness and health of our children will not be improved by limiting the time allocated to PE instruction, school PA and sports programmes.
The author(s) declare that they have no competing interests.
Both authors have been involved in the writing of this manuscript and have read and approved the final text.
F. Trudeau is holder of a joint initiative grant from Social Science and Humanity Research Council/Sport Canada. R. J. Shephard is collaborator on the same grant.
PubMed Central Canada is a service of the Canadian Institutes of Health Research (CIHR) working in partnership with the National Research Council's national science library in cooperation with the National Center for Biotechnology Information at the U.S. National Library of Medicine(NCBI/NLM). It includes content provided to the PubMed Central International archive by participating publishers.


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Job Title: Finance Manager
Organisation: International Fertilizer Development Center (IFDC)
Project Name: Resilient Efficient Agribusiness Chains (REACH) project
Funding Source: Embassy of the Kingdom of the Netherlands
Duty Station: Kampala, Uganda
Reports to: Chief of Party
About IFDC:
The International Fertilizer Development Center (IFDC) is a public international organization (PIO) governed by an international board of directors with representation from developed and developing nations. The non-profit center focuses on increasing and sustaining food and agricultural productivity in developing countries through the development and transfer of effective and environmentally sound crop nutrient technology and agribusiness expertise.
About REACH Project:
The International Fertilizer Development Center (IFDC) has submitted a proposal for the REACH (Resilient Efficient Agribusiness Chains) project to the Embassy of the Kingdom of the Netherlands in Kampala, Uganda. The project will improve market engagement for 40,000 market oriented farmers, strengthen household resilience and increase availability of agricultural support services for farmers and businesses in the rice and potato value chains in consideration of their strategic importance to the Government of Uganda and EKN.
Job Summary: The Finance Manager will be responsible for all financial and accounting issues. S/he will be supported by Accounts Assistants, one based in Kampala and two based in field offices in Uganda. The main purpose of this job is to maintain, and update proper books of accounts in the computerized accounting system in use. S/he will conduct himself/herself with integrity and advise on necessary systems to safeguard the assets and financial operations of the project.
Key Duties and Responsibilities:
- The incumbent will plan, supervise, monitor, and coordinate the program accounts in line with IFDC accounting policies and procedures.
- Build and maintain effective working relationships with HQ and regional accounts staff to facilitate clear communication, problem solving and systems development.
- Prepare and submit accurate and timely end-of-month, quarterly, and annual reports
- Effectively manage project cash flow and liquidity positions to maintain an appropriate level of available operating funds for project activities.
- Support the Chief of Party and the field teams in formulating budgets for their sections and/or activities where necessary.
- Keep track of the budgets to ensure funds are properly utilized in the allocated time period.
- Prepare monthly budget pipelines.
- Supervise key financial functions including staff payrolls, statutory deductions etc
- Keenly review accountabilities for staff advances against supporting documentation and intended activity; follow up on outstanding staff advances that are in non-compliance with policy.
- Carry out monthly budget to actual analysis and advise the Chief of Party on any major variances
- Design and implement an effective internal control system to ensure the prevention and detection of both incidental and intentional errors and fraud.
- Oversee the management of the petty cash fund.
- Ensure PAYE and NSSF are remitted before the deadline to avoid paying penalties.
- Check and ensure the accuracy of input VAT schedules prepared by the Assistant Accountant.
Qualifications, Skills and Experience:
- The ideal candidate for the International Fertilizer Development Center (IFDC) Finance Manager job opportunity should hold a University Degree in Accounting, Commerce or Financial Management.
- Part or full qualification with a professional accounting body such as CIMA, ACCA, and CPA is an added advantage.
- A minimum of five (5) years' experience in a similar position with a recognized NGO or International Organization (private or public).
- Proven leadership, managerial and organizational skills
- Computer literacy i.e. proficient in the use of MS Office with hands on experience in an accounting packages such as Pastel and QuickBooks.
- Good analytical skills, flexibility, honesty, creativity; takes initiative
- Excellent report writing, budgeting and analytical skills
How to Apply:
All suitably qualified and interested candidates who wish to join International Fertilizer Development Center (IFDC) should Apply Online by clicking on the link below. Follow the instructions on how to create resume and Apply.
Deadline: 3rd October, 2016
For more of the latest jobs, please visit http://www.theugandanjobline.com or find us on our facebook page https://www.facebook.com/UgandanJobline