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|The Family Room Want to know the best place to buy baby clothing or toys, are diapers available in Thaliand? What about the best hospitals, the pitfalls of hiring a nanny or helper. How to keep teenagers amused in Bangkok, can I hire a carseat when I travel? Which children's medications are available?
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Thailand Expat
Last Online: Today 07:37 PM
Join Date: Jan 2016
Location: Palace Far from Worries
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Thailand:- KIDS Learning Thai and English
My Kids live in both Thailand and the West and we are raising them bi-lingual.
But how to teach them both Thai and English in a way that 'speaks' to them ... certainly not through a text book.
Kid's Cartoons ... way to go.
We have had excellent success with both the fun and informative and educational cartoons designed to teach the kids numbers, alphabet, colours, shapes, objects names.
Now, there are many more English ones available then Thai and I don't speak Thai so welcome any Thai suggestions.
I have Boys who are 2 - 3 year age group, but much of the stuff is interesting for ages well above this. Heck, I even enjoy watching a few of them.
So, maybe you have Thai kids moving to the West or Western kids and want them to learn a bit of Thai ... I'll post what we watch and the methodology behind them.
I have downloaded them on a few memory sticks so that the kids can watch them at home, in the car or on that long plane flight.
To convert them I use the simple (and free) Freemake Video Converter Freemake Video Converter - Free download and software reviews - CNET Download.com
or any other software program you may have.
Good luck with the learning process and please fee free to add anything you may feel of value.
|#2 (permalink)
Thailand Expat
Last Online: Today 07:37 PM
Join Date: Jan 2016
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Fun First, then Learning
So, I'll start the boys with something like this ...
Disney's Planes: Fire & Rescue Extended Clip
It's got that great AC/DC song in it.
If they liked that one then maybe one more fun one ...
Planes Trailer 2013 Gangnam Style
Then, incorporate that plane into direct learning.
Such as ...
Actually I just saw this one for the first time and haven't tried it with the Boys.
This one is well tested and Boys like to sing along ...
This one also the Boys like ...
So, it is usually play time first, then incorporate that element of fun into their learning.
|#3 (permalink)
Thailand Expat
Join Date: Mar 2013
Location: Last but who gives a shit.
Posts: 8,535
From dot one we only let our kids watch TV in English. It kind of backfired as their English was better than their Thai and I had to get them a private Thai teacher even though my wife is Thai. All's good now and my kids Thai is much better than their English. We try to impose a rule that when in the house that everyone speaks English, incl the wife. There's time that they can't think how to translate some Thai into English so that's allowed as long as it's with their mother who then helps them.
When watching TV now, even though Thai is their first language, they still only watch programs in English. They never watch Thai spoken programs. That's now their choosing.
When I came to the village 11 year ago the was a S African who had 2 sons. Mother ran off back whoring. Anyways the S African was fluent in Thai and spoke to his kids in English but they would not speak English to him. I spoke with them in English and they'd reply in a bad broken English. This helped me cuz my Thai is basically zero.
That's my experience.
|#5 (permalink)
Thailand Expat
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Location: Last but who gives a shit.
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|#6 (permalink)
Thailand Expat
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I showed my son teletubbies at 9 months old. At the end of each episode each one of the 4 teletubbies says 'bye bye' and fucks off, about 6 fucking times. That's about 24 bye byes. Now I can't say bye bye to him without him getting upset. So I thought him how to high-5 to compensate.
Lang may yer lum reek...
|#7 (permalink)
Last Online: Yesterday 02:45 PM
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Posts: 463
In my opinion you need to give kids who are half Thai the ability to speak both languGes of the parents...they then have the choice later in life where they want to go. You also need to get them both passports *ahem* but let's not go there.
Mother of the kids spoke Thai to them, I spoke English , you have to try not to mix it up and have conversations in both...the 3 youngest then lived for around 5 years in China, Chinese did not interest the eldest daughter, but she still has passable basic mandarin, the 2 youngest and my Thai wife both learned mandarin to a good level.
I had to put the 2 youngest into a full time Thai school in the South for a year on their return as they had lost a lot of written Thai, once they were back up to speed they passed the entrance exam for the Tri lingual program and are studying there now.
A German guy I know in the UK had 2 sons, was adamant that they should only learn English , worried that speaking German to them was going to cause other issues. Named them Alex and Rudi, some years later Rudi joined the Army, they saw the name did some digging found out he had a German father, he couldn't speak a word of German, I always thought that even if he'd had the basics this would have opened a lot of other doors / possibilities.
Both of them were also restricted to limited communication with the German half of the family, for me this made little sense.
IMHO if you have kids born from two different language cultures you really need to make an effort here...the kids will thanks you for it when they are older .
|#8 (permalink)
Thailand Expat
Last Online: Today 03:44 PM
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I agree with Andy,
wife speak Thai and I speak English to them. Most of the TV we watch is English but because my wife never shuts up she's always talking to her about what she's watching in Thai.
My daughter is 2 1/2 and I'd say her vocabulary in English is pretty good but she speaks more in full sentences in Thai.
She went to an international playgroup once a week for a year, a nursery 2 days a week for a year and will start at a bi-lingual school next year.
I'd like to see what morning looks like
Don't wanna drink pint after pint
I wanna wake up without feeling sick
But I can't cuz I'm a drug-abusing alcoholic
|#9 (permalink)
Last Online: Yesterday 02:45 PM
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Posts: 463
In my experience it's Thai that needs most effort, especially written. And speaking Thai makes further Asian language study easier.
I wouldn't worry about basic English levels at this point, catching up in Englishn I have always found easier, we had a real issue when returning to Thailand and it took over 12 months to get 2 kids aged 8 and 11 back up to speed.
Good luck with it to all...
|#10 (permalink)
Last Online: Yesterday 02:45 PM
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I was also lucky , the wife spoke normal Thai, they both learned "South" dialect while living down in the South, eldest 2 speak Isaan, but also good Thai.
The regional accents sound cute when the kids are young and always get the Thais laughing, but when older they need regular accent.
For my two penneth worth...
|#11 (permalink)
Thailand Expat
Last Online: Yesterday 04:34 PM
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My wife and I are raising our grandchild in the village. He is 26 months old now. His parents are in Pattaya. He has been with us since he was 3 months old. I started him on Little Baby Bum and other English videos and lullabyes immediately. He started talking a lot at about 23 months in both Thai and English. He speaks more Thai than English but he throws a lot of English in and understands both languages completely. His Thai is reinforced instensively through play with his cousins. If each native English speaker speaks to the child consistently in their own language children pick up both languages organically according to the experts and it seems to be happening that way in our experience.
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|#12 (permalink)
Thailand Expat
Join Date: Mar 2012
Location: Teakdoor forum upgrade office
Posts: 11,589
Let the kids use and enjoy both languages. Give them access to books, videos and songs in both languages and give them a need and desire to use both languages; reading, writing, speaking and listening.
|#13 (permalink)
Thailand Expat
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|#14 (permalink)
Thailand Expat
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We do the same. Their Thai mother ONLY speaks Thai to them ... I ONLY speak English. They are fluent in both.
ATM, they lean towards English because this past year they have lived in the West, but their first 15 months were living in a Thai Household.
We want to give them both languages because, when they are men and left our guidance, they may decide to live some or all of their time back in Thailand.
The Boys have 'Western' Christian and Surnames (first and family names) but have Thai middle names.
We just hope to give them the best shot in life through a solid Family upbringing, expansive education and set their moral compass in the right direction ... then show them the door and let them loose on the world, with these words fresh in their ears.
Boys, don't think to make your parents proud, we don't have weighty exceptions on you ... make yourself proud, do the right thing, give before taking, listen before speaking.
Now piss off, because the Footy is on the tube!
ps ... never let them play in the car where you have stored a little talc powder in the door pocket ... they will find it!
|#15 (permalink)
Last Online: Yesterday 02:45 PM
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Nice picture and thanks for the positive comments.
If you are thinking of international or bi-lingual education, with th view to passing exams that will give access to free schooling from A levels up in the UK, you rally need to watch the Thai proficiency even if you are living in Thailand IMHO, we are again having issues with the youngest son 10 YO, not passing the written Thai exams, he's smart, speaks 3 languages fluently, but will thank me in later life for the extra classes he's not happy about now.
There was another excellent thread a hole back about college or university, my eldest daughter, passed 5 GCS's here in China last year, wants to go into Sound Engineering, crazy about music, theatre, etc. She wrote to the Wesminster college in London and was accepted for their 3 year course, this is cost free because she has a British passports and is registered at my parents address in the UK. Anybody with a daughter in Thailand needs to think carefully about higher education, I'm happier with her in London at 18 than running about in Thailand, although you will always worry about daughters!
Sons , well they are a whole different set of problems...
|#17 (permalink)
splendid and tremendous
Last Online: Today 07:11 PM
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Since in England both my girls speak exclusively in English, steadfastly refusing to chat in Thai even when at home - but mum speaks to them in Thai and we spend quite a lot of time at the restuarant she works at now so the language is certainly ingrained. After all, it is their mother tongue, and a teacher at their school told me it takes three years after the transition (from one country to another) for children to gain 100 per cent fluency.
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|#18 (permalink)
Thailand Expat
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All communication is verbal, bar the Thai alphabet which we have on a wall poster and the Boys refer to it.
I can understand your girls though. They will speak in the language which gives them social acceptance, which, in good 'ole Blighty is English ... well mostly anyway.
We don't have all the answers yet because we haven't faced all the hurdles and it's great to read others posts who have gone before us.
somtamslap, good luck with the girls and please feel free to post your experiences (good and bad) because we can all learn from them.
|#19 (permalink)
Last Online: Yesterday 02:45 PM
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Hi again,
As I've tried to say here, it requires a lot of time and effort. My eldest was in Singapore from 2 to around 10 years old (he's mid twenties now), we returned to Thailand and he refused to speak Thai for a few months, you have to be careful...and I can relate to the girls not wanting to speak Thai in the UK.
It's not just language it's the whole social scene and acceptance issues involved. There are also huge cultural differences between Thailand and the U.K. I think my eldest thought Thai inferior for a period of time, now in his mid twenties he's chosen to work and live in Thailand
Good luck with it...
|#20 (permalink)
Thailand Expat
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We don't plan on ever returning to the UK so for us at least, Thai language proficiency is very important.
|#21 (permalink)
Thailand Expat
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I think it's best not to make the decisions for the child, but to give them options.
As your example above eludes to ... at one time in their life they thought the Thai option was crap ... but later decided to live there.
The only thing that I remain resolute on is that they receive their main education in the West.
Doesn't mean that they won't attend school in Thailand ... I think a short period could be good (but yet to be decided), but I've read so many horror stories and seen my partners Nieces and Nephews attend their local school and ... no way is that going to be the basis of their education. 6 months ... OK ... 6 years ... NO WAY!
International Schools are OK ... but why spend that serious coin when it can be invested elsewhere in their education.
|#22 (permalink)
Last Online: Yesterday 02:45 PM
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I stopped international school education once it was clear non of the kids were going to be rocket scientists. Wasted a bloody fortune with 4 kids over the years.
I'm happy with the compromise at the moment in Bangsean for the youngest 2, might reconsider in a cuiple of years. I have not yet fully understood what needs to be done to get GCSE's or the equivalent to enable them to apply for free schooling in the UK when they are old enough .
Will be back in Thailand in. Couple of weeks and it's top of the list to look into.
|#23 (permalink)
splendid and tremendous
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I think a decent bilingual school is better if you intend on staying in Thailand. Make sure it has small class sizes, decent facilities and teachers that don't look like they just got of the overnight bus to the islands- replete in fisherman's pants and all. I would be a bit of stickler for the school getting kids through IGCSE or the IB. At some stage they will have to make the decision to stay in Thailand or go elsewhere. Give them all the tools that they will need to make their own decision. Considering the less than perfect reputation of Thai universities, I'd want my hypothetical kids to take their uni education far,far away from Thailand.
|#25 (permalink)
Fresh Seaman
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Not Thai, but Lao, and I think, really well made... my kids like it... for many Isan/Lao is a first language, so it's no problem mixing up Lao and Thai programmes.
For kids... you really ought to think about them learning a different paradigm in language:
Get them to the point where they make their own flashcard games to learn Thai... turn them in to producers, not just consumers... it's a fantastic way to learn... why not make your own animated shows with friends and put them online?
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I've just noticed a new ad video that slides out at the bottom right corner of the screen every time a page loads. Please remove it it's very annoying.
Has anyone noticed this? Do you think it's annoying?
- Yes it's annoying remove itVote A
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subset: commoncrawl


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Thanks for your Caption this Picture:
Which one is your favorite?
1st: Bdejean - Peashooter tries to shoot down Dr. Zomboss's hovercraft, but is unsuccessful. Wall-nut rolls at it, but doesn't even make a dent. Sunflower used Sunny Day! The weather became sunny! Sunflower used Solar Beam! Dr. Zomboss was knocked out! Dr. Zomboss happened to be flying right over the Grand Canyon when this happened, and so Crazy Dave falls to his death, along with Dr. Zomboss. The end.
2nd: Cat-a-pult - He is captured and held in Dr. Zomboss's lair.
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4th: 104-epsilon - i think he brainwashes him and let him become a crazy zombie
5th: A Wikia contributor - They start to eat his brain, but it's so crazy, they make the garlic face and go insane.


text:
Hottest video I've seen in a long time. Brendan is great; Buck is amazing.
@Momo...the second cock at the end, was Austin Wilde....he loves sloppy seconds ;P XXX
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So, we're possibly looking at moving some systems from our VMware environment to Amazon EC2. However, Amazon uses "Compute Units". Does anyone know how to convert what we've provisioned each VM in VMware to an AMI instance type equivalent so I can provision the correct sizing?
Feb 10, 2012 at 1:24 UTC
Oh, I see. Solarwinds has a free tool for that:
4 Replies
Feb 10, 2012 at 12:40 UTC
Amazon has a conversion tool.
Looks like the easy way is to stop the VM and export it as an OVF.
Feb 10, 2012 at 1:01 UTC
Thanks John.
Not exactly what I was looking for though. I know about the VMDK conversion utility. What I'm looking for is how to convert CPU/Memory to amazon's AMI types (compute units) to figure costs before we start migrating so we can validate cost differences of keeping our environment with necessary hardware upgrades or just pushing these systems out to EC2/VPC/Etc.
Feb 10, 2012 at 1:24 UTC
Oh, I see. Solarwinds has a free tool for that:
Feb 10, 2012 at 10:00 UTC
Thanks John!
I hope those prices are wrong thought. Wow!
This discussion has been inactive for over a year.
You may get a better answer to your question by starting a new discussion.


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Summer Fellowships
General Principles
The Program in East Asian Studies supports Ph.D. students in humanities and social science departments who are concentrating on East Asian topics for their dissertation research. Priority is given to intensive, advanced language study at approved programs that is crucial for research and to research abroad that furthers students' research. Application must be made by Feb. 15, 2017, through the Summer Funding Application on the Graduate School's website. Reasonable budgets and accurate applications are required. The principal advisor must also submit a letter of recommendation. Funding is intended to pay for extra expenses required for special courses or research, not for regular living expenses, which should be covered through the regular university stipend. Students in their first five years of enrollment or in their first year of DCE status are eligible.
An optional information session discussing eligibility, budgets, and the application process will be held on Tuesday, February. 7, at 6:00 p.m. in Jones Hall 100.
Language Study
The Program in East Asian Studies supports summer study of Chinese, Korean, Japanese, and other Asian languages for students whose dissertation research requires it. Normally language programs should be intensive (full-time, at least four hours per day, five days per week, a minimum of eight weeks) and provide the equivalent of one year of language study, and advanced (second-year and beyond). Studying European languages, studying the first year of an Asian language, and studying at more expensive U.S.-based programs (e.g., Middlebury Summer School) are not supported. Application deadlines for language programs vary and most occur before Princeton's deadline for funding applications. Programs regularly supported include:
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- Japanese: Princeton-in-Ishikawa, Hokkaido International Foundation (Hakodate), Inter-University Center (Yokohama), KCJS;
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A recommendation letter from your principal advisor may be sent separately by e-mail attachment to Richard Chafey, Program Manager, East Asian Studies (firstname.lastname@example.com), by the application deadline of Feb. 15, 2017.


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Bacoor Hostage Crisis
October 14, 2011 by staff
Bacoor Hostage Crisis, A hostage crisis two hours at a bank in the Philippines ended safely late on Thursday after the group of bank robbers released their hostages, officials said.
The incident began at 12:30 pm local time when four armed men entered the Rural Bank Masuerte Bacoor, an urban class in the province of Cavite. The robbers were armed with what police described as high-powered firearms.
Security forces responded quickly to the attempted bank robbery, forcing the gunmen to take hostages to six people inside the building. Local government officials quickly created a crisis management committee to handle the situation as teams of police and special weapons in the country and Tactics teams responded to the scene.
"The specialized units, such as Special Weapons and Tactics team, public safety officials and medical personnel were also in place in a few minutes while the fire trucks had been put on alert in the area and a police line was laid, "said Edwin Lacierda, presidential spokesman. "The negotiating team was able to establish contact with the kidnappers in 40 minutes."
According to Bacoor police chief Superintendent Edgar Roquero, bank robbers demanded a getaway vehicle in exchange for the release of the hostages. But as negotiations continued, the robbers freed one hostage due to her health as a result of diabetes. He was identified as Danilo Gonz?lez, bookkeeper of the bank.
An hour later, at 2:45 pm local time, the hijackers agreed to leave the bank with the hostages. As part of the agreement, the four thieves left their guns inside the bank and surrendered to the media because they fear the police would do them harm.
No one was injured.
The Philippines also was the scene of a hostage crisis a year ago. In August 2010, dismissed police officer Rolando Del Rosario Mendoza took a tourist bus in a seaside park in Manila city. After more than 10 hours, the kidnapper opened fire on their hostages, killing eight Chinese tourists before he was shot dead by police.
Please feel free to send if you have any questions regarding this post , you can contact on
Disclaimer: The views expressed on this site are that of the authors and not necessarily that of U.S.S.POST.


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Wednesday, October 28, 2015
Aceable Expands Driver Ed App To California
Austin-based driving education app developer Aceable says it is now offering up its mobile, drivers ed app in the state of California, which it says is the largest driving state in the nation. Aceable said its app now allows California teens to fulfill that state's 25 hour classroom requirement directly from the app, before taking their written driving exam at the state's DMV. Aceable had previously only offered up its mobile app in Texas. Aceable's apps run on both iOS and Android. Aceable is led by Blake Garrett.


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M2 note Global beta firmware for Flyme OS 5.
Hey guys, so I decided to give this Beta firmware a try as the stable global version for M2 Note is nowhere to be seen…
Quick question though:-
- Does my warranty gets hampered if i try this Beta version and update manually?
- If not, is it the standard procedure, that we keep the update.zip file on disk memory, and update with clear data?
P.S.- Am a newbie regarding this, so any help would be appreciated. Also, since the OTA server is down, I have no other option but to try this way to get my hands on Flyme 5 OS.


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Everyone thinks I'm gorgeous and people stare where ever I go. No I'm not coincided or full of my self. You see I used to be a fat girl and I lost all the weight and as soon as that happened people started treating me real real different. I have even been scouted to be a fashion model. But I am confused why my sister keeps reminding me that I will get old. She says that I will be sad when I get old? What's her problem? I hope I won't be lol I hope I have a great long term husband kids with grand kids and a wise soul with wisdom to share with all.
Most Helpful Guy
She's jealous21|10|0


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Posted on August 29 2014
Wearing: Shirt: H&M| Jeans: Urban Outfitters| Sneakers: Nike| Hat: H&M| Watch: Karl Lagerfeld
We're all in consensus that collared shirts are not the look, right? No? Maybe it's just me then. Wherever your collar loyalty lies, you have to admit that the new collarless trend is pretty dope. Well it's not that new if you grew up in the golden age of the 80′s/90′s, but I digress yet again. Dropping the collar is a great way to make any outfit look more elevated if you're about that life. (Note: You should always be about that life.) I've never been much of a fan of solid colored shirts, but any collarless button up has enough detail to make me change my tune. Go ahead and get yourself one because it's not like you were planning on wearing a tie anytime soon.
url: http://dailymister.com/collarless-shirts/#disqus_thread
1 comment
Lucas: August 08, 2015
a) Can I know what is the price for wholesale? 1) Cotton Blouses (J81) 2) New Chiffon Blouses for Jan 2013 3) New Long Sleeve Chiffon Blouses for Oct 2012 4) New Lycra Blouse for June 2012b) What is your Minimum Order per Item or can we cobmine items to make-up the Minimum Order.c) Can we self-collectd) Do you Deliver Overseas


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The National Youth Service Corps, NYSC has confirmed that NYSC Batch B Stream 2 orientation for 2016 corp members will now hold in 2017. This means that the Batch B Stream II orientation camp will not open until 2017.
speaking about the NYSC Batch B stream II oreintation,the DG of NYSC, Brig. Gen. Sulaiman Kazaure, said that prospective stream II corps members will be mobilized. Brig. Gen. Sulaiman Kazaure further remarked "the limited cumulative capacity of the Orientation camps nationwide necessitates a second stream Orientation course for the 2016 Batch 'B' which is being planned for January.NYSC Mobilization Timetable For 2016 Batch B programmes
According to the DG of NYSC, every necessary arrangement has been put in place to ensure that the stream 2 orientation course will be successful
Related Post: www.nysc.org.ng Download and print NYSC Batch B 2016 Call up letter Online
However, Brig. Gen. Sulaiman Kazaure did confirm that the service corp could only cater for only 86,600 prospective corp members out of the 170,ooo that where screen for the next service year.
When pressed about the matter by our news source, Sulaiman Kazaure said "In the 2016 budget, provision was made for the mobilisation of a total of 210,000 corps members. However, the figure for both 2016 Batch 'A' and Batch 'B' has more than doubled the original projection. "Like we did before the 2016 Batch 'A' orientation course, we have appealed to government for special intervention grant to mop up excess of this figure. "So far, we have received the green light from the relevant government agencies to prepare for the mobilisation of all qualified prospective corps members. "However, the limited cumulative capacity of the orientation camps nationwide necessitates a second stream orientation course for the 2016 Batch 'B' which is planned for January 2017.
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SAN DIEGO, May 2, 2013 (GLOBE NEWSWIRE) -- Retail Opportunity Investments Corp. (Nasdaq:ROIC) announced today financial and operating results for the three months ended March 31, 2013. HIGHLIGHTS
- Net income of $2.3 million, or $0.04 per diluted share for 1Q'13
- Funds From Operation (FFO) of $11.5 million, or $0.19 per diluted share (1) for 1Q'13
- $122.8 million of grocery-anchored shopping center acquisitions completed year-to-date
- 7.9% increase in same-center cash net operating income (1Q'13 vs. 1Q'12)
- 171,200 square feet of leases executed in 1Q'13 (new and renewed)
- 93.4% portfolio occupancy rate at March 31, 2013 (110 bps increase vs. 1Q'12)
- 58.3% of the company's warrants retired, $156.8 million proceeds received to date
- 23.5% debt-to-total market capitalization ratio at March 31, 2013
- Quarterly cash dividend of $0.15 per share of common stock declared
(1) A reconciliation of GAAP net income to FFO is provided at the end of this press release.Stuart A. Tanz, President and Chief Executive Officer of Retail Opportunity Investments Corp. stated, "We are fully on track with achieving our targeted acquisition, management and leasing goals for the year. Thus far, we have acquired $122.8 million of grocery-anchored shopping centers year-to-date and our pipeline of acquisition opportunities continues to be active. In terms of property operations, we again posted strong results during the first quarter. We leased 171,200 square feet, increased occupancy by 110 basis points, from a year ago, to 93.4%, and achieved a 7.9% increase in same-center cash net operating income." Tanz stated further, "Looking ahead, with the $155.7 million of equity capital received through the warrants that have been exercised to date, our financial position continues to be strong. Accordingly, we are well-positioned to continue growing our portfolio and business."


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There's Life Among the Ruins
NLJ's Pro Bono Awards Reveal Benefits of the Work
Let the good times roll. That's the counterintuitive conclusion we draw from our research for The National Law Journal's annual Pro Bono Awards.
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Information Security & Warfare
Information Security & Information Warfare
Cyber Security: An International Issue of CooperationCreated on Sunday, 04 November 2012 19:19 Published Date
- Details
- Parent Category: Sectors
- Category: Information Security & Information Warfare
- Written by Constance Baroudos
In today's contemporary world, nations are no longer confined to their land borders or "hard shell"- threats and attacks have reached another dimension of confrontation: cyberspace.[1] Critical infrastructure systems within states are at risk due to cybersecurity vulnerability. Some examples of risks that hackers and foreign intelligence agencies can use to paralyze society are altering financial figures, shutting down the electrical grid, stealing intellectual property, and controlling railroad switches. Many of these infrastructures are privately owned and some have been victims of cyberattacks.[2] This grave security risk brings our attention to the importance of nations working together to enhance their safety in cyberspace.
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text: hooked up with him a lot exactly a year ago. stopped for a while then did a couple times again. stopped. its been a year since I met him. yes I've been with different boys. but for some reason its HIM that I can't get out of my head. he's single and a gonna be a senior in college. I'm a sophomore. what do I doooooo...HES ON MY MIND EVERY SECOND LITERALLY. UGH


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So you've won yourself an online satellite giving you an entry into the greatest poker tournament in the world. Welcome to the World Series of Poker main event, where you will be competing against some of the toughest players out there. Congratulations!
So what now?
First, you're going to need to sharpen your live game, and that means you should play only live games until the main event. Why? There is such a vast difference between live and online play that it needs to be addressed.
One of the biggest differentiators between live and online play is table presence. Most online players are not aware of the importance of facial expressions, body language, handling chips, handling cards, looking at hole cards and especially being scrutinized visually by opponents during live games.
Here is a to-do list for aspiring live game superstars:
• Buy a cap and sunglasses. This will make you feel more protected from the visual scrutiny.
• No headphones. You will have too much information to compute without the music in your head as well.
• Never say a word during a hand. Silence is golden. You cannot give any information away if you don't say anything.
• When you are dealt a hand, wait until it is your turn to act. Then look at your hole cards. While you're waiting, watch everyone else look at their cards and try to pick up some tells.
• After you have seen your cards, if your hand is not an obvious fold, wait five seconds to act. Do this consistently, so that there are no inconsistencies in your actions that would signify strength or weakness.
• Formulate a betting routine. This is very important. What this means is that every time you are going to set chips into the middle of the pot, you need to do it the same way. For example, you could cut your chips down in front of you, stack them and push them forward. Following the same betting routine every time makes it much harder for your opponents to gather information about you.
• Don't overact. This means don't look strong when you are weak and don't look weak when you are strong; you're fooling no one. Voiding your face of any type of expression is priceless.
• Stay focused. After you have made a bet, stay calm by focusing on a spot just in front of you and do not get distracted. That way, they can look at you all they like and still get no information.
Second, let's talk about some of the differences between online and live play:
• Online play is way more aggressive. Don't be fooled into playing live games the same. People are more concerned about going broke in a live game than online for two reasons. For one thing, there isn't the luxury of another tournament starting every five seconds. Also, live players don't want to look silly. Calling someone's all-in with top pair will get you broke most of the time in live play as most people would not be prepared to go all-in if they couldn't beat top pair.
• A live tournament plays a lot slower than online, so be prepared to have plenty of patience. Just worry about your own table. What someone else is doing on another table will not affect you for the moment.
• Practice by playing small pot poker. By that, I mean try to keep the pot size relatively small by not making huge bets unnecessarily. For example, I always like to bet 75 percent of the pot or thereabouts unless I am making a big bluff or overbetting the nuts. Don't be one of those weak players who bet three times the pot with a big hand because they are scared of being outdrawn. Play the game right -- and if you get outdrawn, so be it.
• Play your game. It's very important to play your own game and not try to play differently because now you are playing a live tournament. Have faith in your game, and just do it.
• Be as observant as you can. There are so many bits of information in a live tournament for you to use if you just pay attention. Over the years, I have been able to survive and go very deep in many tournaments, purely thanks to my observations. Through hours of close observation, I was able to detect when opponents were weak and exploit those moments to my advantage, even when I did not have a hand at the time. In online play, we base our reads on betting patterns and previous notes on the opponent. There is so much more information to collect and understand in live play.
Finally, just play, and play and play and play. There is no substitute for experience. The more live games you play, the more comfortable you will feel. This brings confidence, which you will need a lot of if you are to defeat more than 8,000 people and ultimately face me heads-up for the title this year.
Good luck, and remember that no one remembers who came in second, so get out there and win.
Hope to see you at the final table, where maybe you will call out "Pass the Sugar!"
Joe Hachem is the 2005 WSOP champion and a part of Team PokerStars Pro. He plays exclusively at PokerStars.net, where you can play for your chance to make it to the WSOP.


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Superfund Site: JACKSON PARK HOUSING COMPLEX (USNAVY)
Superfund Site Profile
The Jackson Park Housing Complex (USNAVY) site is located in eastern Kitsap County, about two miles northwest of Bremerton, Washington. Also known as the Jackson Park Housing Complex/Naval Hospital Bremerton (JPHC/NHB), the site occupies about 206 acres along Ostrich Bay. From 1904 to 1959, the facility operated as a Navy ammunition depot and included ordnance, manufacturing, processing and disassembly. Residual ordnance powders were disposed of by open burning. Hazardous dust deposited on floors during ordnance handling was washed into floor drains that lead into Ostrich Bay. The site also included incinerators, paint, battery and machine shops, and a boiler plant. Site activities contaminated surface water, soil and sludge with hazardous chemicals and heavy metals. EPA has divided the site into several cleanup areas, or operable units (OUs), to better address site cleanup. Remedy construction has been completed for some areas. Investigations and remedy construction are underway at the remaining OUs.


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outreach efforts directed toward improving STEM (Science, Technology, Engineering, and Mathematics) literacy are vitally important to ensure that all of our citizens are prepared to fully participate in an increasingly complex and technology-driven world. Attempts to maximize the effectiveness of STEM outreach have focused on younger populations, targeting high school, middle school, and even elementary school students. But who provides this outreach? Outreach typically originates at the university level, delivered by undergraduate and, more commonly, by graduate students, often with faculty supervising them (2, 3). These efforts often are discrete, limited-duration events. As a representative example, graduate students in the Biomedical Sciences Graduate Program at Oklahoma State University-Center for Health Sciences (OSU-CHS) provide outreach to a local elementary school in the form of an annual 3rd grade science fair. This is a week-long event that culminates each year in a poster competition. The elementary students love it. Their teachers love it. Our graduate student volunteers love engaging with the elementary students. As one of the judges of this science fair since its inception in 2008, I love it.
However, I also appreciate the challenges in identifying projects for elementary students that are age-appropriate and interesting and can be completed in one or two afternoons so that the posters can be finished in time for the competition. As a result, we tend to use easy-to-conduct experiments with predictable and reliable outcomes that lead to straightforward poster presentations. Moreover, no matter how well-intentioned graduate student volunteers may be, the necessity of taking courses, conducting research, writing papers, taking exams, etc., often impedes their participation. This reinforces the need for experiments that are simple and reliable, and with minimal prep time, so that graduate students can more readily assist elementary students in conducting the experiments and, when schedule conflicts arise, step in more easily and cover for each other. Despite these issues (which undoubtedly are common in outreach efforts), our science fair is an annual tradition that we feel is sparking an interest in science in these elementary students. But this raises the question of how the people in the outreach trenches (undergraduate students, graduate students, and even faculty) learn to effectively deliver science outreach, especially to elementary students and particularly within the existing elementary science curriculum. Certainly, there are resources that can be utilized (and many are first rate); in addition, partnerships can be developed with professional societies, community groups, and elementary educators. But our experience is that outreach efforts that rely on volunteers, especially graduate student volunteers, are notoriously difficult to coordinate and sustain, and requiring additional time for training in how to deliver outreach is likely to reduce the number of volunteers.
At OSU-CHS, we capitalized on our existing partnership with a local elementary school to take a different approach and developed a semester-long, for-credit course to train graduate students in delivering science outreach at the elementary level. This approach arose from the realization that although outreach has become an important part of a career in academic science, we seem to expect it of undergraduate and graduate students without actually training them in how to do it. Indeed, in a statement to the National Institute of General Medical Sciences in 2016, the American Physiological Society identified "mentoring and leadership" and "educational outreach" among the key skills that graduate students should develop (1). However, it is difficult to train volunteers in providing outreach without requiring additional time. So, to achieve the longer-term commitment necessary for a meaningful training experience, we opted to give graduate students two credits toward their degree for completing the training (i.e., taking the course). This course never was intended to replace the science fair. Indeed, we take advantage of our interactions with 3rd grade students at the science fair to "recruit" them as participants for the course next year. The goals and strategies of the course are different from those of the science fair, as are the challenges and rewards, and after two semesters of serving as the course instructor, I am increasingly confident that we are onto something with this approach. Both the graduate students and the 4th graders are learning skills, science-related and otherwise, that will benefit them in their education and in their careers. Accordingly, the goal of this report is to share our experiences and the strategies we employed in the hope that others may use the information to develop their own outreach courses.
In designing the course, I had an overall vision of what we wanted our graduate students to do (expose 4th graders to "everyday science," i.e., using the scientific method for real-life problem solving) and how to go about it (pairs of graduate students, each working with two to four 4th graders during hour-long weekly meetings at the elementary school over the course of a semester, a strategy that also would allow graduate students to serve as scientific role models for the 4th graders). I developed a syllabus with an overall course objective best summarized as "training the trainers," i.e., developing outreach skills for graduate students. In accomplishing this overall course objective, five learning objectives were addressed:
1. Develop and deliver age-appropriate science experiments. It was necessary for the experiments (plural) to be logically linked, but correct answers were absolutely not required.
2. Instruct 4th graders in laboratory methods and practices. This was an extensive list that included laboratory safety, operation of laboratory equipment, experimental design, record keeping, troubleshooting, data collection, and reporting results.
3. Develop and deliver brief "lectures" to 4th graders about topics related to the experiments. This ranged from how to measure using the metric system to understanding discrepant results, genetic alleles, blood pressure, and heart rate.
4. Communicate about outreach activities with scientific and educational communities and with the general public. This took diverse forms, including talks at scientific conferences and for community groups, writing articles for local newsletters, and initiating a blog.
5. Identify and apply for funding to support outreach. This was fairly broadly defined, and as a result, one important lesson we learned was about the extent of support from local businesses for outreach.
Graduate students also were required to maintain a journal throughout as a way of processing their experiences, identifying things that did or didn't work, and developing strategies that might be useful immediately or down the road.
Overall, the objectives were accomplished. The graduate students gave talks and poster presentations at a variety of local, national, and international meetings as well as for local community groups; they wrote articles describing the course (e.g., for inclusion in our alumni newsletter), they built a web page that was "signed over" to me for subsequent years (objective 4). They found that a department store chain was very supportive of our efforts and contributed a gift card for supplies (objective 5), although a big-box office supply store was less enthusiastic about doing so. Objectives 1–3 also were accomplished, although admittedly not always as planned. In many cases, we simply got lucky. The first and most important bit of luck was that the delivery of our course was associated with an ongoing after-school activity program, which conferred several important advantages. First, we were not pulling 4th graders out of classes and/or trying to coordinate with information currently being covered in class. Second, 4th graders signed up for what they called the "Science Club" as an after-school activity; thus, they were a self-selecting group with some level of interest in science at the onset. Next, since it was after school, we had fewer time constraints, and we could set up in the elementary school cafeteria, because room to spread out was crucial. We also were lucky in having an elementary school principal from a nearby school district serve as an informal consultant (which is to say, an answerer of questions and a source of advice). Among other things, the principal made us aware that the 4th grade science learning outcomes for the state/school district were accessible online. Through some combination of planning and luck (again!), our outreach plans touched on many of those outcomes.
In implementing the course, our established partnership with the elementary school laid the groundwork that enabled us to "hit the ground running," as did the tradition of outreach and volunteerism at OSU-CHS. I developed a schedule of activities for the semester that, frankly, was based on my own research experience/expertise, the availability of supplies to conduct the experiments, and the idea that 4th graders would relate to snack foods and cereal. In the long run, I believe that employing relatable and related experiments is more important than specific experiments, although I would be happy to share details of the experiments we used!
Graduate students guided the 4th graders in asking questions about why they liked particular chips or cereals, about salt or sugar content in their favorite chips or cereals, and about genetic differences in taste perception and the consequences of salt or sugar overconsumption. They helped the 4th graders to develop hypotheses based on these questions and then to test them in a series of experiments that built on each other. As a few examples, the 4th graders conducted "taste tests" to determine which was the favorite chip and whether the favorite chip tasted saltiest; they counted taste buds and assessed taste sensitivity with propylthiouricil taste strips to investigate individual differences in how they rated tastes; they examined flow rates through tubes of various sizes to evaluate the effort necessary to move fluid through narrow vs. wide tubes (i.e., blood vessels); they examined the effect of exercise on heart rate.
While assisting the 4th graders with experiments, the graduate students emphasized experimental design, laboratory methods/equipment, and laboratory safety; they focused on data collection and record keeping, interpretation, and presentation of the results, stressing math, reading, and oral and written communication. In all of this, the emphasis was on critical thinking and problem solving, rather than particular results. In short, the focus was on the process, not the product. In keeping with this approach, we conducted an end-of-the-semester wrap up at which all of the 4th graders presented posters to their families and others in the community. This was not a competition but a demonstration of what they had done during the semester. Full disclosure: the 4th graders each got personalized Science Club t-shirts, laboratory notebooks, etc., but there was no "best" poster. In short, the focus was on the reward, not the award.
We also were lucky in having institutional and administrative support for developing this elective course. In fact, our graduate program director encouraged us to take advantage of our "Special Topics" course designation so that our graduate students could take the course twice and receive credit for it both times. Several graduate students took advantage of the opportunity, and these "repeat" students shouldered more responsibility for developing and coordinating activities. They were in charge of troubleshooting experiments, and they built upon their previous experiences to help newcomers with how to "lecture" to 4th graders, etc. In short, these graduate students got hands-on practice with the development and organizational aspects of delivering science outreach while still receiving feedback and guidance from the course instructor as necessary.
To this point, it may sound as though everything went smoothly. It absolutely did not. However, since we were not invested in particular results, none of the inevitable glitches derailed us. In fact, we used the unexpected occurrences to reinforce the critical thinking and problem-solving aspects of science for the 4th graders. We emphasized that science is asking questions and trying to answer them. Sometimes finding the answer takes time, and sometimes the answers are not what you expect, but if you can ask questions, you can do science. Of course, the 4th graders were not the only ones who learned from the experience. Along the way, we learned a number of useful strategies that fall into two general categories.
Planning, Preparation, and Postmortem
In this for-credit course, I required an additional weekly meeting before each session at the elementary school. There were times when at least one graduate student said something like, "We know what we're doing, so why do we have to meet?" The answer was that nothing is as easy as it sounds (e.g., measuring salt content in chips or sugar in cereal), especially if everyone thinks someone else knows how to do it. But my goals in facilitating this weekly meeting were not only to allow graduate students to prepare for upcoming experiments and activities but also to provide an opportunity for them to compare notes and brainstorm about what did and did not work the previous week and what tactics might be useful in subsequent weeks. In addition, it gave them time to practice lectures and receive feedback from me and from the other students. Finally, it ensured dedicated time for instructional presentations (1–3/semester) from elementary educators or representatives from community groups like the YMCA to learn about educational strategies and challenges as well as from representatives from our OSU-CHS Offices of Outreach or Marketing to explore options for resources or avenues for increasing public awareness of our efforts to address the need for STEM Outreach.
β-Test experiments.
Suffice it to say that for some reason, none of us realized that the sugar in cereals could not be measured by inexpensive glucose test strips. Unfortunately, doing so requires far more expensive sucrose test kits. A related strategy, which was obvious with the benefit of hindsight, is to ensure that β-tests use the same processes the 4th graders will use.
Time is relative.
No matter how thoroughly we planned, and no matter how carefully the students scripted the "lectures" they delivered to the 4th graders, there were times when we were far behind where we intended to be and times when we were far ahead. So, during our weekly planning meetings, we learned to identify where to stop if time ran out and how to fill additional time if necessary. To a large extent, this means that a schedule of activities is a moving target. So be it; flexibility is an intrinsic aspect of science outreach at the elementary level.
Keep it simple.
As scientists, graduate students had questions about the experiments, too, and often wanted to add just one more variable to that day's experiment or one more experiment to that day's activities. As the course instructor, I worked hard to ensure that we kept our focus on straightforward, tractable goals that all groups addressed. That meant that each of our small groups did the same experiments, made graphs, worked on posters, etc., although they definitely put their own spin on all of these.
Waivers and warnings.
The elementary school required background information/checks for me and all of our graduate students; in addition, I required graduate students to complete the OSU-based training, which certified them to work with minors. We also sent paperwork to the 4th graders' parents or guardians that included permission for their children to participate in the "Science Club," waivers for photographs, as well as for the use of laboratory supplies and equipment, and information about sampling PROP paper to assess bitter taste responses. As an aside, the 4th graders saw this paperwork, which may have slightly skewed the results of some of our experiments (or maybe the kids were all supertasters…).
Stand and Deliver
Review/preview 2.0.
Fourth graders can forget a great deal in a week. Therefore, we learned to begin each session with a review of what we had done the previous week and a preview of our goals for that day. To reinforce what we had done each session, we ended with a review of that day and finished with a preview of our plans for the next week.
Keep it simple 2.0.
Open-ended questions are great, but 4th graders will take surprising paths when asked things like, "What kind of questions do you want to answer?" No matter how much we might have wanted to, we could not travel to the sun to measure the temperature. Therefore, we learned to limit choices to two or three alternatives and to direct the hypotheses but to let the 4th graders decide how to test them.
Although 4th graders could define "hypothesis," they had trouble formulating one. This was a surprising and important lesson for us: defining ≠ applying. We also learned that our science vocabulary was not always instructive for 4th graders (think "centrifuge"). In short, simple explanations are key; demonstrations (see Fig. 1) are even better. However, it is necessary to meet the kids where they live. A picture of a carnival ride to illustrate centripetal force seemed like a great idea until it became clear that none of our 4th graders had ever been to a carnival.
Cool tools.
We were committed to allowing the 4th graders to use real laboratory equipment (see Fig. 2). They loved this, and graduated cylinders, centrifuge tubes, and pipetters are easily portable. Surprisingly, even centrifuges, microscopes, and balances can be transported. However, this required organization, planning, and a big trunk.
Color coding.
We assigned each group a color that, insofar as possible, matched up with the colors of our tube racks, centrifuge tubes, etc. This strategy definitely simplified transporting supplies, equipment, etc., especially when an experiment took several weeks. In addition, it allowed each of the groups to establish their own identity.
Time to practice.
Using laboratory tools is a skill set that, quite simply, 4th graders do not have. They had to learn how to use these tools, which meant that they had to have instructions, demonstrations, and time to practice (Fig. 2).
Time to have fun.
Fourth graders thought surprising things were fun. They spent a great deal of time pipetting water onto salt to watch it dissolve under the microscope. We let them (see Time is relative above). It reinforced two things: 1) states of matter and 2) the fact that science is fun. However, a cautionary note is called for here; what they thought was fun varied from year to year.
Tactful time czar.
Whether practicing with the tools, conducting experiments, or making graphs, it was very easy to lose track of time and/or get "lost in the weeds." The former was likely to happen when everything was going well; the latter was more likely to happen to graduate students when the 4th graders were not getting it (a notable example is making graphs using the metric scale). Therefore, as course instructor, my two most important roles at the elementary school were to keep track of time (and keep the groups informed of how much time remained) and to redirect any groups that got off track. We also developed a neutral code phrase for use by graduate students when they needed help from me, which allowed them to receive assistance but maintain their roles as science mentors.
Chalk talk.
Although each group put their own spin on the experiments, it was important for them to see what the other groups did and what they found. We established big group discussions that allowed the 4th graders to talk about why different groups got different results. Graduate students guided the 4th graders as they used the chalkboard (or whiteboard) to present their group's results and to total the results from all the groups and then helped them to interpret the findings and identify the next experiments (Fig. 3). This strategy allowed the 4th graders to see the big picture while practicing math and communication skills.
Each year there were different 4th graders and different graduate students, which required minor adjustments. A more significant challenge for us during our 2nd year was a lack of consistency in how many and which 4th graders attended each week. This meant that experiments that built on each other were problematic. It was necessary to do a course correction and include experiments and activities that did not rely on semester-long attendance. Based on this experience, the after-school coordinator assured us that, going forward, we would have the same 4th graders each week. Still, we will include some of the new activities. After all, what is not to like about building genetically modified monsters to illustrate inheritance of genetic traits (Fig. 4) or making poop…er, excuse me, feces…in panty hose to illustrate gastrointestinal function?
Celebrate, assess, and plan.
In discussions with the after-school program coordinator and the principal while initiating this course, we had been informed that residence transiency is common at our elementary school partner. However, knowing that did not truly prepare us for the reality of having several of the 4th graders move during the semester. After bonding with "their kids," this was difficult for graduate students to come to terms with. Thus, it was even more important to finish the semester with a celebration that allowed us to see the 4th graders' excitement as they described their experiments, especially to their families, and to hear from their parents how much the kids enjoyed "Science Club."
And after the celebration, I assess and plan. Graduate student journals are crucial for identifying areas to improve as well as new strategies we might employ. For the graduate students, these journals serve to facilitate reflection and self-assessment about their performance, their abilities and limitations, and contributing to outreach and science education. Without a doubt, graduate students earn their grades, which are based not only on journals but also on fulfilling the requirements of developing and delivering lectures, working with the 4th graders in small groups each week, presenting talks about outreach, and obtaining funding. Perhaps more important, however, is that graduate students are learning important skills, some of which will generalize to other aspects of their careers (e.g., preparing and delivering lectures, designing and troubleshooting experiments). At the same time, they are clearly learning about delivering science outreach. For example, one of our graduate students noted that she employed some of the things she learned in the course as the coordinator of the science fair. For graduate students who took the class twice, the benefits were even clearer. They were infinitely more skilled, organized, and capable the second time through. They also came up with marvelous new ideas to try out, several of which have been added to our list of experiments.
We began small: three teams of graduate students mentoring about eight 4th graders each year. In the upcoming years, we intend to increase those numbers, with a maximum of 10 graduate students (i.e., 5 teams) and 15 4th graders. For our course, and for me as course instructor, these numbers allow maximum impact while maintaining the level of instructor-to-graduate student interactions and, therefore, to evaluate the graduate students based on achieving the course objectives. We also will implement systematic assessment of the impact of our science outreach on the 4th graders who participated and hope to work with the school district to conduct longitudinal evaluations. In the meantime, my informal observations during the sessions at the elementary school suggest that we are having a positive impact. One of our 4th graders eventually stopped making "kitty noises," began to participate in the experiments, and performed like a pro while demonstrating her favorite experiment at the end-of-the-year wrap-up. Another of our 4th graders who initially was disruptive and disrespectful during group sessions ultimately participated with more appropriate enthusiasm after his mentor quietly and patiently worked with him to understand and exercise self-control. Yet another 4th grader whom we had been told was a "special needs student" had a detailed discussion about the structure of DNA with his graduate student mentor. In short, for the 4th graders, the program seems to work. In fact, we are officially and permanently on the schedule of after-school activities at the local elementary school and have been asked to help set up similar programs at other elementary schools.
I hope that our for-credit graded course will serve as a useful model for others to employ in providing training in science outreach for graduate students, and possibly for undergraduates, as well. As a semester-long course, it has the advantage of allowing graduate students time to learn and practice valuable skills while guiding 4th graders in everyday science. At the same time, our outreach training course is helping our graduate students to build relationships with the 4th graders, stimulating an excitement about science in the 4th graders as they explore scientific principles and practices in more depth, and ultimately helping to better prepare the 4th graders to participate in our complex and technology-driven world.
No conflicts of interest, financial or otherwise, are declared by the author.
K.S.C. prepared figures; K.S.C. drafted manuscript; K.S.C. edited and revised manuscript; K.S.C. approved final version of manuscript.
Grateful appreciation is due to the YMCA in Tulsa, OK, for fitting us into their after-school program and to Tulsa WalMart, the American Physiological Society, and the Oklahoma State University-Center for Health Sciences for donations that filled the 4th graders' "swag bags" and allowed the purchase of some supplies.
In addition, thanks to Brent Core, Sperry Public Schools, who spent time advising us on elementary education practices and targeted outcomes and also provided feedback after attending the 4th graders' presentations at the end of the semester.
Finally, thanks to the OSU-CHS Biomedical Sciences Graduate Students who took the course and bonded with the kids to enhance their science education and appreciation, especially Greg Cook (our conversation about outreach led to the course), Sheri Core, Amie Francis, Kathleen Ahles, Mitchell Raymond, Brandon Carr, Stephanie McGlothlin, and Tomi Adewumi.
- Copyright © 2017 the American Physiological Society


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Fyi: there are links between people with OCD and higher dopamine levels and there are also links between extreme athletes and high dopamine levels
My question is about relationships.
- like to chaseVote A
- like being chasedVote B
- resultsVote C
Most Helpful Guy
People who are ecstatic all the time tend to prefer a simplistic and highly pleasurable easy going lifestyle, so imma say they prefer the person chasing them. however atheletes r usually up to a challenge so they may prefer the chase. I don't know could be an individual thing. But always remember. Correlation is not causation.11|00|0


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Alcatel OneTouch Idol 4 and Idol 4S smartphone launched at MWC 2016. So let's talk about the Alcatel OneTouch Idol 4 Price, Specs, Features & Alcatel OneTouch Idol 4S Price, Specification, Features.
Information and details about an upcoming smartphone 2016 might leak from a number of different sources but it is very uncommon that such information are leaked on the website of the smartphone manufacturer itself. This is what has happened with Alcatel, the hardware specifications of two of their upcoming smartphones, the Alcatel OneTouch Idol 4 and the Alcatel One Touch Idol 4S, have been leaked by nobody else but the manufacturer itself.
Alcatel OneTouch Idol 4 and Idol 4S Smartphone Launched
These smartphones are probably the successors to last year Alcatel OneTouch Idol 3 (4.7) and OneTouch Idol 3 (5.5), which were very impressive budget smartphones that offered great value for money.
Alcatel OneTouch Idol 4 Specs, Features, Price, News and More:
The Alcatel OneTouch Idol 4 is the smaller one among the two smartphones and it is to sport a 5.2 inch display compared to the 4.7 inch display we saw on its predecessor. The 5.2 inch display of the OneTouch Idol 4 will feature a resolution of 1080 x 1920 pixels.
Alcatel has made some worthy improvements under the hood of the OneTouch 4 too, it is now packed with a better Snapdragon 617 processor, which comes with 4 ARM Cortex-A53 cores that are clocked at 1.7GHz and other 4 A53 cores, which are clocked at 1.2GHz. The processor on the OneTouch 4 will be coupled with 2 or 3GB of RAM space.
In terms of camera specifications, the Alcatel OneTouch Idol 4 include a 13MP camera on the rear and an 8MP secondary camera on the front. The smartphone will pack 16GB of inbuilt storage space that will be further expandable using a microSD card and the device will be backed up by a 2160 mAh battery.
Alcatel OneTouch Idol 4S Specs, Features, Price, News and More:
The Alcatel OneTouch Idol 4S is bigger version of the OneTouch Idol 4S and it is basically a refreshed version of the 5.5-inch model of the Idol 3. According to the informations leaked on the support pages, the smartphone will flaunt 5.5-inch AMOLED display on the front having resolution of 1440 x 2560 pixels.
The Idol 4S smartphone will be powered by an octa core Snapdragon 657 chipset with four ARM Cortex-A72 cores that are clocked at 1.8GHz and other four Cortex-A53 cores at 1.4GHz. The processor on the OneTouch Idol 4S will be clubbed with 3GB of RAM space and will offer 16GB of onboard storage space. It will house a 16MP camera unit on the rear and a 8MP secondary camera on the front.
Alcatel OneTouch Idol 4 and Idol 4S Released, Check Price:
The two upcoming handsets offer some impressive upgrades over their predecessors and it will be interesting to see how this affects the cost of these smartphones. If Alcatel manages to keep the OneTouch Idol 4 and OneTouch Idol 4S prices checked these smartphone can turn out to be very impressive budget smartphones. These two new smartphones will see a launch date somewhere around the upcoming MWC 2016.


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Jiani - Second Visit
Released: January 16, 2015
Jiani had a good rating and positive comments for her first Gloryhole visit so I decided to bring her back for another cum feeding. She was very excited about this one until she got that first load which took a little wind out of her sails but she's a trooper and kept chugging along to the next random cock. This girl really knows how to work that tongue stud and I kept asking myself "Where were girls like this when I was 18?". She had to put in some overtime on a few cocks but she stuck with it and made sure she got her load. She talks about how loud she is when she's getting fucked and you guys can confirm this after seeing her 3rd Gloryhole visit when she got it good.


text: sports — Flyers Video: Mike Knuble talks about returning to the Flyers Updated: January 26, 2013 — 5:31 PM EST Facebook icon 0Share Twitter icon Tweet Tumblr icon Tumblr Mail icon Email by Philly.com Sports Flyers want win, not revenge Gostisbehere on way back Flyers seek to turn tables on Isles Holmgren backs Lecavalier deal Flyers trade Lecavalier, Schenn Newly re-signed veteran Mike Knuble talks about his return to the Philadelphia Flyers. Published: January 26, 2013 — 5:31 PM EST The Philadelphia Inquirer Thanks for your continued support... We recently asked you to support our journalism. The response, in a word, is heartening. You have encouraged us in our mission — to provide quality news and watchdog journalism. Some of you have even followed through with subscriptions, which is especially gratifying. Our role as an independent, fact-based news organization has never been clearer. And our promise to you is that we will always strive to provide indispensable journalism to our community. Subscriptions are available for home delivery of the print edition and for a digital replica viewable on your mobile device or computer. Subscriptions start as low as 25¢ per day. We're thankful for your support in every way.


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THE BOTTOM LINE: Allstate Corp. said Wednesday that its profit more than quadrupled in the first quarter as it paid out less money for damage claims.
RATE HIKES: The insurer has been pursuing rate hikes in its homeowners unit to offset claims for severe weather related incidents such as hurricanes, wildfires and hailstorms. The company says a spike in such incidents have eaten into returns in recent years.
THE LONG TERM: Allstate had rate hikes approved in 12 states during the quarter and said it plans to pursue hikes for another couple of years.


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Learning to sail bestows people with stylish windblown hair and the ability to talk to clams before putting them in chowder. Reap boating benefits with today's Groupon to Marina Sailing. Choose between the following options:
- For $35, you get a one-hour introductory sailing session (a $75 value).
- For $247, you get two three-hour basic sailing lessons (a $495 value).
Marina Sailing preserves the art of sailboat operation through classes helmed by ASA-certified instructors. A one-hour introductory sail elucidates the basic elements of sailing, including sail operation, boating maneuvers, and docking. Instructors impart a lexicon of new words, many of which have to do with sailing. Throughout the session, students can get involved within their comfort level or opt to sit back and soak up their newfound know-how.
Basic sailing lessons set students afloat for two three-hour sessions. The first session revolves around water orientation and fundamental principles of sailing. Students learn the parts of the boat, how to turn away from and into the wind, and how to tie a variety of knots. The second session reviews lessons learned in the previous one in addition to sailing maneuvers such as single-handed tacking and jibbing, which keeps one hand free for yo-yoing.


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Indian Educational Services
IES Offers Outstanding Education Consultancy services in Bangalore
Indian Educational Services helps students to make the right education decisions. Education Consultancy in Bangalore service guides students to reach the best possible academic heights based on their academic marks and financial capacity. We have been Providing Quality Education Services to hundreds and thousands of students all over Bangalore. We are team who understand the need of the students and their parents. It is only with this dream of providing the best Career counselling in Bangalore giving authentic and maximum information to the prospective college/Universities. We give students the fullest possible information on the all available options to help them make sensible decisions.
Useful Links:
Quick Links:


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Pizza was invented shortly after fire was contained to ovens and the invention of cars provided a more reliable means of delivery than catapults. Eat a state-of-the-art slice with today's Groupon: for $23, you get a meal for four for carryout from Reggio's Pizza (a $47.96 value, including tax), valid at the Halsted Street and 87th Street locations. The meal includes:
- 10 buffalo wings (an $8.50 value)
- Two 14-inch one-topping pizzas (a $31 value)
- Four sodas (a $4 value)<p>
For more than 40 years, the dough disciples at Reggio's Pizza have crafted homemade butter-crust bases strewn with a multitude of fresh toppings. A duo of Chicago-style rounds can be layered with sausage, covered in veggies, or disguised as an inconspicuous pile of pepperoni according to the eater's topping desires. Ten saucy buffalo wings parade single-file into mouths while four sodas cool esophagi flustered by the advances of piping-hot pizzas. Reggio's famous frozen pies dazzle mouths in more than 20 states, but only in Chicagoland can diners carry out the fresh restaurant-made pizzas that have made freezers obsolete.


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Eugene Lee
Set Designer of Wicked
About Eugene Lee
Eugene Lee was born in Beloit, Wisconsin in 1939. He attended Beloit Memorial High School. He has BFA degrees from the Art Institute of Chicago and Carnegie Mellon University, an MFA from Yale Drama School and three honorary Ph.Ds. He currently lives with his wife, Brooke, in Providence. Where they raised their two sons. Eugene Lee's major productions are Candide, Sweeney Todd, Alice in Wonderland and Wicked. Candide, Sweeney Todd and Wicked are all Broadway Musicals.
One of Eugene Lee's most successful projects was Wicked the Musical. He created a set and visual style for the play. The set was made of steel and other basic materials; aluminium, fiberglass, plastic, fabric and natural vines that were used as launching pads for the flying monkeys. The show had lots of crazy effects that wouldn't be imagined as possible. For the green witch's flying scene, Eugene designed a telescoping arm that the audience never saw because of the smoke and many fabrics of cloth to hide it. He designed it so they didn't need to use a harness so that the actress would have the freedom to sing.
"Nothing makes me happier than an impossible space and an impossible project." -Eugene Lee


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Robin Van Persie
October 29, 2011 by staff
Robin Van Persie, For a man whose obsession with attacking football has no limits, was a strange sight to see Arsene Wenger urging his players to curb a mass of red when they invaded toward the goal of Petr Cech. Arsenal coach did his best impression of Basil Fawlty as an instinctive way to protect your team a 4-3 lead was a bomb forward in search of piracy more.
"You know what is in the bank when you are 4-3 up with two minutes left," he said with a wry smile. "Needless to cheer their team to become crazy. But that is the trademark of our team, our club. It is sometimes rewarded, sometimes you pay for it."
In fact. A strange battle, which came out theatrically between blue and red, brought huge rewards for Arsenal, whose team showed unbridled joy at the end of everything. Nothing but the extraordinary Robin van Persie, the most influential figure in the revival of the club, which celebrated a hat-trick of considerable refinement.
The price paid by Chelsea feels heavy and raw. Although André Villas-Boas would not reveal the feelings displayed by John Terry in the locker room, the captain in the spotlight later suffered a threatened to be a hero, but left brutally exposed.
The different emotions of the two captains stood out in minute 85 with a time of 41,801 cause jaws to drop. There was still everything to play for as a routine pass from Florent Malouda made its way to Terry, but inexplicably dropped. No one was within five feet away, the tone was right and the day was clear and without rhyme of reason legs England captain went below it. There could be worse view of his position, face down on the field, that of Van Persie speeding away. Current Master of the Premier League sent a chance to score with aplomb, jumping around Cech to put Arsenal back in front and beautiful route to victory. Some might say that Terry had the bad luck, others might say it was karma.
That is two-game losing streak for Chelsea. Two derbies, too. Arsenal, by contrast, enjoyed a victory that shows that most of the early fall season. Eight wins in nine tells its own story, and this was the most significant of them all. The handbrake was well and truly started here.
It took courage, as well as quality, Chelsea started full of intention and purpose. Villas-Boas was cursing missed opportunities. However, on 14 minutes went to the front. The decision issued by an excellent pass, looking Crossfield left foot coming from Terry. Juan Mata has created a space habitual deception, and sent a pass from Frank Lampard nodded past the goalkeeper Wojciech Szczesny.
Where a month ago, this might have been the signal for a collapse of Arsenal, who were not intimidated. They followed, and tied on 36 minutes when Aaron Ramsey's excellent threaded the ball to Gervinho, that Van Persie square sidefoot past Cech. At the stroke of half time Terry did most of the corner to make a shot in the bottom corner. The story was on their side at that time.
Arsenal recovered again. They left the half-hour break and immediately went on the attack with a chance Ramsey hook over the bar. In the 49th minute Alex Song picked up a huge hole in the Chelsea back line, and Andre Santos ran to him and pointed a straight shot between the legs of Cech.
A minute later, the pendulum swung back to the Blues, but things did not go with it. Ashley Cole advanced only in the inside left position and Szczesny career outside your area to meet him, making a leap of stars in an attempt to put off full-back. The Polo collided with Cole, but the referee, Andre Marriner, said that the offense deserves only a yellow card. To add to the irritation of Chelsea, Szczesny tip away Lampard's free kick. "It arbitrator's decision and that's it. That's all there is to say," was the verdict of Villas-Boas.
Another blow: Walcott wandered into the thin blue line that now passes for the defense of Chelsea. Four players from around the end of England, which slid down on the grass then stumbled, and ran towards the goal. He curled the ball past Cech fiercely at the near post.
Mata took back the initiative with a strong attack from a distance, and these are the stereotypes about these two teams was the odds on a Chelsea win. It says a lot about both sides that there was never a question of someone to settle for a draw.
Van Persie rode to the rescue, as it has done so surprising regularity for Arsenal, and once he had done most of the misfortune of Terry, who supplied the coup de grace with a unit that probably terrified Cech punches and that deflected past him. He took home the ball home and the three points. That made for a happy captain.
Please feel free to send if you have any questions regarding this post , you can contact on
Disclaimer: The views expressed on this site are that of the authors and not necessarily that of U.S.S.POST.


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Buy local and keep money in the community! Red Zone is a printing and embroidery shop located in Hilton, NY. Whether you're looking for company or sports apparel, we can do it all from basic t-shirts to customized jerseys to corporate work wear. Nothing is more frustrating than having to deal with web sites that can't answer your questions and have limited options. We're located in the Rochester area to walk you through every step of the process if that's what you need, and help you personalize your product and create a design that you see in your head. Give us a call if there's something you don't see on the site and let us show you what Red Zone can do for you!
Ask how we can help you with apparel for Personal, Business, Team Sports and Schools! E-mail Tim at email@example.com or give us a call (585) 697-4652 Come out to the shop and see us at ... 51 Railroad Ave Suite D Hilton, NY 14468


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Domodomo - Serving your calls
by: Fernando Gil • 21
All Android applications categories
by: Fernando Gil • 21
Domodomo is your own butler. Takes incoming calls and hang up them if you're busy. Does it for you! What a nice guy!
1) He can take calls automatically. Immediately or after a few seconds.
2) He can hang up calls and send personalized SMS or not.
3) He can only work when you have the bluetooth enabled.
Great for work without being disturbed or to answer calls safely in the car.
Tags: no atiende , cuenta los segundos de tus llamadas
from 21 reviews
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Free - V1.0 - 529K
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found a new home!
Plenty of my friends are looking
for one too. Find a pet to adopt.
I am already spayed, up to date with shots, good with kids, and good with dogs.
Shadow, a Chiefland Catahoula Leopard Dog dog was adopted! Here's how you can benefit by looking at adoption as an option to buying a Catahoula Leopard Dog for sale in Chiefland, or seeking a Catahoula Leopard Dog dog from a breeder in Chiefland.


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Psychic medium Annemarie Smit explained in details the true world of a psychic medium during an interview with Lions Ground on September 30, 2016. "They transfer their thoughts, that's how I communicate with the deceased," she said.
Annemarie Smit is a very normal Dutch woman of mid-30s. The paranormal has always been parallel next to her Earthly life. When she was little she stood face to face with scary faces. She kept it a secret, she managed to suppress her gifts until her 20th year. Tragically, she lost a good friend that changed her world forever. The two worlds merged together. From that moment she helps people and souls.
Psychic Medium
Annemarie use as psychic her extrasensory perception, third-eye, also known as her brow chakra or what people more commonly refer to as 'the sixth sense'. Psychics are people who can see the past, present and future.
Medium goes a step further, Annemarie is able to make contact with the deceased. "8 out of 10, I can get in touch on request," she said during the interview.
During the first meeting, one week before the interview, Annemarie Smit interrupted the conversation "I see a small granny standing behind you," the Dutch medium said.
There was no reason for her to say this. Annemarie described the grandmother in detail. She explained what she loved, her character and her health issue.
Related: I am communicating with the dead and I see them
The Dutch psychic medium, Annemarie Smit explains how she communicate with the dead and how she see and hear them. She explains her scariest encounter that gives each person goosebumps. Annemarie give also very helpful tips for people, especially younger people, who are also struggling with this gift like she did "Find a psychic or medium you trust," she said. But what about NASA's UFO secrets and CIA's secret psychic experiments? This and more in this super deep versatile interview. Watch the 77-minute interview below.
Psychic medium Annemarie Smit has big plans. She teaches, and is expanding her study material. This material will also be available in English. You can expect a lot from her in the near future. Do you need advice, help or do you want to request a consultation? Visit her website.
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Here are more than 365 ways to be environmentally responsible. The good news is that many of them are easy. The best news is everything you do makes a difference. That's power. Practical power. All you have to do is use it.
©1990 Michael Viener; (P)2009 Phoenix
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The Atacama Desert covers a total area of 40,541 sq. mi (105,000 sq. km), stretching 600mi (1000km) from southern Peru into northern Chile. Officially the driest place on Earth, it receives almost no rainfall whatsoever. In fact, it is so dry that some weather stations in the desert have never recorded a single drop of rain. As a result of these harsh conditions, plant and animal life is almost non-existent, particularly in the lower Atacama Desert. The northern coastal areas, however, do receive a little more rainfall, and as a result, are less arid.
Why is the Atacama Desert so dry?
Three different reasons contribute to the Atacama Desert being the driest place on earth. The first reason is that the desert sits on the wrong side of the Andes with regards to prevailing winds. As pictured above, the prevailing south-east trade winds carrying moist air are forced to rise. The moisture condenses, and falls on the opposite side of the Andes to the Atacama. This is commonly known as a rain shadow.
The second reason is high air pressure. Essentially, descending air warms up, meaning that any moisture within turns to water vapour (gas, not liquid) as opposed to rain. Finally, the last reason is the cold Humboldt Current from the Pacific Ocean. Any onshore winds are chilled so they are unable to pick up moisture from the ocean. Cumulatively, the effect of the aforementioned three points creates the driest place on earth.
Interesting facts about the Atacama Desert
Soil samples taken from Mars have been identified as being surprisingly similar to those taken from the Atacama Desert. As a result, NASA frequently uses the desert landscape to test its planetary rover vehicles/instruments prior to embarking upon missions to the red planet.
The Chinchorro mummies, found in the Atacama Desert, are the oldest examples of artificially mummified human remains ever discovered. In fact, the oldest Chinchorro mummies predate those found in Egypt by thousands of years.
The temperature in the Atacama Desert can reach highs of around 104°F (40°C) during the dayime, whilst falling to temperatures of 41°F (5°C) or below at night.
The Atacama Desert is 50 times drier than Death Valley. As you would expect, very few animals have been able to successfully adapt and inhabit this barren, dry landscape. The small numbers of insects in the region become the prey of lizards, whilst an occasional bird of prey can be found hunting for prey. Mammals are equally rare, with mice and fox among those you may encounter periodically.
The Atacama Desert is home to the Atacama Crossing endurance race, in which competitors traverse a wide range of terrains, including approximately 11,500ft (3500m) of ascents/descents over a 7-day period. The quickest anyone has completed the feat is 23h 46m, an accolade accomplished by the Spaniard, Vicente Garcia Beneito.
The Atacama Desert contains the world's largest supply of sodium nitrate, making it a valuable resource. As a result, the area was mined significantly in the 1940's. Many mining towns have since been abandoned.
Throughout the 1800's, the Atacama Desert was at the epicentre of a land dispute between Bolivia and Chile. Both nations claimed that they were the rightful owners of the northeastern portion of the desert, leading to the War of the Pacific (1879-1884) breaking out. This area contained highly valuable mineral resources, which the British and Chileans were exploiting for substantial profit. Chile ultimately emerged as the victor, keeping control of the Atacama Desert in its entirety.